Response to Designing Gamification in the Right Way

     This article was written for designing gamification in an appropriate educational way. Generally, Kim divides his viewpoints into four parts for expressing his ideas about gamification design. Basically, he believes designing gamification in education field must consider numerous variables. For instance, as he suggests, a clear goal, target groups and user types, gender, age, culture and academic performance as well as learning content are all the factors that can affect gamification design for education.
     In this chapter, Kim concentrates on the variability of designing gamification. At first, he points out that a gamification project requires the visualization about different results and the evaluation about the prior result. Here, he means different goals call for corresponding designs of gamification projects. As for target group and user types, though there are varieties of user types, he emphasizes that target groups, who live in the real world, can combine mutual characteristics owned by different user types. Therefore, Kim indicates that the design of a gamification project is changeable and adjustable. Likewise, he states that game mechanics, dynamics and aesthetics are set because of multifarious learning contents. At last, Kim points out the harm of gamification lies in students’ motivation of playing a game. Here, Kim also stresses the importance of flexibility and appropriateness when designing gamification considered two categories of motivation students are driven by to play a game. Thus, Kim delivers the message that gamification design should adapt itself to changing circumstances when it is used to educate students.