Didactics 2.0: A Pedagogical Analysis of Gamification Theory from a Comparative Perspective with a Special View to the Components of Learning

However the term gamification has swept over the horizon of management sciences like a comet in recent years, the scope of the development of the theory remained strictly attached to raise the level of engagement in the learning (Zichermann, 2011, Kapp, 2012) or purchasing (Bogost, 2011) process or define a new marketing tool to reach the customer of the twenty-first century (Zichermann, 2010). Unfortunately the theory has not been studied as a learning theory nor a complex pedagogical phenomena until now, despite many elements of gamification might also be interpreted as principles of a unique and innovative theoretical basis to address and handle the new generation of learners and interpret the components of the learning process. This article intends to study gamification as the 5th learning theory by making comparison with the behaviourist, cognitivist, constructivist and connectivist approaches along each element of the learning process. As the real value of the theories can only be judged by the following effects mainly based on the response to contemporary problems and challenges of society, the social, cultural, economic and technological environment must not be underestimated and should be taken into account from the beginning if the aim is to make grounds for a new finding, such as gamfication as a learning theory which is a completely new interpretation. So the first part of the article explains the social and cultural trends, which could be better addressed by the application of gamification theory in education than with the previous concepts. The second seeks to raise gamification among the learning theories, and the third makes suggestions to launch further research based on the new insights and frame some possible ways to the future application.