Gamification: analyzing activities from the website flippity

Abstract

In recent years, gaming has seen a rise in influence and popularity, especially among younger generations. With the pandemic, they became one of the few forms of leisure available during lockdown. Parallel to this, in the same period, there was also a drop in interest and focus on the part of students in the content presented in the classroom, which in some ways continues to the current days. From this situation, it was necessary to create a point of intersection between the classroom and something that caught the students' attention, such as the popular games. As a tool for this integration, we can mention gamification, which, according to Deterding et al. (2012, p. 2) is the use of game elements in contexts where the focus is not entertainment. This functionality is present on several platforms, such as the Flippity website. From this point, the general objective of this research emerged, which was to analyze how gamification elements are worked on this platform, with the specific objectives of verifying the elements present and the frequency in which they were found in the activities analyzed. Using the theory of Werbach & Hunter (2012), which shows important elements for the gamification of activities, alongside the adaptations made by Paixão & Cordeiro (2021), we analyzed 3 activities and 1 game element, using a chart to check the elements of the theory that were present and absent in each one. After the analysis, the presence of 6 elements in common between them was observed, with these elements all linked to one main thing, which was emotion.