Researchers define gamification as the phenomenon of creating “gameful experiences” and the use of “game mechanics” in non‐gaming contexts (Deterding et al. 2011; Hamari et al. 2014). Gamification within education is the translation of design elements historically associated with gaming, e.g., embodiment, restructured timetables, probability, risk and reward, into the design of pedagogical approaches towards the goal of increasing student motivation, responsiveness and self‐determination. The following article examines the gamification of critiques and peer‐reviews as an evidence‐based best practice and disruptive innovation before outlining examples of critique games. The critique games in this article disrupt instinctive response frameworks and timetables and provide alternatives to more conventional critique and peer‐review practices.

中文翻译：

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批评和同行评审游戏化中的颠覆性时间表和框架


研究人员将游戏化定义为在非游戏环境中创造“游戏体验”和使用“游戏机制”的现象（Deterding 等人，2011 年;Hamari 等人，2014 年）。教育中的游戏化是将历史上与游戏相关的设计元素（例如，体现、重组的时间表、概率、风险和回报）转化为教学方法的设计，以提高学生的积极性、反应性和自决性为目标。以下文章在概述批评游戏的示例之前，研究了批评和同行评审的游戏化作为基于证据的最佳实践和颠覆性创新。本文中的批评游戏打破了本能的反应框架和时间表，并为更传统的批评和同行评审做法提供了替代方案。