Keynoted at the SGames conference in Porto in June and it was directly after the H2020 Beaconing project workshop. A full week exploring the impact and implication of gamification in pervasive learning and how we could break barriers between formal/informal contexts as well as digital/physical spaces.
The mechanics, dynamics and aesthetics of gameplay have the potential to enhance the way a learning process/programme to be designed. We understand that there is a progression from play into gameplay and gamification as discussed in my previous post.
As a reflection piece based on my keynote (to be published as a sole book chapter for the conference proceedings- Springer), a short extract below iterates the progression from playfulness to gamefulness.
Play is key to intrinsically expanding and broadening our embodied experience with our surroundings, fostering autonomy and freedom. It is an exploratory and experiential means for incrementally, iteratively and continuously updating our understanding and interpretation of the various concepts, objects, people, emotions and the mapping between these variables  . It is a complex process that is difficult to decode and measure. We are however in the world where almost everything is measured and within the context of education, measures and assessments are key to ensuring that the learning process leads to the desired learning outcomes and some forms of certification.
With these perspectives, for play to be included in learning to increase motivation intrinsically, it will have to be more structured and “formal”, adhering to the play-learn rules and associated measures. How do we design this playful and gameful experience without making it too restricting and to allow the feedback cycle to be as natural as possible so that it may add to the “play” experience? “This shouldn’t be construed as a claim that “everything is a game.” Games are a particular manifestation of play, not its totality. They happen to be a good starting point for an investigation of play because the formality of their rules makes the machinery of play easier to observe and analyse” . Hence, games are a means by which play can be observed in a more objective way, which will lead to purposeful and meaningful engagement.
 Pramling Samuelsson, I., & Johansson, E. (2006). Play and learning—inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65.
 Broadhead, P., Howard, J., & Wood, E. (Eds.). (2010). Play and learning in the early years: From research to practice. Sage.
 Upton, B. (2015). The Aesthetic of Play. MIT Press.
The playful learning experience should also support a more hybrid approach- such as the one being explored and investigated by the Beaconing project.
By further investigating how learners use the different spaces for learning, how to exploit learners’ preferences for enhancing the use of digital platforms and the potential of gamification, pervasive gaming and context-aware technologies in enhancing a blended learning process, the expected benefits of blended spaces and contexts can be optimised.
The Beaconing project (beaconing.eu) funded by the European Commission Horizon 2020 programme investigates playful approaches for digitally enabling play-learn in everyday spaces fostering cross-subject learning. Figure 1 illustrates the pervasive learning concept that will be supported by the play-lesson plan.
Figure 1. Beaconing conceptual ecosystem
Learning within a classroom setting is expanded into the outdoor including personal spaces at home, providing support for the seamless transition from formal to informal contexts and vice versa. The key challenge for this approach is the feasibility of tracking meaningful measures and indicators for performance of informal learning activities.
The SGames keynote slides are as shown below: