Ludification and gamification are two concepts that are sometimes used as synonyms. Or even ludification is proposed as the appropriate translation of the English term gamification , as opposed to the Anglicism gamificación.

However, if we work on the design of products, services or educational dynamics that want to use these concepts, we must know their meaning and adequately differentiate between the two, not making the mistake of thinking that they are the same or that gamification can be used to cover the meaning of both.

Gamification is a word that comes from adapting the English term gamification into Spanish . Since it is built on the English root game , it is logical to suggest that we should avoid the anglicism and use a more correct translation. To do this, the Latin root ludus is often used and the term ludification is constructed.

The problem is that, if we go back to English, we find the two terms, ludification and gamification , with different meanings. The origin of the error in considering gamification as a term that can encompass gamification is the purely linguistic interpretation. But if we are moving in the field of interactive technology design or educational processes, not knowing the difference between the terms can lead us to make design or application scenario errors, among others.

‘Play’ and ‘game’ in English, subtle differences

In Spanish we boast of the ability to differentiate between ser and estar compared to other languages ​​where this difference is not so evident and prevents us from expressing ourselves in the same detail in some situations. But in other concepts the opposite occurs. In the case at hand, in English the distinction between play and game is clear.

Play refers to doing activities for the mere pleasure of doing them. Thus, the free, spontaneous and unruly play of two children in a park can be defined as play . But activities that in Spanish do not correspond to play can also be defined as play. I play the guitar , for example, does not translate as “I play the guitar.”

On the other hand, game is a concept that also refers to playing, but to a type of organized game. This usually includes rules, objectives, trophies and usually – although not always necessary – competition. A basketball game, a video game or the Olympic Games would fall into the category of game .

In the case of Spanish, the single concept ‘jugar’ prevents this distinction from being made, it does not include elements such as playing musical instruments and even includes other different ones such as betting. Direct translation in this field is not possible.

Beyond the linguistic difference

But the difference is not merely a linguistic anecdote. If we want to incorporate game elements into non-game activities in order to improve motivation or performance, the difference between play and game is crucial and requires the use of distinct and well-defined terms.

Broadly speaking, to design a gamification project we would be using the spectrum associated with play and for gamification we would use the spectrum associated with game .

If our intention is to facilitate entry into an activity or to smooth out the first learning curve, play and gamification are the appropriate tools. For example, putting music to multiplication tables or learning a text by heart by performing it with theatrical gestures and costumes.

If our intention is to facilitate long-term learning or improve intrinsic motivation to develop an activity, then gamification and games will be the necessary tools: establish objectives of increasing difficulty, associate rewards with their achievement, make leaderboards, award medals that highlight achievements, create teams with their own names and aesthetics, etc.

Usage scenarios

Gamification is more appropriate for intervening in actions that we find boring or unattractive, and to which we add elements that make them more entertaining. By gamifying we are not modifying the activity, nor are we deepening the learning. We are moving in the peripheral terrain.

In contrast, gamification modifies the activity itself to include new elements and seeks to transform the person’s very attitude, increasing their intrinsic motivation to learn something new, acquire new skills or to relate a specific activity to larger purposes.

The toolboxes for developing both techniques are also different. In the case of gamification we talk about presentation techniques, group dynamics or even tools from the performing arts. In the case of gamification we talk about game design , motivation theories such as Self Determination Theory , reward models such as SAPS ( Status, Access, Power, Stuff ) by Gabe Zicherman or the player taxonomy .

It is certainly necessary to find an alternative to the Anglicism gamify . But ludification is not a term that can do this. Until a new term shared by the guild appears, ludify and gamify are the two concepts that we have at hand and they cannot be used interchangeably, nor can one be used as a translation of the other, since they explain different techniques that are designed in different ways and applied in different scenarios.

Author Bio: Rafael Conde Melguizo is a Researcher in the ECSiT group, Technology and Innovation for Society, Culture and Education at UDIT – University of Design, Innovation and Technology