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Although reward structures have generally been successful in games, the types of rewards used in education typically impede the learning process. New forms of educational rewards, like badges and micro-credentials, have generally failed to take root because of deep-seated design constraints in schools- the fact that you are using a badge is far less important than how you use a badge. This book makes the case that games have used well-designed, meaningful, intrinsic reward structures, while educational systems have often used poorly-designed, meaningless, extrinsic reward structures.
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