Gamification in the Classroom

Published by Jonathan Bratt

In the field of education, gamification is the process of integrating the mechanics of gaming into something that already exists (curriculum) in an attempt to increase such things as student motivation and engagement. Gamification incorporates several elements into non-gaming applications to make them more enjoyable and in some instances, interactive, as it relies on an individual’s natural tendency for achievement, competition, and collaboration.

Regular activities are transformed and made “game-like” in order to motivate learners to achieve their goals or increase performance by rewarding participants for their various accomplishments by way such of things as earning points/badges which encourages specific actions through positive reinforcement. Moreover, it is fair to suggest, that gamification can be highly effective because it plays upon human psychology in the sense that it takes full advantage of the motivations that cause individuals to savor winning various competitions while perhaps at the same time, being fearful or detesting losing. When it comes to “gamifying” a course, selecting the proper metrics and mechanisms can pose a daunting challenge as these are not components that participants will focus on, but these same gaming elements are essentially responsible for encouraging the desired attitudes and behavior among players.

Gamification can lead to increased student engagement, enhancement, and retention through participants developing and applying problem-solving strategies across different levels of play or contexts, while also promoting key concepts such as collaboration, cooperation, and teamwork. Conversely, improper or poorly designed games can cause students to feel disengaged or confused. Poorly-trained or inadequately prepared instructors can fail to implement gaming strategies and techniques to properly support teaching and learning. In extreme situations, gaming (gambling) can actually lead to undesired (compulsive) behaviors and addiction as participants become more interested in their own status within the confines of the game (advancing a level) as opposed to learning the actual content being presented.

In conclusion, for gamification to be both effective and successful, it has to be well-designed. Curriculum developers, instructional designers, and instructors need to think like a game developer to craft learner experiences that are not only memorable, but educational. It is perhaps useful at this point to reflect on the game design framework known as “The 6Ds” offered by Dr. Ken Werbach (2012):

         1.     Know your objectives

         2.     Delineate target behaviors

         3.     Describe your players

         4.     Devise activity loops

         5.     Don’t forget the fun

         6.     Deploy the appropriate tools