Gamification
Overview
Gamification occurs when game-like elements are applied to non-game contexts. Experience points, levels and badges are some of the most commonly-used elements to enable gamification. Many parts of our out-of-school lives have been gamified, and students are used to being asked to accomplish tasks for imaginary points and intangible badges. Students in gamified classrooms are more engaged, internally motivated and social learners.
Gamification occurs when game-like elements are applied to non-game contexts. Experience points, levels and badges are some of the most commonly-used elements to enable gamification. Many parts of our out-of-school lives have been gamified, and students are used to being asked to accomplish tasks for imaginary points and intangible badges. Students in gamified classrooms are more engaged, internally motivated and social learners.
Teaching Ideas
Idea 1- Monitors behaviour progress of students
Idea 1- Monitors behaviour progress of students
- Class Dojo is an engaging classroom management tool which rewards students for good behaviour in real-time. Teachers track student behaviour as they earn DoJo points. Teachers can customize the behaviour traits they want the students to build. It is a positive feedback platform that communicates behavioural progress to the students and parents.
- Dreambox is an adaptive learning game. After the modeled lesson, formative assessment is gathered and recorded as students play the games. The program provides the platform for students to practice math skills, which can increase their learning velocity. Dreambox supports differentiated instruction because it builds upon the student’s conceptual understanding of mathematics based on their entry point and next steps.
- Prodigy is a math program, which builds students math skills. The wizard, Prodigy, helps students complete quests and fend off monsters. The program places students at their level of learning with a diagnostic test. This differentiated entry into the game allows students to proceed at their pace.
- Classcraft is a collaborative role-playing game for teachers and students. Students can gain experience points where they earn real powers for real-time rewards. If you display a negative behaviour, for example, like being late for class, you will have to fight a battle during detention, also in real-time. The student chooses a character which has unique properties and can be customized as the game progresses. Students can also play the game in teams of five or six throughout the year.
Guidelines for Use
Tip 1 - Primary focus is goal achievement.
Tip 1 - Primary focus is goal achievement.
- As students work through the tasks, they collect points and badges. Students will acquire knowledge and develop their skills as they earn
- rewards.
- Students need to feel inspired and motivated to succeed. Rewards that involve praise for a job well done can be motivating for most
students.
- Students can work together in teams to achieve a goal. When learning the material and completing the task, rewards are assigned for positive work habits and collaboration.
- Ensure that gamification is aligned to curriculum goals so that desired learning objectives match the game design.
- Communicate clear objectives and overview of the game-based lesson so students are aware of the educational value and learn domain-specific knowledge.
Benefits and Challenges
Benefit 1- Pedagogy
- Gamification uses game-based elements influenced by the needs, goals and values of the Self-Determination Theory of Intrinsic Motivation, which rely on the framework of human motivation and personality (Deci & Ryan, 2000).
- Incorporates the tenets of SDT, for example, like autonomy, competence, and social relatedness.
- Reward systems have been shown to increase engagement, which continually motivates students to play learning-based games.
- Students can relate to content through practice, which leads to better retention of information.
- Gamification of learning can increase the intrinsic motivation of students by completing specific goal orientated objectives by collecting badges to boost behaviours
- In a study by Fracz (2015) students in gamification lessons, on average, passed one more task than the control group and gained nine more points.
- Gamification is often facilitated through online technology software. Student data or behaviour may be misused or left vulnerable to advertisers.
- Students may rely on gamification in other parts of their education, which may cause them to be frustrated or disengaged.
- Distraction can be an issue of gamification when the elements, like badges, points, and other rewards, are plentiful. Too many rewards can diminish its value as an extrinsic motivator.
- Time allocated in gamifying classrooms may be limited and difficult to implement.
Helpful Resources
The Gamification Guide for Teachers
The Gamification Guide provides information for teachers on how to gamify their classrooms. The guide provides suggestions for adding a system of rewards to your classroom program.
7 Good Examples of Gamification in Education
EdTech Review and many other journals have been posting examples of good gamification tools for educators. Companies are designing motivating learning techniques by using technology which help students learn. This site lists seven good examples of gamification used in the classroom.
4 Ways to Bring Gamification of Education to Your Classroom
The Top Hat blog highlights four ways teachers can gamify their classrooms to promote engagement and collaboration using technology. Educators have created the examples which enhance a student’s learning experience.
The 15 Best Gamification Resources for Trainers and Educators
An interesting collection of resources for educators and managers. Each one links to an article, book, or video which also contains additional resources.
Udemy Gamification for Education Course
Learn the ins and outs of gamification geared towards the K- 12 classroom with helpful tools for implementation.
The Gamification Guide for Teachers
The Gamification Guide provides information for teachers on how to gamify their classrooms. The guide provides suggestions for adding a system of rewards to your classroom program.
7 Good Examples of Gamification in Education
EdTech Review and many other journals have been posting examples of good gamification tools for educators. Companies are designing motivating learning techniques by using technology which help students learn. This site lists seven good examples of gamification used in the classroom.
4 Ways to Bring Gamification of Education to Your Classroom
The Top Hat blog highlights four ways teachers can gamify their classrooms to promote engagement and collaboration using technology. Educators have created the examples which enhance a student’s learning experience.
The 15 Best Gamification Resources for Trainers and Educators
An interesting collection of resources for educators and managers. Each one links to an article, book, or video which also contains additional resources.
Udemy Gamification for Education Course
Learn the ins and outs of gamification geared towards the K- 12 classroom with helpful tools for implementation.
Research
Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, 59(1), 51-61. doi:10.1080/10494820.2014.964263
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, 28-30 September). From game design elements to gamefulness: Defining gamification. Paper presented at Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, Tampere, Finland. New York: ACM. Doi:10.1145/2181037.2181040
Frącz, W. (2015). An empirical study inspecting the benefits of gamification applied to university classes. Computer Science and Electronic Engineering Conference (CEEC), 7, 135-139. doi: 10.1109/CEEC.2015.7332713
Kingsley, T. L. & Grabner-Hagen, M. M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st-century learning. Journal of Adolescent & Adult Literacy, 59(1), 51-61. doi:10.1002/jaal.426
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037//0003-066X.55.1.68
Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, 59(1), 51-61. doi:10.1080/10494820.2014.964263
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, 28-30 September). From game design elements to gamefulness: Defining gamification. Paper presented at Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, Tampere, Finland. New York: ACM. Doi:10.1145/2181037.2181040
Frącz, W. (2015). An empirical study inspecting the benefits of gamification applied to university classes. Computer Science and Electronic Engineering Conference (CEEC), 7, 135-139. doi: 10.1109/CEEC.2015.7332713
Kingsley, T. L. & Grabner-Hagen, M. M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st-century learning. Journal of Adolescent & Adult Literacy, 59(1), 51-61. doi:10.1002/jaal.426
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037//0003-066X.55.1.68