Gamification in the Classroom
- One simple way gamification is being used in the classroom is in a Michigan Special Education class. The teacher is using video game elements to help teach math. In Math Land (Gamification and the Future of Education, 10), the assignments are broken up into twenty levels and each level has a mastery test that must be passed to move onto the next level. The tests can be taken at anytime and they can be taken as many times as needed to move on to the next level. The students are assigned an avatar on a board in the classroom and they get to move up the board with every mastered level. The Avatars, Badges, Freedom to Fail and Freedom to Effort are all elements taken from games that help "to maintain entertainment and novelty."
- BeeUp (Gamification and the Future of Education, 21)is an online platform where students work to solve business case studies. BeeUp utilizes a progression system, collective responsibilities, and a leaderboard to help gauge students progress. BeeUp uses two points based systems, one for solving problems and a second for cooperation and collaboration. Both sets of scores are tallied to create an experience score. As the students' scores increase they can unlock new levels and work on more complexed problems.
Another benefit is Automated Teaching. Gamification "automates many of the
tasks that would otherwise be performed by the
teacher. Instead of a teacher having to give quizzes and test that take time to be graded, "a gamified course can
automatically evaluate questions that have definite
answers" (Gamification and the Future of Education, 32).
While there are several great benefits, there are also drawbacks. One of those drawbacks can be Distracting Attention. Gamification could redirect a students attention and if the game is poorly designed, the student may be able to complete the games objective without actually learning the necessary material (Gamification and the Future of Education, 34).
Another drawback that poses the greatest possible risks is the prioritization of extrinsic rewards over intrinsic rewards. Meaning, "By making learning into a search for points, badges,
or levels, gamification may de-emphasise the innate
rewards of learning a new skill" (Gamification and the Future of Education, 35).
Gamification Best Practices (Gamification and the Future of Education, 36)
- Immersive experiences are useful when information is primarily visual or experiential. These include role-playing games and simulations. They are most effective textbooks are too cumbersome. Immersive experiences give instant feedback and a freedom to experiment.
- Reduce distractions to establish flow. A good example of this is when game makers hide a mobile devices clock function, allowing student to work without time limits when teachers can set aside large blocks of time to complete an activity.
Gamification Elements
- Mechanical - Instant Feedback - Games need to be responsive. Meaning students need to be aware of the consequences and they need to be relayed them to the student immediately.
- Personal - This element can be attained through the use of an avatar. This is a visual representation of the user within the game.
- Emotional - A key principle of game is that they need to create a flow and allow the students to have total focus on the task that needs to be completed.
- Feasibility - gasification is only possible when students have access to the equipment and internet connections that may be necessary to complete the required lessons. "In the United States, 85% of adults use the internet, but this is highly dependent on income level and educational attainment"
- Misaligned objectives - gamification is best used when there is a quantifiable skill or set of knowledge, like with sciences and mathematics. It does not work well with writing essays
The education version of this popular online game promotes creativity, collaboration, and problem solving in an immersive environment. Student can review what they've learned by taking screenshots of their work and document their progress. Teachers can create virtual classroom in the game to encourage collaboration.
Hi Kevin! In your blog, you mentioned “gamification could redirect a student’s attention and if the game is poorly designed, the student may be able to complete the games objective without actually learning the necessary material”. While I agree with this general sentiment, I think it addresses one of the biggest misconceptions about gamification in the classroom. Many teachers think gamification is about playing games related to content when, in actuality, it is about turning your entire classroom into a game. In this game, students gain XP and level-up, along with other game-type elements. In a gamified classroom, actual games might never be played and aren’t necessary. I also notice that your ‘best practices’ deal with gameplay. How do you envision these in a truly gamified classroom setting where it’s not about playing an isolated game? What would these look like in a classroom where the teacher and students are living the game?
ReplyDeleteI love Minecraft. I have been playing with my children for roughly three years now. About three years ago, one of my children was in the hospital for about a week. During that time, I broke down and asked my son to show me what this Minecraft stuff was all about. Since then, I’ve made some pretty cool stuff. We enjoy creative mode because it allows us to experiment with our creations without being bothered by mobs (Creepers, Zombies, Skeletons, etc.). Have you had a chance to immerse yourself in Minecraft? I’d like to know your personal thoughts on its place in the classroom.
Thanks, Kevin…