Gamification. What are the benefits and how can it be bought into the classroom?

 (World Government Summit, 2017)

Introduced in 2008, gamification is the use of gaming techniques and mechanics in a non-gaming context to engage and motivate people (Growth Engineering, 2019). Similarly, Kapp, (2012) defines gamification as game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning and solve problems.

Research shows that players achieve maximum performance effort as well feeling a sense of purpose whilst being fully engaged in playing the game (McGonigal, 2011). Furthermore, research has found that when we play games, our brain releases chemicals known as norepinephrine, epinephrine, and dopamine. All of these chemicals not only make the individual feel good within themselves but they also said to make us more receptive to learning (Guiterrez, 2012). Neuroscientist Gregory Burns supports these findings, Burns found that the chemical dopamine in particular allows individuals to learn properly (Rackwitz, 2012). Neurologically speaking, the brain finds it difficult to tell the difference between simulated and reality environments, however the brain is still able to learn how to solve problems no matter the environment. Researchers have found links between gaming and problem solving. Gaming helps develop liner thinking (Kapp, 2012). Therefore, if an individual was to be put into a simulated situation and taught how to tackle the problem at hand, if a similar problem ever occurred in a reality environment theoretically the knowledge from the simulated learning experiences would come into play to help solve the problem in real life (Miller, 2013).

Learning through gamification increase the development of problem solving skills as well as the receptiveness to learning new information, all which could be caused by the fact that students motivation boosts when they learn by having fun. Old strategies of teaching require a student to be spoken at, to gain knowledge without learning the underlying concept of the information. By introduction gamification into a game based learning (GBL) system, the chances of student succeeding not just in digital competence but in other areas of learning as well are high (Al-Azawi, et al., 2016).

An excellent example of bring gamification into a classroom in Classcraft.

Classcraft gives educators a powerful set of tools while connecting real-life intervention with engagement data from existing content, platforms, and systems. This has a profound impact on educational outcomes that are key to student success:

·         Academic Performance 

·         Classroom Behaviour 

·         Social & Emotional Learning 

·         School Climate 

·         Attendance & Suspension 

·         Student Motivation 

(Classcraft, 2019)

 

Classcraft is a gamification Engagement Management System (EMS) used in a Game Based Learning (GBL) environment.  When looking at a report given by Maurice J. Elias, Ph.D. about Classcraft it is easy to see the positive impact this type of gamification can have on a classroom. Classcraft supports teamwork, critical thinking and decision making and responsibility amongst many other skills. Classcraft has game-based learning quests that can be completed within teams or individually. If one pupil within the team portrays negative behaviour they lose health points which has an impact on the whole team. This promotes taking accountability for their actions and seeing how their action can effect other people. Completing a task either individually or in a team promotes critical thinking, problem solving and also allows the pupils to learn from experience. If something goes wrong they have the chance to restart. Schooling is an environment where children are still learning, so giving them the option to restart as oppose to quitting the game all together can encourage their self-confidence to rise.  It teaches pupils that just because they did not succeed the first time does not mean they will not succeed the next (Elias, 2018).

The world of education needs to take a step into the 21^st century and infuse technology into the curriculum. It is being done through the digital competence framework, but technology also needs to be present in practically every aspect of a pupils education. As aforementioned, learning through a game based learning system gives pupils a better chance at taken in the information and knowledge taught in a classroom. Gamification brings a sense of fun and joy to the classroom, making the classroom a more positive place will encourage the children to get involved more so than if the teacher was to stand at the front of the class talking at them. I personally think I would have sat up and paid more attention in class if it was taught through gamification.

I had an experience with gamification with a mathematics game called ‘Numbers Up! Volcanic Panic!’ The school only had it for a year when I was in year 6, so I had missed out on the fun way of learning numeracy throughout my primary school years. But I remember it making me enjoy learning mathematics, it taught me team work and problem solving all without me noticing.

It is that kind of classroom environment that is needed for schools, a place where the children are learning without realising it. A place where learning is fun and school is no longer classed a boring.

Bibliography

Al-Azawi, R., Al-Faliti, F. & Al-Blushi, M., 2016. Educational Gamification Vs. Game Based Learning: Comparative Study. International Journal of Innovation, Management and Technology, 7(4), pp. 132-136.

Classcraft, 2019. Classcraft Is an Engagement Management System (EMS). [Online]
Available at: https://www.classcraft.com/
[Accessed 2 May 2019].

Elias, M. J., 2018. Analysis of the Alignment of Classcraft’s SEL Environment and CASEL SEL Standards , New Jersey: Rutgers Social-Emotional and Character Development Lab .

Growth Engineering, 2019. What is the Definition of Gamification?. [Online]
Available at: https://www.growthengineering.co.uk/definition-of-gamification/
[Accessed 1 May 2019].

Guiterrez, K., 2012. The 5 Decisive Components of Outstanding Learning Games. [Online]
Available at: https://www.shiftelearning.com/blog/bid/234495/The-5-Decisive-Components-of-Outstanding-Learning-Games
[Accessed 2 May 2019].

Kapp, K. M., 2012. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer.

McGonigal, J., 2011. Reality is broken: why games make us better and how they can change the world. New York : Penguin Press.

Miller, C., 2013. The Gamification Of Education. Developments in Business Simulation and Experiential Learning, Volume 40, pp. 196-200.

Rackwitz, R., 2012. Why Gamification is more than just a trend. [Online]
Available at: https://engaginglab.wordpress.com/2012/10/08/why-gamification-is-more-than-just-a-trend/
[Accessed 2 May 2019].

World Government Summit, 2017. Gamification and the Future of Education. [Online]
Available at: https://www.youtube.com/watch?v=SWPDYhtX96Y
[Accessed 1 May 2019].