Gamification
Overview
Gamification is the application of game elements to existing content, or, more specifically, the use of game design elements within non-game contexts [1]. By presenting a process through the lens of storytelling and providing "context, challenge, immediate feedback, sense of curiosity, problem-solving, a sense of accomplishment, autonomy and mastery" [2], gamification provides a new, hands-on way of approaching familiar topics from a different perspective. By including game mechanics in educational and technical environments, developers and educators seek to create a positive impact on behavior and cognitive processes [3].
Gamification can be further broken down into structural and content gamification. Structural gamification adds to the structure of the content, while content gamification means directly changing the content to be more game-like. [4]
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Types of Gamification
The most common application of gamification, structural gamification is the addition of elements to existing content without altering the nature of the content itself [4].
This includes:
Progression-based games
Badge-based games
Casual games
Competition games
Content gamification means altering content to be more game-like [4]. This could be through creating or utilizing:
Challenges
Feedback loops
Storytelling
Both types of gamification can be utilized in technical communication and educational settings.
Game Elements
Game elements, such as points, badges, and levels, can be added to media to engage an audience with educational media with the possibility of a reward [5]. Similar to a video game or board game, a correct action or choice is reciprocated with an appropriate award.
Points
Points are rewards that give importance to behaviors, achievements, or accomplishments considered to be "high value" [2]. Points are generally given in a numerical value. A greater number indicates a higher achievement, while lower numbers or no points indicates little to no engagement with the content. By assigning points to specific behaviors, content users learn to complete certain repetitive behaviors or tasks in order to continue to accumulate rewards. Points also provide learners with immediate feedback for their actions [2], allowing them to adjust their behavior for future actions accordingly [5].
Common types of game elements include points, badges, and levels. [2] [5]
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Badges
Badges are changes in status awarded to students who have achieved a goal [5]. These markers are similar to the physical badges given to signify status or honor in careers and organizations. They are considered largely visual representations of achievement within the learning environment [1]. While badges are often linked to achieving levels or accumulating points, badges can be earned independently of points. This allows instructors to develop and track core competencies in specific students [6]. Badges can also be highly influential, encouraging students to veer off from familiar paths to collect uncommon badges or create social groups based on badges in common [1].
Levels
Levels indicate progression through material or content [6], and are used to indicate a player's advancement in a course. Levels are very similar to the concept of scaffolding in education. Scaffolding is the act of breaking educational content into manageable sections with the intention of guiding students through a concept [7]. As students progress, educators slowly raise the difficulty of new concepts [7]. This method of education builds on previous, old content to prepare students to face new content. Similarly, levels guide students through sections of gamified content, providing new experiences based on previous lessons as students advance. Levels can often be completed by accumulating a certain number of points or earning certain badges [6].
Subsections
Gamification can appear in a variety of different forms. Some common examples include trivia and quizzes, video libraries, and interactive educational games.
Trivia and Quizzes
Trivia, derived from the word "trivial" [8], may be disregarded as a commonplace, ordinary piece of information. However, trivia can be alternatively considered a bite-sized, accessible fact, or a way of quickly providing information in a short period of time. Quizzes may utilize many different game mechanics, including points, levels, badges, and the added incentive of social comparison and acknowledgement with peers. A study on two different groups of university students reported "no significant difference in quiz scores was found between the two conditions, and quiz scores in both conditions improved similarly over time" [9].
Video Libraries
Interactive video libraries, such as BrainPOP, National Geographic, PBS Kids, and the Discovery Channel, often utilize or link to gamified elements. This includes quizzes to test knowledge before and after viewing material, the opportunity to interact with materials as videos progress, and links to educational games that help solidify concepts and ideas.
Jeopardy! was originally a game show. It has since evolved as an educational tool for educators, who can create interactive games for their classes.
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Interactive Educational Games
Interactive educational games can come in many forms.
The Learning Company, an influential educational company, was responsible for releasing multiple educational games, including Cluefinders and the Carmen Sandiego series.
Jeopardy! can be watched as a game show, but can also be applied to the classroom to encourage students to remember and engage with material.
The language-learning application Duolingo uses point systems, levels, leaderboards, badges, and other gamified elements to encourage potential language learners to engage with material on a daily basis.
Applications in the Classroom
Gamification has a wide range of applications both in the classroom and in the workforce. Critics express doubt with the true benefits of gamification, citing concerns that it may encourage a focus on accumulating value rather than engaging with content [6]. Reducing gamification to a handful of simple game mechanics may damage interest or engagement with gamified content as a whole [10]. However, certain groups might benefit from the unconventionality that gamification presents.
Engaging Reluctant Learners
While gamification can be considered unpaid labor, learners do not commit to hard work for free. The process engages players in an action bigger than themselves, involving them in social groups and providing positive psychological benefits [10]. Since gamification is done with the intention of motivating an audience, encouraging innovation, changing behavior, and developing certain skills [2], it has the potential to engage traditionally reluctant learners. This includes people with learning disabilities or those who find themselves disconnected from traditional academia.
Engaging Across Generations
Newer generations show an increased interest and proficiency in engaging with technology in daily life [2] [6]. This has led researchers to consider gamification a viable method of engaging these students in the classroom. Older generations, whether familiar with technology or not, may be experienced in game mechanics and gaining rewards for completing tasks. Gamification may increase engagement with new technology and content as a whole.
Multimodality
Multimodality, or a computer science term that refers to using a wide range of interactive media, has the potential of engaging with students who might have different learning styles or abilities [11]. By utilizing and incorporating written text, audio, visual, and non-verbal communication, instructors and developers have the potential of engaging with and providing an interactive experience for a specific audience.
References
[1] Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (April 2017). "How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction." Computers in Human Behavior, 69, 371–380. Elsevier. Retrieved November 1, 2021. https://www.sciencedirect.com/science/article/pii/S074756321630855X
[2] Dale, S. (2014). “Gamification: Making work fun, or making fun of work?” Business Information Review, 31(2), 82–90. SAGE Publishing. Retrieved November 1, 2021.
[3] Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). “The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human-Computer Studies, 144, 102496. NCBI. Retrieved November 1, 2021. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7293851/
[4] Designing Digitally. (January 30, 2019). “Structural Gamification and Content Gamification.” Designing Digitally. Designing Digitally. Retrieved November 1, 2021. https://www.designingdigitally.com/blog/2019/01/structural-gamification-and-content-gamification
[5] Designing Digitally. (November 20, 2017). “Gamification in e-Learning: Two Types of Gamification.” Designing Digitally. Designing Digitally. Retrieved November 1, 2021. https://www.designingdigitally.com/blog/2017/11/gamification-elearning-two-types
[6] Veltsos, J. R. (January 13, 2017). “Gamification in the Business Communication Course.” Business and Professional Communication Quarterly, 80(2), 194–216. Retrieved November 1, 2021. https://journals.sagepub.com/doi/full/10.1177/2329490616676576
[7] Alber, R. (January 24, 2014). “6 Scaffolding Strategies to Use With Your Students.” Edutopia. George Lucas Educational Foundation. Retrieved November 1, 2021. https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
[8] Editors of Merriam-Webster. (January 17, 2020). “Where Does the Word ‘Trivia’ Come From?” The Merriam-Webster Dictionary. Merriam-Webster. Retrieved November 1, 2021. https://www.merriam-webster.com/words-at-play/trivia-word-history
[9]Gist, C. M., Andzik, N., Smith, E. E., Xu, M., & Neef, N. A. (2019). “The Effects of Gaming on University Student Quiz Performance.” Journal of Effective Teaching in Higher Education, 2(1), 109–119. Journal of Effective Teaching in Higher Education. https://files.eric.ed.gov/fulltext/EJ1214935.pdf
[10] Deterding, S., Anton, J., Lawley, E., & Paharia, R. (2012). “Gamification: Designing for Motivation.” Interactions, 19(4), 14–17. Association for Computing Machinery. Retrieved November 1, 2021. https://cs.wellesley.edu/~hci/GamificationIx.pdf
[11] Boston University. (2021). “Multimodality in the Writing Classroom.” Teaching Writing. Boston University. Retrieved November 1, 2021. https://www.bu.edu/teaching-writing/resources-for-teaching-writing/guides-tips/multimodality-in-the-writing-classroom/
Last updated by Sumayyah Uddin on 11/6/2021