Implementation (Jon)

To understand how to implement gamification in a classroom setting effectively, one must first understand exactly what gamification is. Gamification in education is essentially applying game-like elements to classroom activities. Ceker and Ozdamh (2017) looked at several definitions of gamification, which included adding gaming rules to change thinking and motivation. Deterding et al., (2011, as cited in Ceker & Ozdamh, 2017) provided a succinct definition of gamification by “using game design elements in non-game environments''.

Gamification at its heart provides a motivational source for its players or students. It provides an interesting, engaging layer to an otherwise boring or mundane task. There are many examples of gamified apps, which include but are not limited to Kahoot, ClassDojo, Classcraft, Socrative, or Quizizz. Each of these apps uses a variety of game mechanics to entice the player. These include the likes of badges, points, levels, and avatars. Some apps even provide leaderboards to increase competitiveness amongst participants. Whatever shape these mechanics take, one form or another must be present to provide a gamified experience (An, 2020). The most common aspects of gamification are points, badges, and leaderboards.

Badges: Badges are a visual representation of an achieved task. They are fixated on the player's profile and cannot be taken away once earned. Badges can be earned after completing assignments, reaching a certain milestone, or attaining a new level. They also act as a recognition tool that can be proudly displayed for others to see.

Points: The point system can be used for a myriad of purposes. Points can be used as a motivator to achieve a new level, attain a badge, or as an in-game economy. Points may also be used as a way to manage in-game abilities. In Classcraft, “crystals” are used to determine how many powers a character can use, hearts are used to show when a character has fallen due to inappropriate behaviours, and experience points are used to level the character up.

Leaderboards: Leaderboards display the current ranking of game players. Kahoot uses a podium-style leaderboard where the top 3 players at the end of the game are displayed. Orange Theory Fitness (https://www.orangetheory.com/en-ca/workout/) uses gamification for their workouts. Leaderboards are displayed in class that show how hard participants are working through a proprietary algorithm involving heart rate zones. Leaderboards may not always produce the desired motivational results, as some students dislike competition (An, 2020).

While points, badges, and leaderboards provide an extrinsic reward mechanism, it serves as only a superficial layer to the implementation of gamification. These systems can become overused and lead to demotivation (Chou, 2015, as cited in An, 2020). To successfully implement gamification, deeper attention must be paid to what provides a truly engaging and motivational experience for participants.

Chou (2015) developed a framework to capture a variety of dimensions that influence motivation. The Octalysis Framework outlines eight “Core Drives” that impact a participant’s willingness to engage in the game. These include Epic Meaning, Social Influence and Relatedness, and Loss and Avoidance. According to Chou, motivation can be affected by at least one of these.

An (2020) further refined these Core Drives into eight design considerations. First, students must encounter meaningful context. They must have buy-in through an engaging narrative. Second, there must be significant user involvement, such as choosing an avatar or determining gameplay characteristics. Third, there must be challenges and feedback that align with the learner’s skill level. Fourth, participants should be able to achieve learning goals through different paths and at their own pace. Fifth, extrinsic rewards should be available such as the aforementioned badges and points. Sixth, social interaction must be present. The ability to communicate and collaborate with other learners greatly increases learning performance. Seventh, cooperative learning is more important than competitiveness. Finally, participants should be able to use failure as a learning opportunity.

Once the game mechanics and motivational influences have been explored, certain aspects of planning come into play. Araujo and Carvalho (2022) suggested that only one platform be used to introduce gamification. The chosen platform must contain an effective mix of intrinsic (motivational factors or Core Drives) and extrinsic (game mechanics) components. Teachers must also be able to balance their creativity, availability, and experience with technology.

The implementation of gamification does not come without difficulties (Araujo and Carvalho, 2022). Teachers are constrained by the amount and type of technology available to them. For example, games like Kahoot generally require a 1:1 ratio of devices. A school with limited funds may not have the required resources. As well, a platform such as Classcraft requires significant front loading and setup. While it integrates with Google Classroom, a story or narrative must be created by the teacher for it to be effective. Furthermore, considerable time is required to train students to use the platform, which can take away precious instructional time. Finally, consideration and modification should be given to students who simply are not interested in the gamification process. Alternate activities need to be prepared in these instances.