Gamification/Game Based Learning

Classcraft Justification

Research

Motivating students can be challenging for teachers. When it comes to arousing, directing, and maintaining specific behaviours over a period of time, gamification platforms, such as Classcraft, can be beneficial (Rivera-Trigueros & del Mar Sanchez-Perez., 2020). Literature has revealed that there is a distinction between intrinsic motivation - motivation that arises within the individual and which needs to be strengthened through the stimulation of curiosity, decision-making, and autonomy, and extrinsic motivation - motivation due to external forces such as rewards and consequences (Rivera-Trigueros, I., 2020).

The literature also tells us that three motivational components allow students to self-regulate their learning. The expectancy component is a belief in the performance of a given task. The value component includes a belief in the relevance and personal interest of a set goal. The affective component is the emotional reaction a student has to a given task (Rivera-Trigueros & del Mar Sanchez-Perez., 2020).

A positive attitude towards learning and being open to different cultures and cultural communities will increase all areas of motivation. This will lead to increased academic performance (Rivera-Trigueros & del Mar Sanchez-Perez., 2020). Technology has provided us with new ways of motivating students both intrinsically and extrinsically. One way of strengthening student motivational needs is through gamification (Rivera-Trigueros & del Mar Sanchez-Perez., 2020).

Classcraft is a role-playing platform that can be used for classroom instruction. It includes the creation of avatars and teams, the accumulation of points and powers, the completion of quests, and the use of various tools that create a gaming experience (Rivera-Trigueros & del Mar Sanchez-Perez., 2020). Its aim to increase the intrinsic and extrinsic motivation of learners and to allow teachers to set up a learning experience that fosters specific behaviours for classroom management (Rivera-Trigueros & del Mar Sanchez-Perez., 2020).

A study by Rivera-Trigueros and del Mar Sanchez-Perez (2020) used 43 English as a Foreign Language (EFL) students in which the role-playing platform Classcraft was used during instruction. The study revealed that gamification increased and strengthened student motivation within the classroom. It also increased participation which is one of the key factors to a successful EFL class (Rivera-Trigueros & del Mar Sanchez-Perez., 2020).

In another study, Ferriz-Valero et al., (2020) discussed how gamification had a positive impact on student motivation when learning when curricular content was being taught in PE classrooms. They also discussed how gamification created meaningful experiences within a PE educational setting. Their study, which involved 127 university students, revealed no significant increase in intrinsic motivation but did reveal significant increases in extrinsic motivational components (Ferriz-Valero et al., 2020).

In a meta-analysis regarding the learning achievement and motivation of students using Classcraft, Zhang et al., (2021) concurred that Classcraft positively affected both learning and motivation through gamification experiences. The authors also concluded that Classcraft provides an optimal gamified experience. They concluded that the combination of the penalty and rewards system and tight integration of curricular outcomes to gameplay contribute towards creating an engaging and motivating learning experience.

Furthermore, Parody et al., (2022) conducted a study to determine if a gamified setting could increase motivation, enhance learning, and develop the four C’s (Critical Thinking, Creativity, Communication, and Creativity). While an integral part of 21st Century teaching and learning, the 4 C’s were extraneous to our exploration as we mainly focused on motivation and learning engagement.

In their study, Parody et al., (2022) used a first-year engineering degree mathematics class. Seventy-six students participated and were separated into a gamified class of 38 using Classcraft and a control group of 38 with no gamification. Powers and Behaviours were developed that mirrored outcomes required in this specific class and also touched on the 4 C’s. The study determined that using gamification, and Classcraft specifically, increased learning engagement. This was determined through descriptive statistics noting that the mean mark in the course was higher in the gamified group than in the control group. Also, the distribution of marks was more heterogeneous in the gamified group than in the control group. Both of these factors suggest that gamification does enhance learning ability and motivation.

Jon's In-Class Experience

In Jon’s classroom, the student's engagement and motivation to complete assignments increased over the three weeks. Once the learning curve of the platform was overcome and any external challenges to implementation were dealt with, students got into a routine of using the platform and enjoyed watching their avatars grow. Fewer assignments were turned in late, and the number of early assignments also increased. Using the volume meter and companion mobile app during specific activities decreased the frequency of off-task and disruptive behaviour. Classcraft is now integrated into the Social Studies block, where students perform upkeep on their characters and proceed into any learning activities. Finally, students will take care of any end-of-class character upkeep.

Eric's In-Class Experience
After watching multiple videos explaining the structure and gameplay of Classcraft, Eric’s grade 4 Language Arts students were surveyed. The questions were close-ended and included “do you find gaming programs such as Classcraft interesting, and do you think Classcraft would motivate you to complete class assignments? 13 students were surveyed and all 13 students answered yes to both questions.

Based on this data, Classcraft was implemented in Eric’s class as a pilot project. All 13 students participated in the pilot project and observational data was collected over a period of one full school week. The data revealed that after one week of implementation, there was an increase in motivation, engagement, and, positive attitudes regarding learning tasks. When surveyed again all 13 students said that Classcraft increased their motivation to learn and was a fun addition to the structure of the class.

Here are some quotes from the students:

"I love this game. My avatar is awesome!"

"I'm so close to getting my first power. I can't wait!"

Corbin's Students playing Kahoot

Kahoot Justification

Research

One game-based learning game that has become increasingly popular is Kahoot! Kahoot is a web-based game that ranges in price from free to $12.99 a month, with a couple of other price choices. It is an online quiz game where you can make your quiz on a topic you want or choose from the hundreds of thousands already made. Students only need any device that can get on the internet. So why use Kahoot in your class? Kahoot has been shown in studies to improve student engagement and motivation and even increase student test scores (Licorish et al., 2017; Muhridza et al., 2018; Goksun & Gursoy, 2019). Kahoot can be played from anywhere as long as the student has the game pin. Kahoot is a fun way to engage students in any topic you wish for them to learn about while adding a little competition to your classroom. Also, it provides immediate feedback to the students on whether they got the questions correct.

Early research has shown that integrating Kahoot into your regular lessons helps improve student engagement (Wang, 2015, as cited by Licorish et al., 2017). In a study by Licorish et al. (2017), they implemented Kahoot in their classes for a few weeks. In the end, they polled their students, and all agreed that Kahoot helped them focus and engage them more in the lessons. Kahoot allows students to interact more during the lesson forcing them to focus more on what is being taught. The study also found that students were more motivated to participate in class when Kahoot was infused into the regular lectures. Kahoot allows for all student's voices to be heard. In a study by Goksun and Gursoy (2019), they found that using Kahoot in class increased engagement and academic achievement. They found that the group that was taught using Kahoot scored higher on the post-test than the group of students that were taught using traditional methods. Furthermore, a study by Muhridza et al. (2018) said that using Kahoot is a proven way to increase engagement in your classroom. Their study found that students grasped the concepts being taught and often mastered them—showing that Kahoot is a great choice to increase engagement in your classroom. Kahoot also has other advantages, such as increasing academic achievement and increasing levels of participation.

Kahoot is a fun and interactive way to get students interested in what they are learning. It is an easy way that educators can gamify their classrooms. Doing so increases student engagement, academic achievement, and participation in your class. Kahoot should be used in classrooms as it has been shown to have many benefits and is easy to use.

Corbin's Inclass Experience:

Corbin saw in class through Kahoot for two weeks that students had a much higher level of engagement. Students were looking forward to the game-based learning part of the lesson. Students were more motivated to participate and answer questions throughout the lessons. The first couple of times using Kahoot, students were reluctant to try it, but after using it for a few days, students enjoyed the experience. Students paid more attention during the lectures knowing that questions were to follow what was being taught. The fact that students could see who was leading helped motivate them, as they all wanted to see their names on the leaderboard. The immediate feedback was great for both Corbin and the students. Corbin could see exactly which students were getting it and which were not also if there was a specific topic that he needed to re-explain. He also saw increased turned-in assignments (almost 100%) for the two weeks using game-based learning and increased academic achievement. They showed that Kahoot is a great way to engage students in his students. Adding a little competition ensured that students paid attention to what was being taught as they said I do not want to be in last place. Kahoot does a great job of not telling students who are struggling. Only the teacher gets to see that, which adds to the advantages.

Students very much enjoyed the experience a few quotes for them:

"Are we doing that quiz game today?"

"I am going to take notes so I can get all the answers correct."

"The Kahoot is the best part of your lessons."

"I actually understood and was able to do my assignment."

Note that Corbin did not use Kahoot every day. He took a couple of classes off at random. The students were upset, saying, "Where is the Kahoot today?" "I can't believe you did not use Kahoot today." Showing how much they truly enjoyed the experience.

Axel's Inclass Experience

Working in an experiential school, these students are ones who traditionally have not had success in the "normal" school environment, and tend to do well with more hands-on or engaging tasks.

Over the two week period a total of three Kahoot's were administered, they were as follows:

Cell Theory & History of Microscopes (Science 8 & 9)
Introduction to Fractions (Mathematics 8 & 9)
Nova Scotia Bicycle Safety (Physical Education 8 & 9)

Regardless of subject Kahoot's were greeted with positivity and excitement. When discussing the schedule for the day during morning circle, on day's when Kahoot's were being included, students greeted that subject on that day with anticipation. Asking things such as:

"is it time for the Kahoot yet?"
"when are we doing the Math Kahoot?"
"can we also do a Kahoot in Social Studies too?"

The change in student demeanor was most evident toward Mathematics (a subject that the students often greet with dread or distain) when students were told we would be doing a "Fractions Kahoot" in place of the current work we had been doing, they were elated, and offered no negative verbal cues or feedback toward the activity.

It should be noted that the Kahoot leaderboard was not the only incentive offered. Podium finishers were each gifted a small edible treat, and the Student Outreach Worker participated in the Kahoots, creating a bit of a "beat the adult" element.

Several students in the pilot did mention in conversations that they prefer "Blooket" over Kahoot as an online game-based quiz platform. Students stated things such as:
"We should do a Blooket instead of a Kahoot"
"Blooket's are better than Kahoot's"
"Next time can we do a Blooket?"

Kahoot still has clear appeal over traditional "chalk and talk" or pen and paper assessment forms, but it is clearly not the only player in the online educational quiz game. Recently, it seems that Kahoot has significantly increased the amount of features available within the platform to combat this.

Conclusion

In conclusion, gamification and game-based learning has the potential to increase both student engagement and motivation. Multiple literary sources provide substantial evidence of this. Furthermore, in-class pilot projects revealed that students found both Kahoot and Classcraft engaging and fun. It would be highly recommended to present both of these platforms to administration for the purchase of full versions.

Classcraft Justification

Kahoot Justification

Instruction Manuals