The Bridal Party

Game-based learning is not going to appeal to all teachers. Teachers are not implementing gamification or game-based learning in their classroom because they are skeptical of the effectiveness on how it impacts students' achievement (Vu & Feinstein, 2017). It is common for veteran teachers to be skeptical of new practices that evolve over the years of new generations. Vu and Feinstein (2017) has confirmed the teachers’ skepticism based upon their perceptions of game-based learning and gamification. Opris et. al (2021) revealed in their research that teachers feared that gamification is timing consuming, that the focus will be mainly on the game, and that the methods are not effective enough. Therefore, according to the results in this article, most of the teachers indicated having a negative attitude or/and lacked methodological knowledge of how to implement gamification or game-based learning, so they would prefer to implement both paper-pencil based and technology-aid gamification, despite the high level of engagement and utility of gamification in education (Opris et. al 2021). In another study, Mettis and Väljataga (2018) interviewed three teachers to share their experiences when implementing SmartZoo application, a game based application, in their classroom. The outcomes of this study revealed that though these teachers had a positive attitude about implementing SmartZoo application, students were successfully engaged, and teacher workload were reduced, the pedagogical design and functionality of the application needs to be reassessed to support the teachers ( Mettis and Väljataga, 2018, p. 9). Therefore, with adequate planning time and professional development in how to properly implement gamification or game-based learning, this may help adjust educators' perception of game-based learning and gamification.

While there are many benefits to game-based learning in education, one of the more common initial reactions to game based learning is the novelty effect. Critics of game-based learning might say the allure and attraction of game-based learning will quickly wear off and students will become disengaged or even desensitized to it. Teachers who are skeptical of gamified learning might also point to the novelty effect. In a study by Tsay (2020) where students participated in two iterations of a gamified learning system, the results showed that participants stayed engaged through the second iteration because the game-based curriculum was designed in a meaningful way that tapped into the user’s internal motivations. Tsay (2020), however, warns that just because a program or system is gamified does not mean it will be attractive to students in the long term. If a system only “focuses on gamified elements that resemble external motivators” (Tsay, 2020, p. 142), students will feel the novelty effect a lot quicker. Some examples of external motivators can be badges and level ups within the program that often feel unauthentic and meaningless to students, which would result in an increase in the novelty effect.

In addition, students might experience game-based learning differently based on their own set of beliefs and values so the novelty effect can also be case by case. For instance, Emel’yanenko et al. (2016) believes people often “neglect the impact of social conditions on gamification and the impact of gamification on man’s spiritual world” (p. 12579). For example, he makes the point that some people assume children will undoubtedly absorb the content just because the material is converted into a game format. Emel’yanenko et. al. (2016) brings up the idea that not all children have the same inclination for games and that it could be dangerous to assume that gamification can solve all problems (p. 12580). Even so, what are elements of authentic game design that continues to engage users regardless of individual experiences?

Student Perceptions

Although there is a general consensus on benefits of game-based learning, teachers and students alike might have some skepticism about effectiveness in actual student learning. Educator and student perception is equally important because it can affect how successfully game based learning is implemented in the classroom. Reynolds and Caperton (2011) conducted a five year study on a game based pilot program where students had different perceptions for the program. In a survey, 61 percent of students did respond saying that the program was difficult and challenging (p. 285). The report concludes the students’ perception of game-based programs was often due to the teacher’s lack of expertise in supporting students (p. 285). In addition, a student's own intrinsic motivation can play a big role in how effective game-based learning is. It’s found that students who are more self-driven might find more enjoyment in game-based learning because they might do better in a “self-led” context (Reynolds & Caperton, 2011, p. 286). In comparison, students who display more extrinsic motivation might feel challenged by the structure of game based learning. However, the negative feelings can be combated with “structure, support and external incentives” (p. 286). To some degree, gamification can be successful if students have the inner motivation to learn but it also depends on whether students feel supported by an instructor in navigating game based learning.

Teachers all around the world have different ways that they practice in their classroom, however, it seems to be a question of whether some practices are better than others. Arcagok (2021) stated that student achievement has been shown to increase more when game based learning is used in their class compared to traditional practices (p. 790). It is important to note that game-based learning and gamification are two different practices that can be used in the classroom. Game-based learning is when games are used to enhance student learning in the classroom and gamification is when game mechanics are applied in a classroom that is not originally a game setting (Kutcher, 2021, p. 214). According to Vu and Feinstein (2017), game-based learning did have a positive impact on students’ STEM scores, however, it did seem to work better in the primary grade levels compared to the high school level (p. 585). Just like traditional practices, not all game-based learning environments are created equally, some seem to be better than others. According to Kucher (2021), a game-based learning environment needs to encourage meaningful interactions, immerse students deeply into the game, and promote problem solving and critical thinking skills (p. 215-218). After looking into some of the best practices, we are going to look into teacher and student perception of game-based learning.

The reviewed literature strongly suggests that game-based learning has a positive influence on student achievement. Based on the information found, the field of education needs to embrace this ‘new era’ of teaching. The first idea that stood out was that in order for students to maintain interest in gamified online learning and combat the novelty effect, students need to feel intrinsically motivated while engaging in the platform . This means that the “online gamified learning system must be embedded in the curriculum to develop a sensible narrative” that helps students transcend the novelty effect (Tsay, 2020, p. 143). It is important as educators to recognize that attention to the details of a game’s design can deeply impact long term student engagement. Some examples of meaningful gamification include student’s need for competence, autonomy, and relatedness (Tsay, 2020, p. 143). Students should feel a sense of freedom at some level while engaging in the game. If students are given the opportunity to present and facilitate their own learning within the game system, their sense of autonomy increases (Tsay, 2020, p. 143). Gamified elements such as badges and level ups should feel authentic and meaningful in order for students to not get desensitized or start feeling the novelty effect. Thus, executing game based learning that is constantly evolving consistently keeps the students actively engaged and motivated.

The second point that stood out was how teachers generally feel uneasy implementing gamification into their classrooms. This is likely attributed to the lack of professional development. With the evidence that game-based learning does have an impact on improving student achievement, schools should look into helping teachers embed this into their curriculum. Once educators are comfortable with using this strategy to help students, they are more apt to try it out in their classrooms. Student achievement is one of the most important parts of teaching and finding another way to reach students, support their needs, and keep them engaged and interested should be seen as a success. With or without proper professional development, teachers should take that leap, be a risk-taker and try implementing a game-based lesson. Starting small, as to not be overwhelmed and watching student reactions and growth are reasons why game-based learning should be implemented. For example, flip the simplest lesson where the class reads about the American Revolution in their textbooks, to playing an American Revolution game online, where students partake in the war all while learning about the struggles and success by all parties involved. Changing the perception of gamification directly impacts both teachers’ instructions and student’s learning in classrooms worldwide and when given the chance, most teachers enjoy the process of both implementation and watching their students grow academically.

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