Gamification

Gamification in education refers to the use of game design principles to a learning environment by educators. Usually, the aim is to increase learning engagement. A successfully gamified class maintains the same learning objectives while also making learning more enjoyable. The use of gamification in the classroom can increase engagement and motivation, which helps to mitigate student-driven problems.

Game-based learning entails creating learning activities so that game features and game concepts are embedded into the learning activities itself.

To engage and encourage students, some examples of game elements are:

• Storytelling

• Real-time feedback

• An enjoyable experience

• "Scaffolded learning" with increasing challenges

• Gaining mastery (e.g., by leveling up)

• Indicators of progress (such as points, badges, or leaderboards)

• Establishing a social network

• Player control.

Some gamification and game-based learning tools

Benefits of implementing games in the classroom:

• Learning is viewed as a personal responsibility by students

• Learners are more relaxed about failure since they can try again

• A more enjoyable classroom experience

• Progress indicators make learning visible

• Learning may become intrinsically motivating for students

• Through avatars or characters, students can explore different identities

• It is common for students to be more proactive and open-minded in gaming environments

• Students are more engaged and concentrated

• Think outside the box. More creative

References:

1. Blankman, R. (2022, June 28). The fun of learning: Gamification in education. What Is Gamification in Education? | Houghton Mifflin Harcourt. Retrieved August 7, 2022

2. Gamification and game-based learning. Centre for Teaching Excellence. (2022, April 4). Retrieved August 7, 2022, from

3. Buljan, M. (2021, November 29). Gamification for learning: Strategies and examples. eLearning Industry. Retrieved August 8, 2022

4. Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1).