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Karl Kapp has defined gamification as “The use of game-based mechanisms, aesthetics, and game-thinking to engage people, motivate action, promote learning and solve problems” (MrWhitbyd, 2016).
Does Gamification Work?
There are several benefits of using games for learning. An obvious benefit is the level of engagement that a game brings to a lesson. Dichev and Dicheva have stated in their research that “Gamification is a psychologically driven approach targeting motivation” (Dichev & Dicheva, 2017). Another benefit of gamification is that the games are often collaborative or competitive, and hence serve the purpose of teaching soft skills to learners. While playing games, students learn how to work with each other and resolve conflict under stimulating activities. Games also help with acquiring information quickly, probably because of the engaging format and the fast pace. However, games need to be designed carefully for knowledge retention to take place. Donaldson, Nelson, and Thomas stated in their paper that knowledge and skills can be improved through practice and feedback (Donaldson, Nelson & Thomas, 2012, p. 2). Games can be helpful for knowledge retention when the information is reinforced through practice and timely feedback.
Gamification and Clark & Mayer’s Principles of Multimedia Learning
Gee has stated that “Games always situate the meanings of words in terms of the actions, images, and dialogues they relate to, and show how they vary across different actions, images and dialogues. They don’t just offer words for words.” (Gee, n.d). The statement reminds me of the multimedia and the contiguity principles (Clark & Mayer, 2011) which state that words and graphics should be placed close together when designing multimedia to enhance learning. Games also adhere to Clark & Mayer’s personalization principle (2011) since feedback and instructions in the game use direct and easy to understand language. These key elements may make it easier to learn through games.
Challenges of Using Gamification
There are challenges related to using gamification since there is a high likelihood of designing a game poorly. If there are too many ‘shiny objects’ (Dirksen, 2015) or distractions in a game, the learner might not be able to focus on the content. A poorly designed game could simply end up being a waste of time for the learners. Another challenge is to build games in which “students can learn through experimenting and retrying without fear of negative consequences” (Dichev & Dicheva, 2017). In a highly gamified classroom, it is important to ensure that the learning games encourage problem solving and inquiry.
References
Dirksen, J. (2015). Design for how people learn (2nd Ed.). Berkeley, CA: New Riders.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning (3rd ed.). San
Francisco, CA: Pfeiffer. doi: 10.1002/9781118255971
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 12(9). DOI: 10.1186/s41239-017-0042-5
Donaldson, R. L., Nelson, D. W., & Thomas, E. (2012). 2012 Florida Student Textbook
Survey. Retrieved from
http://www.openaccesstextbooks.org/pdf/2012_Florida_Student_Textbook_Survey.pdf
Gee, J. (n.d.). Good video games and good learning [pdf file]. Retrieved from
http://www.skatekidsonline.com/parents_teachers/Good_Video_Games_and_Good_
Learning_Updated.pdf
MrWhitbyd. (2016, April 20). Gamification in Education [Video file]. Retrieved from
https://www.youtube.com/watch?v=nYnbapB5Yl8