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Controversies of Gamifying Education

Gamification of learning has caused concern among some teachers, who believe that gamified learning methods will replace traditional textbooks and train students to only feel motivated to learn when “external rewards” can be earned (Lee and Hammer, 2011). However, gamifying education does not necessarily mean equating winning with learning, or identifying the smartest students. Indeed, Laird (2013) warns that gamification in corporate environments risks failure due to ”employers simply replacing one extrinsic reward (money) for another (badges)” and the same concerns could be applied to education.

If gamification of education focuses on providing rewards, then ultimately it may have little impact when compared to existing rewards for students. Instead, a key benefit of gamified learning is the potential for cognitive development, with game elements being used to grow students’ problem-solving abilities, focus, teamwork and independence (Zimmerman, 2016). These benefits also counter the traditional concerns about gaming, which, as computers, mobile devices and games consoles increasingly become platforms for learning, are being expressed against technology in education too. Fears of students becoming addicted to simulated worlds or experiencing health problems such as eye damage and poor body posture can be solved by ensuring that devices are used in moderation.

Advantages & Disadvantages of technology in the Classroom (Rebecca, 2015):

The use of game techniques raises the possibility that students discover ‘cheats’, or ‘beat the game’, to gain higher scores and reap rewards without fully participating in class. However, Temple (2012) argues that, although it is often misunderstood that the purpose of gamification is to offer external rewards, the reality is that the game, or gamified process, is itself interesting. Temple believes the function of points or badges is simply a method to keep people motivated.

Exemplifying this, Zamzee is a family-friendly exercise program that uses an online rewards system, or activity tracking devices like Nike+ FuelBand that count up exercise to encourage physical activity (Chou, 2015). The principles behind products such as these is to inject game elements into everyday life activities. In Temple’s (2012) study, those who used activity tracking devices increased their levels of physical activity by 30 percent in the first 12 weeks, equivalent to “an extra marathon per month”. The success of these devices is not just from points and rewards, but through the enjoyment and motivation of engaging with, and competing against, peers (Temple, 2012).

Zamzee (2015) a physical activity programme:

If the process of gamifying education is not considered carefully, features that initially attract and motivate learners may quickly become boring and unappealing. Lee and Hammer (2011) observe that “by making play mandatory, gamification might create rule-based experiences that feel just like school”. Gamified learning must be designed to be engaging, whilst including challenges and a sense of progression that prevents the experience from becoming stale.

 

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Bibliography:

Chou, Y. (2015). What is Gamification. [online] Yu-kai Chou & Gamification. Available at: http://yukaichou.com/gamification-examples/what-is-gamification/#.VpFKFJOLQ4Z [Accessed 9 Jan. 2016].

Chou, Y. (2012). How Zamzee uses Gamification to make Running Around Epic. [image] Yu-kai Chou & Gamification. Available at: http://yukaichou.com/product-gamification/gamification-research-zamzee-kids-active-higher/#.VqKlhVOLQ4Z [Accessed 22 Jan. 2016].

Gamification.co, (2015). Developing Literacy Skills with Video Games in Education. [image] Available at: http://www.gamification.co/2015/10/29/developing-literacy-skills-with-video-games-in-education/ [Accessed 22 Jan. 2016].

Harkema, R. (2016). Technology in the Classroom: Advantages & Disadvantages – Video & Lesson Transcript | Study.com. [online] Study.com. Available at: http://study.com/academy/lesson/technology-in-the-classroom-advantages-disadvantages.html [Accessed 22 Jan. 2016].

Laird, S. (2013). Top 10 Enterprise Gamification Cases That Will Make Employees More Productive. [online] Yu-kai Chou & Gamification. Available at: http://yukaichou.com/gamification-examples/top-10-enterprise-gamification-cases-employees-productive/#.Vp0neVOLQ4Z  [Accessed 18 Jan. 2016].

Lee, J. and Hammer, J. (2011). Gamification in Education: What, How, Why Bother?. 1st ed. [ebook] Teachers College Columbia University, NY. Available at: https://www.uwstout.edu/soe/profdev/resources/upload/Lee-Hammer-AEQ-2011.pdf  [Accessed 17 Jan. 2016].

Temple, J. (2012). Jury out on Zamzee, other forms of ‘gamification’. [online] SFGate. Available at: http://www.sfgate.com/business/article/Jury-out-on-Zamzee-other-forms-of-gamification-3361081.php  [Accessed 19 Jan. 2016].

Zamzee, (2015). An overview of Zamzee, an evidence-based program to promote physical activity in children..[ video ] Available at: https://www.youtube.com/watch?v=fU7jymcrCDw[Accessed 22 Jan. 2016].

Zimmerman, J. (2016). Games for Cognitive Development During Early Childhood. [online] Everyday Life – Global Post. Available at: http://everydaylife.globalpost.com/games-cognitive-development-during-early-childhood-6870.html  [Accessed 19 Jan. 2016].