The Effects of Gamification in Classrooms
Gamification in classrooms can help children quickly master new technologies. Bishop (2014) considers that gamification creates a “unique educational context framed by national curricula and philosophical approaches that influence the adoption of technology”, which, from early childhood, can also instill a permanent motivation and engagement in learning. However, gamification does not necessarily have to involve the introduction of technology into the education environment.
Bradbury (2015) believes that applying game techniques to learning can have significant positive effects on brain development and problem solving abilities and can help create atmospheres that maintain students’ focus. The use of game theory by teachers includes structuring learning materials in a step-by-step manner, mimicking level designs seen in games. By gradually increasing difficulty, students of all ability can participate and teachers can easily track performance. Students are motivated by the potential to move up levels and compete against peers.
Research has shown that gamification can result in better learning outcomes and student engagement. In studies by Lublin University of Technology, students who participated in gamified classes had higher attendance records and completed more assignments than those in non-gamified classes (Cassells, Broin and Power, 2015), implying a greater level of motivation and engagement with the coursework in students partaking in more game-like activities.
Laskowski and Badurowicz (2014) demonstrated similar benefits amongst gamified study groups. However, they also found that the average mark in gamified groups was lower than non-gamified groups. This observation was also presented by Hanus and Fox (2014) who contend that a higher level of motivation in students does not automatically correspond with higher grade scores. But, as noted previously, higher scores do not have to be the sole objective of gamification in education.
Alongside gamification creeping into education environments, the educational environment itself is evolving, with classrooms increasingly moving into virtual settings. As the e-learning infographic below observes, over 18,000,000 college students are taking at least one class online, and this change is creating more possibilities for the use of game-like strategies in education.
30 Facts About Gamification in eLearning (e-Learning Infographics, 2014)
Bibliography:
Bradbury, J. (2015). 5 Benefits of Adding Gamification to Classrooms. [online] Teachercast.net. Available at: http://www.teachercast.net/5-benefits-of-adding-gamification-to-classrooms/ [Accessed 17 Jan. 2016].
Cassells, T., Broin, D. and Power, K. (2015). Increasing Student Engagement With Gamification. 1st ed. [ebook] Institute of Technology Carlow, Carlow, Ireland. Available at: http://search.proquest.com/openview/fc33eae2c750cfcd7da28b459703ef98/1?pq-origsite=gscholar [Accessed 17 Jan. 2016].
e-Learning Infographics, (2014). 30 Facts About Gamification in eLearning Infographic – e-Learning Infographics. [image] Available at: http://elearninginfographics.com/gamification-in-elearning-infographic/ [Accessed 23 Jan. 2016].
Hanus, M. and Fox, J. (2014). Assessing the Effects of Gamification in the Classroom: A Longitudinal Study on Intrinsic Motivation, Social Comparison, Satisfaction, Effort, and Academic Performance. [online] Academia.edu. Available at: https://www.academia.edu/12454798/Assessing_the_Effects_of_Gamification_in_the_Classroom_A_Longitudinal_Study_on_Intrinsic_Motivation_Social_Comparison_Satisfaction_Effort_and_Academic_Performance [Accessed 17 Jan. 2016].
Laskowski, M. and Badurowicz, M. (2014). GAMIFICATION IN HIGHER EDUCATION: A CASE STUDY. Lublin University of Technology, Poland.