Gamification and Game-Based Learning

Games can introduce goals, interaction, feedback, problem solving, competition, narrative, and fun learning environments, elements that can increase learner engagement and sustain motivation. This teaching tip discusses the difference between gamification and game-based learning, the pedagogical values these two strategies can bring to instruction, and game elements appropriate for face-to-face and online courses.

Gamification vs. game-based learning

Gamification and game-based learning are similar in that both strategies promote engagement and sustained motivation in learning. However, gamification and game-based learning can also be usefully distinguished:

Gamification is the integration of game elements like point systems, leaderboards, badges, or other elements related to games into “conventional” learning activities in order to increase engagement and motivation. For example, an online discussion forum for a Physics course might be gamified via a badge system: students might be awarded a “Ptolemy” badge after they have made 10 postings, a “Galileo” badge after 20 postings, “Kepler” after 30, “Einstein” after 40, and so on. In ideal gamified learning environments, students can see the online badges that their peers have earned to create a sense of comradery or competition.

Game-based learning, in contrast, involves designing learning activities so that game characteristics and game principles inhere within the learning activities themselves. For example, in an Economics course, students might compete in a virtual stock-trading competition; in a Political Science course, students might role-play as they engage in mock negotiations involving a labour dispute.

In short, gamification applies game elements or a game framework to existing learning activities; game-based learning designs learning activities that are intrinsically game-like.

Gamification and game-based learning both promote engagement and sustained motivation in learning, but they do not necessarily result in improved learning outcomes.

Game elements and their pedagogical role

Most games feature elements such as rules, goals, interaction, feedback, problem solving, competition, story, and fun (see Vandercruysse, Vandewaetere, & Clarebout, 2012). Though not all of the elements are needed to successfully gamify a learning activity, carefully selecting those elements that help meet the learning objectives of the course can be useful. The pedagogical value of game features often associated with gamification are discussed below.

Points or experience systems

Similar to conventional grading schemes, game points or experience (XP) systems reward students for completing various tasks, assignments, or assessments. Game or XP points can introduce some useful affordances to learning environments, including:

Limitless points:whereas traditional grading schemes collect artifacts of learning which accumulate to 100% of a course’s grade, points or XP systems accumulate points with no fixed end in sight.

Flexible goals: students are presented with a wealth of possibilities to earn points, and instructors can structure the course so that they either accumulate as many as they want, or they complete a certain number of tasks to reach a desired point total.

Student choice: choice is crucial to the success of a points-based system. For example, students might be able to earn points by focusing on reflection activities, or by opting to complete a number of tests, or any other activity relevant to the course.

Tracking: you can track points by using LEARN’s gradebook feature with points instead of percentages, or Google Drive to share the results with the entire class.

Points can also be supplemented by academic rewards: when a certain point threshold is reached, a student might be given an extra week to submit an assignment or bonus questions on the next test.

Badges

Badges are a digital way to acknowledge student work. For example, students might receive a badge if they achieve certain levels of success on assignments, or if they do additional work, such as submitting a draft or sharing notes with another student. They may even be the result of simple participation: accessing

the course through the LMS five times a week over the course of a semester could earn a badge. Student badges may be displayed to other learners in the class as a means to encourage competition or to demonstrate the variety of badges which can be earned.

In-class gamification strategies

Jeopardy

Creating Jeopardy-style games for review of chapters or in preparation for a midterm can provide enjoyment and interaction with others in a familiar game structure. Create a game using PowerPoint, or use a free Jeopardy game creator like Instant Jeopardy Review.

Classroom response systems

Gathering responses from an entire class can be difficult, but doing so with classroom response systems like Kahoot or TopHat can encourage participation through game elements like points and competition between individuals.

Out-of-class gamification strategies:

Game-based learning environments

These include any game designed for educational purposes such as Trivia Crack. As an instructor, you can make learners aware of these educational games, but the game itself acts as the educator.

Game-enhanced learning environments

These environments employ commercially-available games that are designed with entertainment in mind. Learners play these games for fun, and must then be provided or find means by which to discuss gameplay experiences with like-minded individuals. As an instructor, your role can be to provide or invite examples of games that are related to the discipline, and importantly, provide the space for learners to reflect on their gameplay. Massively Multiplayer Online Role-playing Games like World of Warcraft or Second Life are great for immersing language learners in another language, or games like SimCity can help understand economic principles.