How much gamification is already taking place in education?
Gamification is becoming increasingly important for marketing strategies and corporate management as well as in healthcare. However, their transference to pedagogical content seems to be only gradually gaining ground. This is according to an empirical research study examining the extent to which gamification is used in the context of education.
The study draws on research examining the effect of gaming factors on specific subjects. It uses a systematic mapping structure to classify the results obtained. The following categories are taken into account:
- the various design options offered by gamification,
- the technology of games,
- the individual learning areas in which gamification is used,
- the concrete implementation of gamification,
- the assessment of the learning outcomes achieved.
First, the study explores the different directions that can currently be found in the application of gamification in education. However, she also points to obstacles and needs that play a role. Such as the desire for technical support or for further studies that are useful. Such studies should reliably provide both positive and negative outcomes of gamification in any type of teaching. Thus helping to optimally use appropriate gaming elements in educational contexts.
The study also shows that more basic research should definitely be carried out. This is necessary in order to make reliable statements about the extent to which both the intrinsic (from the learner himself). And the extrinsic (brought to the learner from outside) motivation can be improved by certain gaming factors.
Gamification – the synthesis of games and learning
While almost everyone would claim to enjoy playing, learning is often perceived as unpleasant. Instead of separating the two areas. Gamification now combines duty and fun by combining the necessary information acquisition with components from the games area. The concept of gamification differs fundamentally from that of “serious games”, i.e. games with a pure learning or training orientation. Which are designed for the purpose of acquiring knowledge or optimizing fitness. With regard to education and teaching, gamification aims to activate the human instinct to play in order to increase motivation. Especially for unpopular tasks and topics.
Various institutions are now trying to use gamification in knowledge transfer, ideas for employees, with success! It’s not about simple educational games like we know them from childhood. But rather complex game arrangements where the result isn’t always certain in advance. In most cases, the categories of right and wrong are also omitted. And the focus shifts to coming up with your own methods and strategies and trying them out within the game process.
Incidentally, not only digital variants are being considered in this context. Conventional board games and role-playing games are also based on interpersonal interaction. Relationships and communication – very much like certain computer games.
Gamification and its specific manifestations
Due to the various digital achievements, gaming elements can be used effectively in the classroom. Devices such as smartphones, tablets or laptops. Can not only be used to transfer knowledge and information via apps or programs. Rather, individuals or groups are able to play against each other. Complete a mission (“quest”), record their own progress. Ggive feedback and receive rewards for game success.
Which gaming factors are actually used remains open in the end. For example, there are Learning Management Systems (LMS) that offer tools to design. Aand apply quizzes along the lines of who wants to be a millionaire to the relevant course material. Storytelling, an important category in video games. Is also used, for example by dressing work orders or tasks in exciting stories.
In addition, the topic of competition can be dealt with in a playful way. In schools, this is often done in the field of science in order. To make this rather unpopular discipline more attractive to the students. Prejudices, inner blockages and inhibitions can be broken down in a playful way by emphasizing experiments. Puzzle formats or collaborative work and thus emotional learning experiences. Incidentally, an original idea of research is raised to new honours in this way – solving puzzles.
The following typical game principles are primarily used to motivate learners:
- Status comparison: The idea of competition increases motivation by allowing game participants to compare themselves at any time.
- Collaboration: Smaller teams can be formed from a learning group, so that the ability to cooperate and collaborate, in general, are strengthened.
- Time management: By limiting the time of the games, the targeted use of time and other personal resources is trained as part of an effective working method.
Finally, in the case of “alternate reality games” (alternative reality games), the boundaries between fiction and reality are deliberately blurred. Through special questions, solutions for real problems should be found and tested in a playful way – only on the level of a game. Good examples of this are the online games by American game designer and game theorist Jane McGonigal, which deal with finding creative solutions to dwindling oil resources, climate change, hunger or poverty. 5
Is the seriousness of learning neglected?
Critics of gamification often complain that concentrated, disciplined learning and working on difficult issues cannot be replaced with fun and excitement. On closer inspection, however, gamification seems to be able to bridge the gap. Because games sometimes present their participants with complicated, extremely complex challenges – and thus arouse the urge to master them through even more knowledge acquisition and cooperation.
