Areas of Learning and Experience. 5
Gamification- How can gamification and the use of computer games be used to enhance learning in the classroom?
Gamification is described as the use of game like features and elements into non-game contexts often to motivate participants e.g education. Gamification brings what makes games enjoyable into other areas of life. (Al-Awazi, 2016:132, Oxford Analytica, 2016:3).
In most video games, when tackling a problem or completing a quest, you advance to the next level, which is harder than the last, this can be applied to education particularly well. If a task in the classroom is too easy, the learner will get bored; if it is too hard the learner may get overwhelmed and give up. (Oxford Analytica, 2016:4). Video games often use visual symbols or the use of systems such as 'levelling up'. This visualises progression and means the player/learner isn't only focused on one task; which could lead to lack of interest after a while, also distracts from the ultimate goal which could be too far off to get motivated for. (Oxford Analytica, 2016:6). Video games first interaction with the player has with a video game are often tutorials or easy levels where the players get to grips with the controls and what they have to do in the game. This can be applied to education because as this method could decrease uncertainty on how to complete the activity. This therefore would save time for the teacher, who would normally have to explain to the whole class. This is very time consuming and non-individualised. (Oxford Analytica, 2016:7, Al-Azawi, 2016:133). Video games are very quick and are designed to be highly responsive. The consequences of a players decision or action during a game are apparent to them as they make the choice or are shown the consequences instantly. However, feedback from education is often very long and delayed both consequences and rewards. Submitted work often isn't marked for several weeks; even when marked wont find out final grade until end of year. Mistakes are often left without consequences. Students don't know if they are right or wrong. (Oxford Analytica, 2016:7). Video games can also be used to measure progress and achievement very easily. (Al-Azawi, 2016:133)
Video games induce a state of flow. While in a state of flow people typically experience great gratification in what they are doing and are normally completely immersed. Flow is an ideal learning state, people are at peak creativity during flow. (Miller, 2013:197).
Benefits of gamification include psychological effects. Scientists have measured an increase of particular neurotransmitters such as norepinephrine, epinephrine and dopamine. These neurotransmitters; dopamine in particular, induce feelings of pleasure and stimulate reward pathways. This can make people more receptive to learning. (Miller, 2013:197). This can make learning a more enjoyable experience for students and provides a creative platform. (Al-Azawi, 2016:132). Research into the brains role in learning has found that new neural connections to be made in the brain to store information in memory. Learning comes from a response to an event. If we can simulate these conditions, the brain wont know any different and new neural connections will be made. (Miller, 2013:197).
A case study called 'Mathland' looked to apply the theory of gamification in education to real life setting. Mathland broke up the mathematics course into 20 levels, each had a final mastery level to advance onto the next level. The test was taken upon the students free will and could ne re-taken until the student passes. (Oxford Analytica, 2016:10). Mathland experienced significant success. The programme was used on students who had emotional or behavioural issues. Attendance increased 13% in the first two years and in the first 3 years performances on standardised testing increased by 22%,. This highlights the potentially benefits of using gamification in education. (Oxford Analytica, 2016:10)
In most video games, when tackling a problem or completing a quest, you advance to the next level, which is harder than the last, this can be applied to education particularly well. If a task in the classroom is too easy, the learner will get bored; if it is too hard the learner may get overwhelmed and give up. (Oxford Analytica, 2016:4). Video games often use visual symbols or the use of systems such as 'levelling up'. This visualises progression and means the player/learner isn't only focused on one task; which could lead to lack of interest after a while, also distracts from the ultimate goal which could be too far off to get motivated for. (Oxford Analytica, 2016:6). Video games first interaction with the player has with a video game are often tutorials or easy levels where the players get to grips with the controls and what they have to do in the game. This can be applied to education because as this method could decrease uncertainty on how to complete the activity. This therefore would save time for the teacher, who would normally have to explain to the whole class. This is very time consuming and non-individualised. (Oxford Analytica, 2016:7, Al-Azawi, 2016:133). Video games are very quick and are designed to be highly responsive. The consequences of a players decision or action during a game are apparent to them as they make the choice or are shown the consequences instantly. However, feedback from education is often very long and delayed both consequences and rewards. Submitted work often isn't marked for several weeks; even when marked wont find out final grade until end of year. Mistakes are often left without consequences. Students don't know if they are right or wrong. (Oxford Analytica, 2016:7). Video games can also be used to measure progress and achievement very easily. (Al-Azawi, 2016:133)
Video games induce a state of flow. While in a state of flow people typically experience great gratification in what they are doing and are normally completely immersed. Flow is an ideal learning state, people are at peak creativity during flow. (Miller, 2013:197).
Benefits of gamification include psychological effects. Scientists have measured an increase of particular neurotransmitters such as norepinephrine, epinephrine and dopamine. These neurotransmitters; dopamine in particular, induce feelings of pleasure and stimulate reward pathways. This can make people more receptive to learning. (Miller, 2013:197). This can make learning a more enjoyable experience for students and provides a creative platform. (Al-Azawi, 2016:132). Research into the brains role in learning has found that new neural connections to be made in the brain to store information in memory. Learning comes from a response to an event. If we can simulate these conditions, the brain wont know any different and new neural connections will be made. (Miller, 2013:197).
A case study called 'Mathland' looked to apply the theory of gamification in education to real life setting. Mathland broke up the mathematics course into 20 levels, each had a final mastery level to advance onto the next level. The test was taken upon the students free will and could ne re-taken until the student passes. (Oxford Analytica, 2016:10). Mathland experienced significant success. The programme was used on students who had emotional or behavioural issues. Attendance increased 13% in the first two years and in the first 3 years performances on standardised testing increased by 22%,. This highlights the potentially benefits of using gamification in education. (Oxford Analytica, 2016:10)
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