Gamification
What is it?
Gamification relates to the process of ‘gamifying’ learning through incentives such as points, badges and leaderboards to harness motivation (Subhash & Cudney, 2018). It is subtly distinct from game-based learning in that is not a full game with recognised rules and gameplay (though some educators do use the terms interchangeably).
Most papers define gamification as the use of (digital) game elements in non-gaming contexts to motivate behaviour or learning (e.g., Bai et al., 2020 citing Educause, 2011; Forndran & Zacharias, 2019; Murillo-Zamorano et al., 2021, citing Deterding et al., 2011).
How does it work?
Bai et al. (2020) situate gamification within learning theories of goal setting, self-determination, social comparison, flow, and operant conditioning (positive reinforcement through rewards).
The concept of gamification underpins everyday technologies such as shopping reward cards, or fitness tracker apps. In learning, audience response systems such as Mentimeter or Kahoot can embed gamification, where students can earn points for answering questions correctly. Students’ comparative performance in answering correctly and quickly can be demonstrated on a leaderboard. Alternatively, students can be incentivised to learn through ‘levelling up’ tools or digital badges that recognise successive levels of achievement. Escape rooms, where each room needs to be ‘unlocked’ through solving a puzzle of problem, are another form of gamification, covered in a separate active learning guide.
Does it work?
The outcome of a meta-analysis of 24 studies that specifically compared gamification versus non-gamification (in school and higher education contexts) favoured gamification in terms of student performance (Bai et al., 2020). The paper concluded that gamification can promote learner enthusiasm, provide feedback, fulfil learners’ need for recognition, and promote goal-setting. However, it may have limited motivational impact and can promote jealousy between learners. A similar meta-analysis study similarly identified a moderately positive effective of gamification on student achievement (Yıldırım & Şen, 2021).
In terms of specific disciplines, gamification in a macroeconomics course – albeit that students worked in collaborative teams – resulted in students’ development of 21st century skills, and there was no significant differences between the experimental and control groups in terms of satisfaction or achievement (Murillo-Zamorano et al., 2021). A study of the use of Kahoot for gamification in an engineering course identified a significant difference between experimental and control groups, favouring gamification for increased student performance (Patil & Kumbhar, 2021). A non-comparative study in physics revealed that gamification engaged students in learning and helped them develop knowledge and soft skills (Forndran and Zacharias, 2019).
What do I need?
Mentimeter is a UofG core supported tool that supports gamification. Caution needs to be exercised regarding third party software such as Kahoot; though engaging, it is not core supported and therefore GDPR requires for students to use it anonymously, in low-risk contexts for learning rather than assessment.
Moodle has the Level Up XP (experience) plugin block; this allows students to work towards different levels of performance achievement and see their position within a ‘ladder’ (leaderboard). There are also in-built ‘games’ (puzzles) in Moodle that are individual (therefore considered gamification rather than game-based learning which has a socio-cultural (collaborative) element.
References and further reading
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/https://doi.org/10.1016/j.edurev.2020.100322
Forndran, F., & Zacharias, C. R. (2019). Gamified experimental physics classes: A promising active learning methodology for higher education. European Journal of Physics, 40(4), 045702.
Murillo-Zamorano, L. R., López Sánchez, J. Á., Godoy-Caballero, A. L., & Bueno Muñoz, C. (2021). Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests? International Journal of Educational Technology in Higher Education, 18(1), 15. https://doi.org/10.1186/s41239-021-00249-y
Patil, Y., & Kumbhar, P. (2021). Learning by gamification: An effective active learning tool in engineering education. Journal of Engineering Education Transformations, 34(Special Issue).
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192-206. https://doi.org/https://doi.org/10.1016/j.chb.2018.05.028
Yıldırım, İ., & Şen, S. (2021). The effects of gamification on students’ academic achievement: a meta-analysis study. Interactive Learning Environments, 29(8), 1301-1318. https://doi.org/10.1080/10494820.2019.1636089