Is where game characteristics, elements, and principles are integrated into learning activities. Here, learning activities promote student engagement and motivation to learn. Components of gamification could be points systems, badges, leaderboards, discussion boards, quizzes and classroom response systems.
Gamification is different than game-based learning. Gamification adds game-like elements to a lesson whereas game-based learning uses games to teach specific learning objectives.
Gamification (or to gamify) is when you use game mechanics, aesthetics, and thinking to attract and motivate students to solve certain problems. When gamifying a course, you do not necessarily have to use electronic devices or video games for student instruction (Zi-Yu et. al., 2020).
Gamification is when you integrate game-based characteristics—such as points, leaderboards, conflict, or competition—into a preexisting learning activity or assessment to increase user/learner engagement and retention, when used appropriately (Scholz et. al., 2021; Yamani, 2021).
Possible Instructional Uses
- Utilize gamification to increase student (intrinsic and extrinsic) motivation using instructional awards for completing tasks or exemplifying course standards (Di Zou et. al., 2021).
- Create an in-classroom scoring system to build student motivation, such as providing points for participation or taking them away when class values are broken.
- Utilize small competitions to build class relationships between groups of students and encourage students to work collaboratively as teammates, supporting each other when an obstacle arises.
- Integrate badges or awards into the course curriculum. As an example, award a D2L badge when a student completes a module or a major assignment.
- Create gamified elements that allow all students a chance of success and to acquire the most points (TEDx Talks, 2016).
- Develop leaderboards or scoreboards to keep track of student point success to promote a little competition in the classroom. Make sure to allow equitable opportunities for each student to be the highest ranked.
WCU Supported Tools
Tips for Using Gamification
- Start small, begin your gamification journey with stating specific learning goals and objectives you want your students to meet (Scholz et. al., 2021).
- You do not have to do everything. With gamification you can just use one element of gaming. For example, focus on point systems for students completing tasks, participating in class, helping each other out, etc. (Kapp, 2017).
- Gauge student interest and acquire feedback in order to adjust the gamification throughout the semester/class.
- Be mindful of students with hearing and vision impairments when assigning and/or sharing gamification strategies. Research an alternative assignment that would allow them to have the same experience as their classmates.
Resources & Videos
LinkedIn Learning: Kevin Kapp’s “Gamification for Interactive Learning” Course
Di Zou, Ruofei Zhang, Haoran Xie, & Fu Lee Wang. (2021). Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences. Australasian Journal of Educational Technology, 37(2), 152–170. https://doi.org/10.14742/ajet.6682
Gamify. (2020, April 19). Top 4 Gamification Techniques. https://www.youtube.com/watch?v=iX3zQo_TCM0 Kapp, K. (2017). Gamification for Interactive Learning. Retrieved June 2, 2021, from https://www.linkedin.com/learning/gamification-for-interactive-learning/welcome
Scholz, K. W., Komornicka, J. N., & Moore, A. (2021). Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework. Teaching & Learning Inquiry, 9(1), 99–116. https://doi.org/10.20343/teachlearninqu.9.1.9
TEDx Talks. (2018, May 10). The Effective Use of Game-Based Learning in Education | Andre Thomas | TEDxTAMU. https://www.youtube.com/watch?v=-X1m7tf9cRQ TEDx Talks. (2016, April 22).
Gamification in Higher Education | Christopher See | TEDxCUHK. https://www.youtube.com/watch?v=d8s3kZz1yQ4
Yamani, H. A. (2021). A Conceptual Framework for Integrating Gamification in eLearning Systems Based on Instructional Design Model. International Journal of Emerging Technologies in Learning, 16(4), 14–33. https://doi.org/10.3991/ijet.v16i04.15693
Zabala-Vargas, S., García-Mora, L., Arciniegas-Hernández, E., Reina-Medrano, J., Tomás, U. S., & Colombia, B. (2021). Strengthening Motivation in the Mathematical Engineering Teaching Processes—A Proposal from Gamification and Game-Based Learning. International Journal of Emerging Technologies in Learning, 16(6), 4–19. https://doi.org/10.3991/ijet.v16i06.16163
Zi-Yu Liu, Shaikh, Z. A., & Gazizova, F. (2020). Using the Concept of Game-Based Learning in Education. International Journal of Emerging Technologies in Learning, 53–64. https://doi.org/10.3991/ijet.v15i14.14675
