What is Gamification?

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Gamification, broadly defined, is the process of describing the elements which make those games fun and motivate players to continue playing, and using those same elements in a non-game context to influence behavior. In educational contexts, examples of desired student behavior which gamification can potentially influence include: attending class, focusing on meaningful learning tasks, and taking initiative (Gamification of learning, 2015).

 

The gamification of learning is an educational approach to motivate students to learn by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning (Gamification of learning, 2015).

 

 

(Kapp, 2014)

 

A Brief History of Gamification

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Gamification is a term that was first coined in 2003 by Nick Pelling, but did not gain popularity until 2010 (Gamification, 2015). The term gamification began to gather interest and a following in 2010 when companies such as Badgeville started using it to describe their behavior platforms. Gartner spurred the popularity of gamification by saying that "More than 50 percent of organizations that manage information processes will gamify those processes," and also added Gamification to their hype cycle. In 2011, more companies started developing gamification platforms as they became more popular (Gamification, 2015).

 

Game Elements That Can Facilitate Learning

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Some game elements that may be used to motivate learners and facilitate learning include (Gamification of learning, 2015):

• Progress mechanics (points/badges/leaderboards, or PBL's), which need not make use of advanced technology and are often thought of as constituting a gamified system.
• Narrative
• Player control
• Immediate feedback
• Opportunities for collaborative problem solving
• Scaffolded learning with increasing challenges
• Opportunities for mastery and leveling up
• Social connection

 

When a classroom incorporates the use of some of these elements, that environment can be considered "gamified." There is no distinction as to how many elements need to be included to officially constitute gamification. A guiding principle is that gamification takes into consideration the complex system of reasons involved in the act of choosing, and not just one single factor. In learning contexts, the unique needs of each set of learners, along with the specific learning objectives relevant to that context, must inform the combination of game elements to shape a compelling gamification system that has the potential to motivate learners (Gamification of learning, 2015).

 

Benefits

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Some of the potential benefits of successful gamification initiatives in the classroom include (Gamification of learning, 2015):

 

• Giving students ownership of their learning
• Opportunities for identity work through taking on alternate selves
• Freedom to fail and try again without negative repercussions
• Chances to increase fun and joy in the classroom
• Opportunities for differentiated instruction
• Making learning visible
• Providing a manageable set of subtasks and tasks
• Inspiring students to discover intrinsic motivators for learning

 

Gamification vs. Game-Based Learning

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Gamification is not game-based learning, nor does it require students to play games with toys, or use electronics. It also doesn’t necessarily require you to create elaborate systems of experience, points, unlocks, and badges (though you could). Some authors contrast gamification of learning with game-based learning, claiming that gamification occurs only when learning happens in a non-game context, such as a classroom, and when a series of game elements are arranged into a system or "game layer" which operates in coordination with the learning in that regular classroom. Others include games that are created to induce learning (Gamification of learning, 2015).

 

Gamification is the application of game-like mechanics to non-game entities to encourage a specific behavior. Game-based learning is simply learning through games. This means that gamification is first and foremost about encouragement mechanics and the system that promotes them, while game-based learning is first and foremost about the game and its "cognitive residue" (whether from the game's content or traditional curriculum). Both can be used to promote mastery of academic content.

 

 

(Corbett, 2014)

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The following table lists the differences between an actual game and gamification (Gamification of education, n.d.):

 

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Gamification Framework

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Please click on the following link to view a chart created by Andrzej Marczewski: 

 

Gamification Framework

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Gamification in e-Learning

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Gamification in e-Learning

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Analyzing Gamification with the SAMR Model

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The definitions of SAMR in a gamification context (Marczewsk, 2014) are:

 

• Substitution:  Using games or gamification as a substitute for traditional methods without enhancement.
• Augmentation: Using games or gamification as a substitute for traditional methods with added enhancements.
• Modification: Using games or gamification to change or redesign previous methods.
• Redefinition: Using games or gamification to radically alter methods in a way previously not possible.

Gamification uses a lot of techniques that all work in different ways depending on their context. For instance, using a leaderboard online could be seen as a simple substitution or maybe augmentation of standard practices in sales. However, if one is using the leaderboard as a global tool to enhance social discoverability – that could be a modification or even redefinition. So context needs to be considered at all times. Below are some examples where some common game thinking would sit in this model, considering most common usage (Marczewsk, 2014).

SAMR for Gamification Game Thinking

 

The graph below depicts whether things are likely to be transformative or just iterative using real-world examples in education. This should give one a better idea of how important context is when analyzing gamification initiatives. (Marczewsk, 2014)

SAMR for Gamification Examples

 

This model is a beneficial way to look at gamification and to examine how the methods used will impact or change what is currently being done. Does mere substitution add anything of value to the user? If redefining, has the impact to the user been considered? For example, has a good on-boarding system been built (Marczewsk, 2014)?

 

Some Words About Gamification

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Here is a collection of some of words about gamification (Marczewsk, 2013):

 

1. Gamification is not a technology. It is an approach to solving problems.
2. Gamification can only be the answer if you fully understand the question.
3. Use gamification to thank people for doing things, not to bribe them into doing them.
4. If your system is broken, gamification won’t fix it. Chances are it will make it worse! Gamify to solve a specific problem.
5. Remember. People play games because THEY want to. People use your gamified system because YOU want them to.
6. Reward systems in gamification are not inherently bad – just badly implemented. Meaningful pats on the back can help early on in a program.
7. Gamification can be used to motivate, it can also be used to manipulate – which do you think will lead to long term engagement?
8. Good gamification is not about tricking people into using a system; it is about building a system people are happy to use.
9. Gamification is not about understanding games, in the same way as driving is not about knowing braking distances.
10. A lot of gamification is still like a monkey dressed as a ninja. It may look the part, but you wouldn’t rely on it in a fight!

 

Three Resources for Learning Gamification

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Video Lectures of Gamification by Kevin Werbach

 

Gamified UK

 

              

Lynda.com: Gamification of Learning Tutorial (Free for Many Universities, Including Cal Poly Pomona)

 

Reference

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Corbett, K. (2014, Mar 9). Game based learning vs gamification [Video file]. Retrieved from https://www.youtube.com/watch?v=ElcjSMHGP9Q

 

Gamification. (2015, April 3). Retrieved April 15, 2015 from Wikipedia: http://en.wikipedia.org/wiki/Gamification

 

Gamification of education. (n.d.). Retrieved April 15, 2015 from Gamification Wiki: https://badgeville.com/wiki/education

 

Gamification of learning. (2015, April 3). Retrieved April 15, 2015 from Wikipedia: http://en.wikipedia.org/wiki/Gamification_of_learning

 

Kapp, K. (2014, May 13). What is gamification? A few ideas [Video file]. Retrieved from  https://www.youtube.com/watch?v=BqyvUvxOx0M

 

Marczewsk, A. (2013, Dec 2). Collection of gamification thoughts from the last few weeks. Retrieved from http://www.gamified.uk/2013/12/02/collection-gamification-thoughts-last-weeks

 

Marczewsk, A. (2014, Nov 21). Analyzing gamification with the SAMR model. Retrieved from http://www.gamasutra.com/blogs/AndrzejMarczewski/20141121/230707/Analysing_Gamification_with_the_SAMR_Model.php