The Use of Games & Gameful Learning in the Classroom
The Use of Games
& Gameful Learning in the Classroom
Is the use of games and gameful
learning the answer to students’ short attention spans, tendency to become
bored, and difficulties staying engaged? Before we go any further, we need to
differentiate between playing online learning games and gamification. Playing
games is self-explanatory: Playing either different board or computer games
that are in some way to a learning goal (or even just for fun and to learn
social interaction and collaboration skills). On the other hand, gamification is
the “application of game design elements to non-game tasks” (Langille, 2017, para.
3). I like how one video called it “game thinking” (MrWhitbyd, 2016). That’s
just what it is: Approaching everyday life with “game thinking,” or a game
spirit. An example of introducing games in the classroom would be a teacher who
assigns her students a spelling game online that incorporates a fun storyline
around spelling the words correctly. An example of gameful learning, however, would
be a teacher who creates a reward system for good classroom behavior that is structured
like an online game.
There are
many things that teachers should consider before introducing games or the gameful
learning into their classrooms. On the pro side, there are times when intrinsic
motivation runs out, and undoubtably there is something about the game spirit
seems to motivate students to not give up even when they fail (Ellis, 2014). Also,
unlike intrinsic motivation, gameful learning can help students to feel a
direct correlation between of their behavior/effort and a positive/negative
outcome. However, there are a number of concerns as well. When it comes to
online learning games, teachers should consider how much screen time is good
for their students, especially younger students. Personally, as a teacher, I prefer
to engage my students’ hands-on creativity through projects and STEM activities
related to our lessons. Also, sometimes all the fancy features of the game can
actually end up distracting from the learning (Chase, et al., 2020). When it
comes to gameful learning, there is the concern that it would be too much work
for the teacher to create and track of all the points and nuances of the “game.”
Also, gamification can actually add students’ tendency to become bored and unengaged
if there is no high intensity pseudogame going on. They might become
dissatisfied with regular learning for the sake of learning. Even the novelty
of the game can wear off and students lose motivation with it (Langille, 2017).
Lastly, regarding either playing online games or gamifying classroom management,
it’s important to remember that games are “not a standalone cure for low
student engagement nor poor academic performance” (Langille, 2017, para. 23).
If you do
decide to incorporate games, what are some guidelines to follow, especially as
we keep our goals of the 4 C’s (and the 5th C: Character) as
Adventist educators in sight? First, I believe you should instill intrinsic
motivation first of all! I do not incorporate any behavior management systems
until halfway through the school year. The first half of the year, my students
are content to do what they’re supposed to for the sake of intrinsic motivation
and praise from their teacher. However, when the intrinsic motivation begins to
wear off, and you need to introduce some games or gamification, you need to
make sure (especially with online learning games) that there is a direct correlation
to what information you’re trying to instill (or to the character qualities you’re
instilling if you’re gamifying classroom behavior). Then, structure your
classroom “game” around the characteristics that make online games so appealing.
Online games involve collaboration and problem solving, always start you at a
level that you can achieve and others trust that you can achieve, always put
you “on the verge of an epic win,” give you constant feedback, and foster “extreme
self-motivation” (McGonical, 2010). If your classroom gameful learning includes
these features, I believe it will be successful.
References
Ellis, M. (2014, November 30. Classroom Gamification Tips
for Even the Non-Gamer. [Video file]. Retrieved from https://www.youtube.com/watch?v=hDn5FM7aX1s
Chase, Catherine C., et al. “Can Typical Game Features Have
Unintended Consequences? A Study of Players’ Learning and Reactions to
Challenge and Failure in an Educational Programming Game.” British Journal of
Educational Technology, vol. 52, no. 1, 28 Aug. 2020, pp. 57–74,
10.1111/bjet.13021.
Langille, A. (2017, September 13). How Gamification Can
Boost Student Success. Retrieved from https://theconversation.com/how-gamification-can-boost-student-success-81666
McGonical, J. (2010, February). Gaming Can Make a Better
World. [Video file]. Retrieved from https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
MrWhitbyd, (2016, April 20). Gamification in Education.
[Video file]. Retrieved from https://www.youtube.com/watch?v=nYnbapB5Yl8
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