Gaming can be a fun pastime for many students. After a long day of classes and life-draining exams, having the chance to chill and play any of the big titles such as Minecraft, Animal Crossing or the new multiplier video game R.E.P.O. can often be a chance to relax. Therefore, the idea of video games within a classroom setting can be almost contradictory, as they can also serve as a distraction.
However, from the past 10 years and the recent Covid-19 pandemic, policymakers, instructors and educational leaders have been inviting the idea of gamification, or implementing games into the learning environment.
Truthfully, it is very likely that students have already utilized gamification in learning. Popular media such as Kahoot are considered gamifying. The idea of gamification is that it helps learners apply to learning the same amount of attention that gamers apply to playing video games.
A report done by Wiley titled “The State of the Student 2022” surveyed thousands of college students and instructors from across the nation and found that two-thirds of instructors said that keeping students engaged during class and ensuring that they retain what is taught is a challenge. This, in turn, reduces the intrinsic value of education.
That is why leaders are looking towards alternatives or enhancements to the classroom. A blog published by the University of Chicago stated that gaming and learning often share many similarities. For instance, similar to how video games often have an exploration aspect to it, learning can be seen as a form of discovery. It all depends on the framing of the learning process.
I prefer playing a Kahoot game and competing against my fellow classmates to reach the leaderboard over doing practice questions on my own time. Apps like Quizizz that implement memorization of study materials through a variety of mini games draw in more engagement and participation from students rather than traditional study methods. By introducing the competitive and gamifying effects, even simple forms of gamification can drive up engagement and excitement.
A 2014 study found that gamification can especially benefit students who are considered goal-oriented, meaning they strive to achieve objectives and milestones. This means that instructors or leaders interested in introducing gamification in the classroom must be aware of the array of personalities within their students to ensure the best benefits. This was seen in a small case study by the University of Southern California where a researcher observed improvements in engagement in a pool of 10 students in an Algebra II class.
Obviously, more research should be done on the benefits for students, but assuming gamification has an overwhelming positive effect, would faculty members quickly assimilate this new form?
A 2017 study from Adelphi University reports on the diverse perspectives of professors on the idea of gamification. Many appreciate the idea of awarding a digital badge as a form of motivation for students for more participation, but many others also acknowledge that some students may not feel comfortable in a competitive environment. Other instructors also point out the difficulty in overhauling a curriculum to readjust through the lenses of gamification.
More consideration should be put into the idea of gamifying our education setting at a higher education level. While I do agree that overhauling the system is both inefficient and potentially contradictory, I encourage instructors and leaders to look into the idea of harnessing student’s desire to have a clear achievement.
It is difficult to see the end goal of a college degree for many. However, by trickling small awards such as badges along the way, eventually students would engage more in class, participate in discussions and find more joy in learning.
