The idea of using games for learning is not new to pedagogy; however, the technological aspect of video games is (Barber, 2021). Gamification engages players with elements like points, badges, leaderboards, and challenges. Using this type of incentive in a learning environment could engage and motivate learners to participate. Gamified learning helps enhance retention by reinforcing knowledge and recall. Learners are safe to fail and try again in a gaming environment versus in real life, where making a mistake can cause consequences. Risk-taking is encouraged with games and you can collect data, which is valuable to meeting the students’ needs. Gamification can transform a traditional learning environment into a dynamic and enjoyable experience. The success of gamification is dependent on the user experience, therefore, there is a focus on the design of game elements to be optimized (Nivedhitha & Manzoor, 2020).

Gamification has many benefits, but with the pros come the cons. Some drawbacks, such as leaderboards, can be seen as a stress-inducing element. Not all learners perform well under stress or in a competitive environment and it may cause more harm than good. In the same sense, some students are more tech-savvy than others, and some do not have access to technology like their peers causing an unfair advantage. The novelty of a game can also wear off, which I have personally experienced. When students become disengaged, they lose interest and may try “gaming” the system. This happened to me with Gimkit; my students were more focused on strategy and figuring out how to exploit the mechanics of rewards rather than focusing on the content.

To overcome the drawbacks of gamification, the designer could incorporate challenges that align with the student’s interest, create non-competitive paths to success, and ensure all students have equal access to technology. A designer could create problem-solving and creative thinking challenges and then have the learner reflect on what they learned and how they applied it. A designer must also keep the gamified elements fresh with new challenges, levels, and rewards. Students also provide the best feedback as to what is most engaging to them, one could have them help design a game as well. The best way to learn is by teaching afterall.

References:

Barber, C. S. (2021). When students are players: toward a theory of student-centric edu- gamification systems. Journal of Information Systems Education, 32(1), 53–64.

Nivedhitha, K. S., & Manzoor, A. K. S. (2020). Gamification inducing creative ideation: a parallel mediation model. Behaviour & Information Technology, 39(9), 970–994.