COTE NOTE
The Center for Online Teaching Excellence
What I know about Gamification in the Classroom Jeremiah Grabowski Jeremiah Grabowski has over a decade of experience in instructional design and online learning. His primary responsibility as the Online Learning Coordinator at the University at Buffalo is to collaborate with faculty to deliver engaging online or hybrid courses to their students. He has a background in instructional design, educational technology, and faculty development. He was the instructional designer on the Practice Facilitators Certificate Program, which was recently cited in the Agency for Healthcare Research and Quality (AHRQ) - Case Studies of Exemplary Primary Care Practice Facilitation Training Programs. In addition, he serves as co-chair for the Online Learning Collaborative at the University at Buffalo (OLC). He holds a M.Ed. from the University of Georgia in Instructional Design and Development and teaches traditional and online courses. He is currently pursuing a Ph.D. in Curriculum, Instruction, and the Science of Learning at the University at Buffalo. His research interests include integrating gamification, which is the use of game design elements in non-game settings, into the classroom. More specifically, his focus is on how gamification can be used to alleviate perceived weaknesses in online courses.
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Games and gamification
incorporate both intrinsic and extrinsic motivational elements to encourage participants to persist and succeed.
I would like to share what I know about Gamification in the Classroom Gamification is commonly defined as the use of game elements in a non-game setting. Practically speaking, gamification is all around us. Accumulating credit card points, using a fitness app, or earning digital badges are all part of participating in a gamified environment.
What is it Typically, gamification involves integrating game design elements such as, story narrative, achievements, and challenges into any non-game setting. In terms of education, this can take on a lot of different forms within a course. Gamification principles mirror good teaching practice.
How it works What makes games so appealing is that they are motivating. People are generally either motivated intrinsically or extrinsically. Intrinsic motivation has to deal with natural inclination, what makes someone tick. One person might be naturally competitive and driven to win. Another individual might value being creative and showing off their work. On the other hand, extrinsic motivation is when you are driven to do something because of an external reward (money, awards, etc.).
What I did Numerous peer-reviewed articles were researched to better understand how faculty could implement gamification in their teaching practice. This provided the context for an overview of gamification, game elements, and practical examples of how it can be used in the classroom.
How I did it A faculty member at the UB Graduate School of Education was particularly interested in gamifying an online class. The course is meant for students who will be K-12 math teachers. The professor incorporated a number of game elements including a fantasy space theme, badges, levels, feedback loops, and challenges. In the beginning of the course, students were introduced to the course space mission theme. Students were given an introductory “rank” depending on their status (Master’s or Ph.D. level). Students completed assignments and earned promotions, increasing their ranking throughout the course.
Why I did it There is evidence that suggests gamification can lead to increases in student motivation, attitudes, and engagement. Games and gamification incorporate both intrinsic and extrinsic motivational elements to encourage participants to persist and succeed.
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The Open SUNY Center for Online Teaching Excellence
May 12, 2015 • Volume 3 • Issue 4
COTE NOTE Staff The COTE Community Team: Alexandra M. Pickett, Associate Director, Open SUNY; Martie Dixon, Assistant Academic Dean, Distance Learning & Alternate Programs, Erie Community College; Patricia Aceves, Director of the Faculty Center in Teaching, Learning & Technology, Stony Brook University; Lisa Dubuc, Coordinator of Electronic Learning, Niagara County Community College; Christine Kroll, Assistant Dean for Online Education, Graduate School of Education, University at Buffalo; Deborah Spiro, Assistant Vice President for Distance Education, Nassau Community College; Vicky Sloan, Distance Learning Coordinator, Clinton Community College; Erin Maney, Senior Instructional Designer, Open SUNY; Lisa Raposo, Assistant Director, SUNY Center for Professional Development This publication is produced by the Open SUNY Center for Online Teaching Excellence under the SUNY Office of the Provost.
What happened when I did it The variety of elements helped to engage learners in activities that interested them. By completing assignments student earned promotions, badges, and increased their rank. If a student was unhappy with the grade they received on an assignment they were encouraged to revise and resubmit until they achieved a satisfactory grade.
What I learned The evidence suggests several things: • • • • •
Gamification can lead to increases in student motivation, attitudes, and engagement. It is not enough to simply add elements, such as a leaderboard, to promote competition among students. Only a small portion of people are actually motivated by direct competition. Focusing on direct competition could result in demotivating the majority of the class. Gaming elements increase student engagement and motivation to succeed.
How others can use it Like any other course design decision, the decision to gamify must be well thought out and align with the needs of the students, instructor’s teaching style, and overall course design. It must be integrated into the design of the course, not an add-on. Introducing badges is one way to acknowledge the skills and products students have gathered throughout their academic career. A feedback system could also be implemented to encourage revision and resubmission over an all-or-nothing grading approach.
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The Open SUNY Center for Online Teaching Excellence
May 12, 2015 • Volume 3 • Issue 4