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    Sahilbedi

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    The document discusses the potential for using gamification in education. It notes that educators are increasingly looking to gaming methods to make learning more interactive. Gamification uses elements of game design in non-game contexts to motivate and engage students. Studies show that game-like components that track progress and provide rewards can keep students motivated. When stairs were made to look and sound like piano keys in one experiment, more people chose to take the stairs. For instructional games to be effective, students must understand the objectives and be able to target specific content. For gamification to be deemed successful, its effectiveness must be adequately measured both during and after activities to determine if learning occurred and the return on investment.

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    Sahilbedi

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    83 views3 pages
    The document discusses the potential for using gamification in education. It notes that educators are increasingly looking to gaming methods to make learning more interactive. Gamification uses elements of game design in non-game contexts to motivate and engage students. Studies show that game-like components that track progress and provide rewards can keep students motivated. When stairs were made to look and sound like piano keys in one experiment, more people chose to take the stairs. For instructional games to be effective, students must understand the objectives and be able to target specific content. For gamification to be deemed successful, its effectiveness must be adequately measured both during and after activities to determine if learning occurred and the return on investment.

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    The document discusses the potential for using gamification in education. It notes that educators are increasingly looking to gaming methods to make learning more interactive. Gamification uses elements of game design in non-game contexts to motivate and engage students. Studies show that game-like components that track progress and provide rewards can keep students motivated. When stairs were made to look and sound like piano keys in one experiment, more people chose to take the stairs. For instructional games to be effective, students must understand the objectives and be able to target specific content. For gamification to be deemed successful, its effectiveness must be adequately measured both during and after activities to determine if learning occurred and the return on investment.

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    83 views3 pages

    Sahilbedi

    Uploaded by

    api-302652359
    The document discusses the potential for using gamification in education. It notes that educators are increasingly looking to gaming methods to make learning more interactive. Gamification uses elements of game design in non-game contexts to motivate and engage students. Studies show that game-like components that track progress and provide rewards can keep students motivated. When stairs were made to look and sound like piano keys in one experiment, more people chose to take the stairs. For instructional games to be effective, students must understand the objectives and be able to target specific content. For gamification to be deemed successful, its effectiveness must be adequately measured both during and after activities to determine if learning occurred and the return on investment.

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    Powell 1

    Chris Powell
    Ms. Lee
    New Technologies 325
    March 10, 2015
    GAME ON! THE POTENTIAL FOR GAMIFICATION IN EDUCATION.
    Educators across the country, from graduate schools to middle schools, are increasingly
    focusing on gaming methodology to turn learning into an interactive experience.
    Gamification uses game design elements in nongame contexts, but it should not be confused
    with a traditional game of any kind. More than other disruptive technologies, gamification has
    the potential to change content delivery systems in the classroom and create truly meaningful
    experiences for students.
    Nearly every school is challenged to motivate students and strengthen student engagement.
    Successful student engagement is the foundation for learning and includes the learning process,
    the subject matter, the purpose of study, and additional social and cultural factors.
    Gamification attempts to harness the motivational power of games and apply it to real-world
    problems. Game players regularly exhibit persistence, risk-taking, attention to detail, and
    problem-solving, all behaviors that ideally would be regularly demonstrated in school (Lee 7).
    Game-like components that track activities such as custom avatars, badges, and other
    rewards keep students motivated and task-oriented. Presentation can change behavior in many
    settings. Researchers at studied whether more people would choose climbing stairs over taking
    an escalator if taking the stairs were more fun. When stairs were covered to look and sound like

    Gursahil Bedi

    Powell 2

    piano keys, 66% more people than normal took the stairs, proving that fun can positively
    impact behavior (The Fun Theory 1).
    Several studies on instructional games revealed that the greatest benefits were obtained
    when users could target specific content and knew the objectives. Instructional games can
    provide measureable learning for many different types of learners. Making sure that students
    knew how to play the game was often more important to students than how realistic the game
    appeared (Franklin 46-52).
    Adequately measuring the games effectiveness both during and after the activity is crucial
    to determining whether learning is actually taking place and evaluating the return on
    investment. There are four components to measurement:
    1. Reaction Did the student enjoy the experience, and if so, how?
    2. Learning How much did the student increase his or her knowledge about the
    subject?
    3. Behavior Did the students new knowledge translate in a real way?
    4. Results Were the original goals met?
    With adequate investment, training, and instructor guidance, gamification can reach the
    same goals as quizzes and tests. Whether the market can sustain the investment remains an
    open question.

    Gursahil Bedi

    Powell 3

    Works Cited
    Franklin, Anne. Rewarding Play: The Role of Games in the Classroom. New York: Roberts
    Educational Publishing, Inc, 2012. Print.
    Lee, Joey J. "Gamification in Education: What, How, Why Bother?" Academic Exchange Quartely
    1 June 2015.
    The Fun Theory. 2015. Web. 4 June 2015.

    Gursahil Bedi

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