Introduction to the Module

Context and definition

Commonly known as gamification, this approach consists of adding game elements such as storytelling, problem-solving, aesthetics, rules, positive competitive collaboration, and competition, reward systems, feedback, and learning through trial and error into non-game activity. Gamification has already experienced widespread implementation. It  impacts the classroom through the integration of personal and social elements, creating an immersive learning environment.

Common gamification design principles include: goals and challenges, personalization, rapid feedback, visible feedback, freedom of choice, freedom to fail and social engagement. This method intensifies team effort and active participation. It fosters critical thinking about real world topics, prepares students to enter a technical workforce and provides solutions to help schools solve difficult  motivation and engagement problems.  Based on the concept of active learning, gamification techniques are an alternative to the passive classroom and a driver of student engagement. It is useful to distinguish between  extrinsic  and intrinsic motivation: the first one  is when we are motivated to perform a behavior or engage in an activity because we want to earn a reward or avoid punishment. You probably will engage in behavior not because you enjoy it or because you find it satisfying, but because you expect to get something in return or avoid something unpleasant. The second one instead is when you engage in a behavior because you find it rewarding. You are performing an activity for its own sake rather than from the desire for some external reward. The behavior itself is its own reward. This  second attitude is certainly more gratifying and useful in a learning process. That’s why gamify .

Educators and students need to rethink the purpose and structure of education in order to meet the changing demands of the 21st century, and so transform the educational environment.

In 2002 while  designing a game-like user interface for commercial electronic devices, ATMs, vending machines, mobile phones, Nick Pelling coined the word, gamification. With a name, the history of this new theory  truly begins.

Gamification is defined as the use of game elements in non-game contexts to create an active learning environment by engaging students in the process of knowledge acquisition.

What are these game elements? They may include, but are not limited to, assigning levels, points, badges, leader boards, and checkpoints. Gamification includes the ability to complete tasks, concentrate deeply, have clear goals, receive immediate feedback, achieve effortless involvement and learn to control one’s actions. It produces states of enjoyment represented by deep concentration on an activity that, based on a student’s skill level, is sufficiently challenging. Feedback from the teacher or from the task itself is a predictor of progress toward goals. Self-assessment is important  as well in the process.

Gaming should be purposeful, that means that it should be used for purposes other than mere entertainment. To achieve that, gamification needs strong teaching staff able to design effective assignments, grade students’ work relatively quickly, and interact with students closely. Furthermore  games and learning can be social activities. Gamification provides an opportunity to team up or compete with classmates to achieve new levels of mastery. While students are collecting points, leveling up, and competing against each other, the teachers can collect data, track progress, and tailor the rules, rewards, and quests to build positive class culture while pushing student achievement.

It is important to remember that there are some fundamental concepts:

1. you need to establish levels and give points
2. you should give tasks with increasing level of difficulty
3. you have to give feedback to students and trace their progress
4. you should reward according to the level of achievement
5. you have to create a plot (it is also possible to invent characters)

The learning objectives of this Module are:

1. how to introduce game elements in a non-game context
2. how to design effective assignments
3. grade students’ work