Lissette Ramirez Diaz

Instructor: Malcolm Campbell

UWRT 1104

11/1/2017

Growing Up Or Leveling Up?: Video Games In Education

What exactly does gamification mean? Why is this such a big deal today? Gamification is

the application of game-design elements and game principles in non-game contexts. (2) , the

subject of including gamification in the learning process at school has become more of a subject

that cannot be ignored. In this day and age with advancing technology, many companies and

teachers have asked, how can we use the technology and the interests of students today to our

advantage? Some businesses have turned to game development to better suit the needs in the

classroom. For example, the creator of Minecraft developed and released a new version of their

game called Minecraft: Education Edition for use in the classroom. This version allows students

to build, design patterns, visit different areas of the globe, and develop their spatial thinking.(4)

Gamification, in general, began with S&H Green Stamps being used by marketers to give

to retailers as a loyalty program for customers. Then, in 1981, American Airlines comes out with

the first frequent flyer program for customers. Not to be outdone, in 1983, Holiday Inn makes the

first loyalty program for the hotel industry guests. The article then goes on to discuss more

events down the line that show how exactly gamification has been evolving and shaping the

world around us today. For example, in 2002, a Serious Gaming Initiative was made that forged

a bond between the gaming industry and health, training, education, and public policy. Further

down the line, in 2009, Quest To Learn accepts a class of 6th graders into a game-based learning
environment. Lastly, Gartner predicts that by 2014, 70% of Global 2000 organizations will have

at least 1 gamified application. (8)

How did gamification in education come about?

In the 1980s, more specifically in 1985, began the emergence of childrens software

industry. This began with games such as Carmen Sandiego, Reader Rabbit, Legend of Zelda,

Mavis Beacon Teaches Typing, Math Blasters, and Pirates. In the years 1995-2000, virtual

worlds with user created content became popular, with games such as Active Worlds, Whyville,

and Roller Coaster Tycoon. Around the year 2002, more serious games were being developed

and capturing peoples attention. For example, some of the serious games were Diner Dash, Wii

Fit, Brain Age, EVE Online, Immune Attack, Arden, Gamestar Mechanic and Making History:

The Calm & The Storm. (5)

From the year 2010 and onward, gamification informs course design and curriculum

development. We see this in other projects and schools, such as Quest To Learn, Knewton Math

Readiness, and Mozilla Open Badges Project, which begin to use gamification in the teaching

styles of educators. At the present, games and the platforms they are played on are advancing at a

fast rate and include elements such as virtual reality, massively multiplayer, user-created content

and role-playing, It is a hope that eventually, augmented reality will be implemented. (5)

How are games influencing the learning of students?

Many may ask, what allows gaming to be used in an educational setting? How would

students benefit from this learning style? Gaming offers many different elements that would help

others learn, and continue to want to learn or work. Using levels in a game, creates a sense of

adventure in a user, and enables them to want to explore and continue to grow and develop.

Using a points system in the game allows the user to feel the need to succeed as they can see
their hard work paying off numerically. Other elements such as achievements, virality, and epic

meaning give the user a sense of purpose. They influence the user and make them want to

continue playing and striving to be the best. When incentivized with rewards, the user becomes

more active and invested in the gameplay/learning. Other elements include collaboration, (which

enforce the need to learn how to cooperate and work well with others) and appointments (which

give the user a sense of responsibility, or influence them to continue playing). Other elements

include Bonuses, Loss Aversion, Discovery, Infinite Play, Countdown and Synthesis. These

elements convince the user to continue laying and to strive to master the game and unlock

everything.(5)

Has this method of teaching been successful?

Lee Sheldon, a professor from Indiana University, decided to implement gamification in

the sense of gamifying the grading process. He gamified his course by abandoning grades and

implementing an experience points system. Students letter grades are determined by the

amount of points they have accumulated at the end of the course, in other words, by how much

they have accomplished. Because of the extracurricular interests of the current college-age

generation (games!), Professor Sheldon attributes success to the fact that the elements of the

class are couched in terms they understand. Students are progressing towards levels of mastery,

as one does in games. Each assignment and each test feels rewarding, rather than disheartening.

Using experience points allows educators to align levels with skills and highlight the inherent

value of education. (6)

Teachers Ryan Schaaf & Jack Quinn state In my class, students dont take practice tests;

they battle the evil emperor, Kamico (the maker of popular test prep workbooks used at my

school). We dont just test objects for conductivity; we search out the secret object which will
turn on the alien spaceships prepared to launch light. While students are collecting points,

leveling up, and competing against each other, I am collecting data, tracking progress, and

tailoring the rules, rewards and quests to build positive class culture while pushing student

achievement. Students become eager to participate in the activities that they need to do to

improve, and when students buy in, they make school a game worth playing.(3) Both teachers

have plenty of experience with gamification in the classroom and have said much to support the

teaching method with examples of how beneficial it has been in their classrooms.

Competition has also been shown to be a good motivator to learn and get ahead of the

rest of the group. Celine Petsche, a teaching assistant in the School of Business and Economics

at Wilfrid Laurier University, uses Top Hats tournament module to engage her students.

Previously using iClicker to quiz her students on the assigned reading, Celine found that the use

of the tournament function egged on some competition, boosted morale and got her students

excited about demonstrating their understanding. Celine additionally noted that the tool worked

as a great equalizer among students. Introverts were able to demonstrate their knowledge of the

material and participate without having to raise their hands. Most of all, gamifying the review

of readings simply boosted the general energy of the class.

Another example is of a 3rd grade teacher named Mr. Pai. He disrupted the traditional

classroom setting by introducing the Nintendo DS, among other technology, into his daily

curriculum. Students practiced math and language through the use of computer and video games.

In just eighteen weeks, his class went from a below 3rd grade level to a mid fourth-grade level.

These anecdotes by various teachers of different levels of schooling show that no matter

the age of a student, how effective this type of teaching can be. In fact, In a study provided by

the Kahoot! Journal, it reported: students that did the game-based quiz (Kahoot!), learned 22%
more than students that did paper quizzes, and 52% more than students that used the student-

response system Clickers.... Since paper exams are what one would typically find in a

classroom, it is enlightening to know that the students took away more material from a quiz that

incorporates visual interaction over the standard paper format. The Kahoot! Journal also shared

that the student engagement of those who participated in the Kahoot game was 46% higher than

students doing the paper quiz, and 55% higher than the students that used the student-response

system. (1)

In 2015, a survey was done to assess the reaction of people when asked about motivation

and the eLearning process. A survey conducted by TalentLMS, showed that: 89% of those

surveyed stated that a point system would boost their engagement, 82% are in favor of multiple

difficulty levels and explorable content, and lastly, 62% stated that they would be motivated to

learn if leaderboards were involved and they had the opportunity to compete with other

colleagues. (7) A study was also conducted to see if gamification in education would be

effective for adult learners also. It states that According to a study conducted by the University

of Colorado on the impact of simulations and games in adult learners, participants in gamified

eLearning experiences scored 14% higher in skill-based-knowledge assessments, 11% higher in

terms of factual-knowledge, and 9% increase in retention rate. This shows that gamification not

only helps online learners acquire knowledge and skills more effectively but also it allows them

to retain information and commit it to long term memory for future use. Games aren't just for

entertainment in the world of eLearning. In fact, judging by the numbers, they are an effective

and powerful tool that enriches eLearning experiences for users of all ages and in all niches. (7)

Is there a negative side to using video games in education?

 With everything in life, there are two sides of a coin, and people will think differently. A

website, titled Games in Education, lists a few pros and cons of using video games, such as

Minecraft and Civilization, in the classroom. They state The skills learned may be overlooked

or forgotten when tested. The fundamental level of learning in video games may be discarded by

some students, leading to poor results. Violence in games can also add to behavioral problems, as

video games are generalized to be mostly violent leading teachers to be skeptical with

implementation. People may feel more hostile after playing realistic related violent games as

their behavior is afflicted by realistic situations.

Some teachers feel that classroom necessities like books should be put before video

games. Books and reading can provide a more calmer aspect of learning rather than constant

technological productivity. Books also offer better learning in the subject of English, with

learning how to respond to texts, write essays and increase vocabulary, where as a game focuses

otherwise. Time spent using video games can be an issue as parents and teachers may not desire

their children playing video games excessively or at school. The best interests at heart of learning

can be clouded by the time consumption of video games within school and outside. Traditional

forms of education may be desired by schools and parents, rather than the technological aspect. It

can be strenuous for teachers to monitor all students and make sure everyone is working on the

same difficulty or level. Games as a replacement for books can be different work for teachers to

stay on top of student progression and reports. Perhaps, teachers may not be accustomed to the

use of video games or how to utilize their maximum ability and also some programs may not be

intuitive or suitable. Incompatibility with students may also be an issue as some peoples

knowledge can be lower than others. Proper management and effective techniques can make

benefit for all students.

Why is this important to know?

As the ages progress, so does the advancement of society and the knowledge people gain.

Perhaps through gamification, learning could be made more efficient and engaging, leaving more

room for people to develop and grow. Or perhaps, through gamification will we as people really

begin to learn and see things from a different perspective in terms of what we know? Who is to

say, yet we cannot deny that games have played a key role in many aspects of life.

It is well known that todays generation of students are often gaming or connected to

their screens, and Pim van de Pavoordts research indicates that children who grew up as digital

natives immersed in the internet are more likely to engage in online games than with other

students or teachers in a traditional classroom environment. They propose three potential reasons

for modern day students desire for e-learning options: First of all they want to be connected to

one another, secondly they want to be entertained through games, movies and music, and finally

they want to present themselves and their work. The topic of gamification in education and

reshaping the learning process of students is important because this major tool that has been

developing is shaping society whether many notice it or not. The increased influence of

technology in our lives should be seen as a potential way for students to learn more efficiently

and more passionately than before instead of letting it this opportunity go to waste. These, and

the reasons mentioned above, are why gamification in education should be encouraged to better

our minds and those of future generations.

 Resources

4 WAYS TO BRING GAMIFICATION OF EDUCATION TO YOUR CLASSROOM - TOP

HAT; Top Hat - 4 Ways To Bring Gamification of Education To Your Classroom - Top Hat.
[online] Available at: https://tophat.com/blog/gamification-education-class/ [Accessed 1 Nov.
2017]. (6)
12 EXAMPLES OF GAMIFICATION IN THE CLASSROOM - TeachThought. 12 Examples Of
Gamification In The Classroom -. [online] Available at: https://www.teachthought.com/the-
future-of-learning/12-examples-of-gamification-in-the-classroom/ [Accessed 1 Nov. 2017]. (3)
Boosting Classroom Engagement with Kahoot! - Gamification Co. Mak, H. (2017). [online]
Gamification Co. Available at: http://www.gamification.co/2016/03/28/games-in-education-
kahoot/ [Accessed 1 Nov. 2017]. (1)
GAMIFICATION - En.wikipedia.org. Gamification. [online] Available at:
https://en.wikipedia.org/wiki/Gamification [Accessed 1 Nov. 2017]. (2)
IN THE CLASSROOM | MINECRAFT: EDUCATION EDITION - Minecraft: Education
Edition. In The Classroom | Minecraft: Education Edition. [online] Available at:
https://education.minecraft.net/how-it-works/in-the-classroom/ [Accessed 1 Nov. 2017]. (4)
JACKSON, M. - Jackson, M. (2016). Gamification in Education. [online] Usma.edu. Available at:
https://www.usma.edu/cfe/Literature/MJackson_16.pdf [Accessed 1 Nov. 2017]. (8)
THE GAMIFICATION OF EDUCATION INFOGRAPHIC #GAMIFICATION #EDTECH
Knewton. The Gamification of Education Infographic #gamification #edtech. [online] Available
at: https://www.knewton.com/infographics/gamification-education/ [Accessed 1 Nov. 2017]. (5)
THE TOP GAMIFICATION STATISTICS AND FACTS FOR 2015 YOU NEED TO KNOW -
ELEARNING INDUSTRY
eLearning Industry. The Top Gamification Statistics And Facts For 2015 You Need To Know -
eLearning Industry. [online] Available at: https://elearningindustry.com/top-gamification-
statistics-and-facts-for-2015 [Accessed 1 Nov. 2017]. (7)
 My Comments:

This makes it sound like the companies are trying to use children's interests for the company's personal gain
instead of using the children's interest to help them learn.
Expand a little on this learning environment. Was it an after school program or a actual class kids took in
place of school. Talk about how that class affected the students who took it
You start off well by talking about the emergence of children's software industry. I'm not sure if some of the
games listed necessarily contribute to gamification. Elaborate on how these games created popularity and
how they helped gamification grow.
The question I am trying to tackle is can students actually gain a deeper understanding of the subject
through video games. This means that they were able to understand all of the subject through playing video
games instead of being introduced to a subject through playing video games. While it is not necessary that
you answer this question in your paper, you could put it in to this section if you don't have anything else to
write about.
This section was put together well. It's a lot of factual stuff so there isn't much I can critique on. At this point
in the paper it seems like you are leaning in favor of gamification without officially saying where you stand. It
probably just feels that way because I have only read the pro side so far but be careful if you are not trying
to take a side and just trying to present the facts
the argument against using gamification feels weak to me. That is partly because I am super bias and think
that gamification should be used in all schools. I would just do a little more reading to make sure that there
are no other arguments against gamification that you might have missed.