How to develop competencies through gamifying learning processes
The first thing to consider when implementing gamification is the structure of a gamified learning experience; this should include the following elements(5):
Action: the learner’s activity is connected to the learning objectives; thus, a first step in gamifying a learning activity is to set the learning objectives and then select/design the activities for achieving them; the activities should motivate the learner;
Challenge: a certain mission, quest, or challenge is assigned to the learner; this should be completed within a certain timeframe; this also implies a healthy dose of competition;
Reward: the learner earns a reward or feedback of some sort for successfully completing the desired activity. From points, scoreboards, prizes to immediate event feedback loops, well designed games provide real-time feedback, making sure it is well deserved.
The most important principles to take into account when gamifying the learning process are(6):
- Encouraging curiosity as a means to increase learner motivation and engagement: Curiosity drives learners to find answers to a question, solve a problem/task, or figure out how to do something;
- Stimulating imagination through a story associated with an activity (e.g., humanity is threatened by an alien invasion);
- Tracking progress and providing feedback to show learners how far they have come in achieving a goal (by using badges, stickers, and playing cards);
- Creating a sense of time pressure - unlimited time to complete a task can cause distraction and boredom for some learners, whereas giving a limited time frame for the work to be done and using ticking timers creates urgency and promotes a sense of efficiency;
- Encouraging competition to make activities more enjoyable and social, thus motivating learners. However, competition should not be used regularly because not all learners are equally competitive in all situations (e.g., some find competition more appealing when working in a team) and too much competition can have negative effects;
- Encourage discovery and adventure to increase learner motivation and engagement through game elements such as treasure hunts or field trips;
- Enhance teamwork to balance skill levels, promote collaboration, and build teamwork skills; team-based competitions encourage learners to help each other: each team should have time to build their identity as a team by establishing roles, a name for the team, and an identifying mark (badge, hat, armbands, etc.);
- Sharing knowledge, i.e., learners have the opportunity to share their knowledge and learn from others; many learners enjoy helping others learn;
- Problem solving in a group helps learners develop a range of skills depending on the task: artistic, general knowledge, athletic, logical, interpersonal, math, knitting, etc;
- Create challenges to motivate learners to apply their knowledge to achieve the goals, even if they have difficulty achieving their goals. Challenges should be neither too difficult nor too easy, as either extreme will cause engagement to wane due to a sense of defeat or boredom;
- Create a sense of ownership by allowing learners to customize certain elements of the activity: individual end product, trading cards, badges, rewards;
- Designing an avatar: learners can be given the opportunity to design their avatar and use it for one activity or a series of related activities;
- Learning through collecting and trading to encourage learner motivation, engagement, and acquisition of knowledge and skills: e.g., collecting and trading cities that have certain characteristics to learn about geography, economics, literature, art, politics, tourism, etc;
- Engagement over time can be achieved through the use of leaderboards that show progress on a particular activity or over a period of time. Scorecards can be physical or digital: to avoid demotivation from being too low on the leaderboard for a learner or team, a division can be made through competition, or simply different goals (different tasks but similar difficulty levels) can be set for each team;
- Involvement in ongoing decision making, as being able to vote on what should be done in the group gives learners a sense of choice: Learners could vote on which activity to work on from a set of tasks; voting counters, cards, or flags can be used.
Reflection time:
1. Pick a subject. Pick a board game, or a game you know (e.g. Chess, Catan, a game you are familiar with). Try to define objectives and content of an activity, the skills that the learners would practice. Add game elements from the game you chose. Also, think about the challenges and emotions that the learners might experience during the gamified activity, the choices they would have to make. Try to anticipate the difficulties that might be encountered as learners engage in this gamified activity and how they might be overcome.
2. Find info about Mihaly Csikzentmihalyi’s FLOW theory. Think of ways you can get youth into the FLOW state, by balancing the skills and the challenges of a chosen activity.
