Using gamification at community level
Both game based learning and gamification are very hard, if not nearly impossible, to disconnect from non formal learning (NFL). Even though NFL has its roots in principles of self-directed learning, participative approach and based upon free will, it still remains very clearly structured and follows a logic pre-defined learning cycle. The systematic use of games and gamification in NFL aims to create an environment which enlarges empowerment possibilities and learning opportunities. Also the project gamED is exactly that.
The non formal educational set up raises sometimes the eyebrows and receives frequently questions as: is this playing around, or is there actually serious potential for learning? Can non formal educators and learners be accounted for effective learning?
From experience, we say ‘yes’. Without any hesitation.
Unlike the purpose of many of the existing gamification techniques, there is clearly a different approach of gamification in NFL. Whereas gamification is widely used in the commercial sector (e.g. to attract clients, create repetitive consumption, build loyalty from the buyers or sharpen the competition with other competitors), this is clearly different in NFL. Gamification techniques within NFL are used to promote the enthusiasm to learn and discover, to increase and maintain the concentration, to support the ongoing interest in learning. There is no competition against one another, but rather a competition against a common defined challenge, against time, against self-set objectives. And this, in the good conditions, through cooperation and peer support. Also in the project gamED: this is the clear purpose of the used gamification elements.
Non formal education is not ‘a natural enemy’ of formal education. Both are complementary and should (ideally) be realized parallel and together. Each person is unique, also in their learning preferences and styles. We see the combination of both educational ‘styles’ and principles a good guarantee to maximise learning opportunities for ALL young people. There might however be differences when it comes to gamification techniques in both educational sectors. Gamification within non formal education does not aim to raise the school grades or acquire other clear scholar benefits for the learner. In NFL, it concretely aims to stimulate learners in their personal defined learning process and path. And this is different for each one.
Gamification in NFL serves very often to easen the weight of seriousness that many topics are given. E.g. financial literacy is not particularly a topic where most young people would become excitingly enthusiast about when presented. Gamification is the sauce used in NFL to invite and warm-up the learner to engage, in a way that the learning is pleasant and still meaningful at the same time.
The 10 created educational boardgame sets within gamED can be played separately, or with several sets combined at the same time. The 10 different thematic offer an excellent opportunity to make the adequate combination according to the assessed needs, the expressed interest and the profile of the young learners you engage with. In line with NFL, there is no need to hold on rigidly to the rules of the boardgame. After a first experience, we invite you to embrace possible rule suggestions from the group, or from yourself and your colleagues.
Essential however, and at the same time an important pillar in NFL, is the phase of debriefing and reflections after experiencing one or more of the gamified boardgames. Without such a debriefing, most of the learning remains unconscious. In such case, the experiencing of the gamification-fun comes on the foreground and our educational work is reduced to ‘playing games’. How and what to debrief, is clearly explained in the booklet of each of the thematics.
The (gamified) shape can not take over the intended learning.
For NFL, we advise to use the different gamED modules as a surprising introduction into the 10 proposed thematics. Each of them very relevant, particularly for young people. An introduction towards linking the importance of the thematic to a future sustainable strategy of the association, local policymaking and even towards community development.
Eventhough most board game modules are possible to complete within 1 hour, don’t rush.
Give the participating groups the needed time to cover on their own rhythm the different challenges. Inserting this freedom in the board game itself, highlights the learning potential through peer support. At the same time, you also share the ownership of the mutual learning adventure with the young people. A shared responsibility leads to ‘sharing is caring’.
Many elements in the 10 gamED board game sets highlight NFL principles:
Each team decides their own path on the play map. This increases ownership of the (learning) process and decreases resistance to tackled issues within that thematic (sometimes sensitive).
Each team decide themselves when a challenge is successfully finished before moving on to the next. As educator, you do not ‘control’ the results but support the teams in their adventure.
When a team decides a mission is completed, it is completed. The more trust we give, the more trust returns. It is possible to ‘cheat’ in each board game. When this happens, let it happen. Use this fact in the debriefing to explore if such cheating was beneficial. It usually does not leave a very satisfying feeling afterwards. A great opportunity to make powerful links to real life.
More clear advantages:
- Little material is needed.
- The rules are only few, once ‘freedom’ is an essential ingredient.
- A flexible timeframe, fitting for very short to longer time available.
- There is no ‘front’ nor ‘back’ on the board game maps, indicating hereby equal positions for each team.
- The same board game can be repeated with the same group, once the path each teams choose can differ. Each mission is unique.
- There is not really a ‘right’ or ‘wrong’. It is a personal process for each player, aimed at exploring on their own rhythm the presented learning opportunities in an enjoyable way.
“A mind that is stretched by an experience, will never return to its original shape”.
gamED stretches.
