Who doesn’t love exploring a new word? For me the word “gamification,” as it applies to teaching and learning, set me off on a quest to find out more about the meaning and applications of “gamification” in a classroom context.
Examples of gamification applications in the classroom include awarding points for meeting academic objectives and grading “ forward” not “backward.” That means grading starts at 0 and moves forward accumulating points for goals accomplished instead of starting at 100 and deducting points or “marks” which would discourage most gamers from continuing for long.
Gamification also encourages students to think about their thinking and to analyse how they arrived at an answer or solution to a problem in the same way that some video games, at the end of a game level, break down the player’s performance into countless details, total number of jumps, number of enemies alerted, number of different ways a specific problem was solved and lists ways to reflect and document their performance and compare with previous attempts.
Some elements of games that may be used to motivate learners and facilitate learning include: player control, immediate feedback and opportunities for collaborative problem solving with other “players.” However, as the popularity of classroom gamification has increased, so have critical voices describing gamification as the latest buzzword and the next fad.
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