Gamification Analysis: Benefits and Potential Drawbacks Based on Study Findings
In the realm of modern education, the concept of gamification has emerged as a potential game-changer. This innovative approach leverages elements from video games to motivate and engage learners, transforming the learning process into an enjoyable and rewarding experience.
According to Naomi Clark, Chair of NYU's Game Center in the Tisch School of the Arts, maximising the benefits of gamification often involves good common sense teaching practices. Reminding students about the inherent values of the skill they are learning and incorporating storytelling into gamified elements are key strategies to enhance intrinsic motivation.
Sebastian Deterding, Chair of Design Engineering at Imperial College London, emphasises this point, stating that there seems to be particular evidence for interventions that combine collaborative and competitive elements. Deterding's approach to teaching involves trying out gamification techniques, evaluating their effectiveness, and iterating on them based on student feedback.
A 2020 review of empirical studies found that gamification had small but significant positive effects on cognitive, motivational, and behavioral outcomes. Gamification works by providing learners with extra motivation and feedback that helps students measure progress.
However, it's important to note that not all gamified elements are created equal. Gamified elements that enhance intrinsic motivation in education include autonomy, narrative context, meaningful challenges, and immediate feedback. These elements foster learners' sense of agency, purpose, mastery, and immersion, which align with intrinsic motivation factors such as curiosity, competence, and self-determination.
On the other hand, elements that can foster counterproductive competition and extrinsic motivation are ranking systems, points, badges, and leaderboards. These external rewards may shift focus from internal satisfaction to external validation, triggering anxiety or frustration especially among learners sensitive to social comparison or competition. Excessive reliance on points and rankings risks undermining intrinsic motivation through the overjustification effect, where external rewards reduce internal drive to learn. Badges and physical rewards can similarly encourage motivation driven by social recognition rather than personal growth.
Clark highlights the importance of overcoming the research-practice divide, emphasising the need to incorporate scientific findings into teaching practices. Deterding advises against viewing gamification as a one-and-done exercise, and instead encourages educators to see it as a process that requires ongoing evaluation and improvement.
Gamification can provide extra motivation, particularly when a student is learning a new skill and is not yet seeing the fruits of their efforts. However, it's crucial to strike a balance between intrinsic and extrinsic motivation to ensure a positive and productive learning environment.
A related term to gamification, called 'playificaiton,' focuses on enhancing intrinsic motivation by providing meaningful learning experiences rather than just rewards. By integrating a mix of gamified features that support intrinsic engagement without overemphasising competition or external rewards, educators can create effective learning environments that foster a love for learning and personal growth.
References:
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gameful design: A critical review. In Proceedings of the 13th International Academic MindTrek Conference: Envisioning Future Media (pp. 133–140). ACM.
- Hamari, J., Koivisto, J., & Sarsar, S. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the 15th International Academic MindTrek Conference: Redefining Augmented Reality (pp. 151–158). ACM.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
- Cerasoli, N. A., Kowert, R., & Koestner, R. (2011). The dark side of gamification: A self-determination theory analysis of gameful designs. In Proceedings of the 5th International Academic MindTrek Conference: Envisioning Future Media (pp. 223–230). ACM.
- The Chair of NYU's Game Center, Naomi Clark, stresses the significance of storytelling and reminding students about the value of the skills they are learning in a gamified educational context to enhance intrinsic motivation.
- According to Sebastian Deterding, the Chair of Design Engineering at Imperial College London, effective gamification strategies involve trying out techniques, evaluating their effectiveness, and iterating based on student feedback, thereby creating a positive and productive learning experience.
- A related term to gamification, 'playificaiton,' focuses on providing meaningful learning experiences rather than just rewards to foster intrinsic motivation, encouraging a love for learning and personal growth in a balanced, non-competitive learning environment.
