User:Heatherjsb/sandbox

=Gamification of Learning=

The gamification of learning is the process whereby game design and game elements are used in an educational context to motivate and engage learners. Gamification, broadly defined, is the process of: 1) defining the elements which comprise games that make those games fun and motivate players to continue playing, and 2) using those same elements in a non-game context to influence behaviour. Gamification initiatives in the context of education make use of game elements to facilitate learning through capturing the interest of learners and inspiring or nudging them to continue learning.

Description
The gamification of learning, while it might entail giving rewards for certain behaviours, is not a one-dimensional reward system. Rather, gamification is an elaborate approach which takes into consideration psychology, design, strategy, and technology. One reason for the popularization of the term “gamification” is that current advancements in technology and, in particular, mobile technology have allowed for the explosion of a variety of gamification initiatives in many contexts. Some of these contexts include the Starbucks and Shoppers Drug Mart loyalty programs, location-based check-in applications such as Foursquare, and mobile and web applications and tools that reward and broadcast healthy eating and exercise habits, such as Fitocracy and Fitbit. These examples involve the use of game elements such as points, badges and leaderboards to motivate behavioural changes. Gamification of learning is related to these popular initiatives, but specifically focuses on the use of game elements to facilitate student engagement and motivation to learn.

Gamification for learning is distinguishable from Game Based Learning, which involves users in designing and creating their own games, or in playing commercially produced video games, in order to learn. For example, students might use Sharendipity or GameMaker to create their own video game, or they may play Minecraft, for example, where they explore and create 3D worlds. Other examples of educational games include Wuzzit Trouble and Angry Birds which are designed such that learning happens within the game. Gamification of learning, in contrast, occurs when learning happens in a non-game context, such as a school classroom, and when a series of game elements is arranged into a system or “game layer” which operates in coordination with the learning in that regular classroom.

Game Elements
Some game elements which can be used to motivate learners include PBL's (points/badges/leaderboards), narrative, player control, immediate feedback, collaboration, recognition, mastery, background music, and integration with social media tools. When a classroom or workplace environment incorporates some of these elements, that environment can be considered “gamified.” There is no distinction as to how many elements need to be included to officially constitute gamification, but a guiding principle is that gamification takes into consideration the complex system of reasons a person chooses to act, and not just one single factor. PBL's, which need not make use of advanced technology, are often thought of as constituting a gamified system However, used in isolation, these points and opportunities to earn achievements are not necessarily effective motivators for learning. Engaging video games which can keep players playing for hours on end do not accomplish this by simply giving players the ability to earn points and beat levels. Rather, the story that carries players along, the chances for players to connect and collaborate with others, the immediate feedback, and the powerful choices given to players about how to proceed throughout the game, are immensely significant factors in sustained engagement. Business initiatives designed to use gamification to retain and recruit customers, but do not incorporate a creative and balanced approach to combining game elements, may be destined to fail. Similarly, in learning contexts, the unique needs of each set of learners, along with the specific learning objectives relevant to that context must inform the combination of game elements to shape a compelling gamification system that has the potential to motivate learners.

Application in Formal Contexts
Without adding extra gaming elements to the classroom, schooling already contains some elements which are analogous to games. For example, students earn marks for handing in assignments, which are like points, and students who achieve certain marks may earn certificates or scholarships. Students who work collaboratively to achieve a learning goal, or who receive immediate feedback on their progress are experiencing game-like elements. Gamification initiatives in learning contexts acknowledge that large numbers of school-aged children play videogames, which shapes their identity as people and as learners. While the world of gaming used to be skewed heavily toward male players, recent US and Canadian statistics show that 55% of videogame players are male, while 45% are female. One way that teachers acknowledge the reality that their students play videogames, and acknowledge that this affects who they are as learners,   is to incorporate elements from games into classroom scenarios. Game elements are a familiar language that children speak, and an additional channel through which teachers can communicate with their students.

K-12

 * Quest to Learn

Application in Informal Learning Contexts
Examples
 * Khan Academy
 * Open Badges