1. Misconceptions
1.1. Gamification is not using video games for learning! (Erickson, et al).
1.1.1. Video games offer less structure and learning. The teacher MUST understand how the gamificaiton works and have gone through it themselves to ensure success for their students.
2. Student benefit
2.1. Self regulation - working at their own pace, making choices, learning to manage themselves and their learning!
2.2. Work together in groups- helping build community and form better relationships within the classroom
2.3. Stimulates both extrinstic and intrisic motivation in students (Erickson, et al.)
2.4. Simply just enjoyable and fun to play! Students don't learn from listening to lectures consistently. Get their. minds working through activities like gamification!
3. How does it work?
3.1. Earning points and badges, participating in simulations (Erickson et al.)
3.2. Teamwork to finish tasks, points and badges, themed games (Brunvand & Hill)
3.2.1. Classcraft- a fantasy themed game where students work together to get experience points through a series of subject related tasks
3.2.2. Virtual locker- behavior tasks and reinforcement. Focuses on student 'grit' and achievement. Students can customize their locker
4. Choices
4.1. Both articles dove into the choices that gamification has for students
4.1.1. Choices require problem solving and consequences leading to more learning (Erickson et al.)
4.1.2. Students can choose different ways of learning the same topic through online gamification resources provided by teachers (Brunvand & Hill)
5. Assessing learning without a test
5.1. Both articles touched on how tests cause anxiety and stress, where as activites like gamification would reduce that
5.1.1. Additive grading: students begin the game with zero points but earn more through the completion of different tasks. (Brunvand & Hill). This replaces the negative connotation of losing points (like on a test, for example) and encourages them to earn points.
5.1.2. Formative assessment: Using tasks that are not graded. Fear of grades takes away from the students ability to comprehend and understand. Tasks like pair-share or art work turn into low stakes grading (Erickson et al.)