Harrison Ramanantsoa

1. New Perspectives
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Thefuntheory.com.
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 Powell 3

Chris Powell
Ms. Lee
New Technologies 325
March 10, 2015
Game On! The Potential for Gamification in Education
Educators across the country, from graduate schools to middle

schools, are increasingly focusing on gaming methodology to turn

learning into an interactive experience.

Gamification uses game design elements in nongame contexts,

but it should not be confused with a traditional game of any kind. More

than other disruptive technologies, gamification has the potential to

change content delivery systems in the classroom and create truly

meaningful experiences for students.

Nearly every school is challenged to motivate students and

strengthen student engagement. Successful student engagement is

the foundation for learning and includes the learning process, the

subject matter, the purpose of study, and additional social and cultural

factors.
Gamification attempts to harness the motivational power of

games and apply it to real-world problems. Game players regularly

exhibit persistence, risk-taking, attention to detail, and problem-

solving, all behaviors that ideally would be regularly demonstrated in

school (Lee 7).

Game-like components that track activities such as custom

avatars, badges, and other rewards keep students motivated and task-

oriented. Presentation can change behavior in many settings.

Researchers at Thefuntheory.com studied whether more people would

choose climbing stairs over taking an escalator if taking the stairs were

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 Powell 4

more fun. When stairs were covered to look and sound like piano keys,

66% more people than normal took the stairs, proving that fun can

positively impact behavior (The Fun Theory 1).

Several studies on instructional games revealed that the greatest

benefits were obtained when users could target specific content and

knew the objectives. Instructional games can provide measureable

learning for many different types of learners. Making sure that students

knew how to play the game was often more important to students than

how realistic the game appeared (Franklin 46-52).

Adequately measuring the games effectiveness both during and

after the activity is crucial to determining whether learning is actually

taking place and evaluating the return on investment. There are four

components to measurement:

1. Reaction Did the student enjoy the experience, and if so, how?
2. Learning How much did the student increase his or her knowledge

about the subject?

3. Behavior Did the students new knowledge translate in a real way?
4. Results Were the original goals met?

With adequate investment, training, and instructor guidance,

gamification can reach the same goals as quizzes and tests. Whether

the market can sustain the investment remains an open question.

Works Cited

Franklin, Anne. Rewarding Play: The Role of Games in the Classroom. New

York: Roberts Educational Publishing, Inc., 2012. Print.

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 Powell 5

Lee, Joey J. "Gamification in Education: What, How, Why Bother?" Academic

Exchange Quarterly 1 June 2015.

The Fun Theory. 2015. Web. 4 June 2015.

This file created specifically for Harrison Ramanantsoa