Gamification and Game-Based Learning Boost Motivation

Stefan Nowicki, Director of the Distance Learning Centre, University of Wroclaw

Through this article, Stefan Nowicki discusses the importance of gamification and game-based learning in enhancing student motivation and engagement. He provides practical examples of how these methods can transform classroom experiences and outlines the critical role of constructive feedback. Nowicki emphasises that combining these educational strategies with effective feedback systems can foster independent learning and develop students' competencies more effectively.

Gamification and game-based learning are pivotal in bolstering student motivation and engagement by transforming the learning journey into an interactive narrative. Applying these methods is straightforward - class participation, assimilation of new content and task completion are gamified, with the ultimate objective being to complete the entire storyline, accomplish missions and earn specific rewards. These rewards can be “traded” for a higher grade at the semester’s end. Here are two brief examples:

1. Classroom Gamification: We convert the classroom experience into a mission to escape from a deserted island where we’ve been stranded following a shipwreck. Each class attendance earns us essential survival supplies. In contrast, class participation yields construction materials for building various structures (a shelter, defences against wild animals, a lookout tower to scan the sea for rescue ships, etc.). Homework assignments allow us to explore the island for additional resources and other survivors (introducing group work). In contrast, group quests enable us to construct more complex structures, establish a settlement and build boats. Completing all tasks creates a device to signal passing ships, leading to our rescue from the island (i.e., passing the final exam). A significant advantage of this game form is that the plot doesn’t need to be linked to the class subject – merely participating in the class becomes a game.

2. Game-Based Learning: We collaboratively create a digital textbook and exercise set, enabling students to play the game while simultaneously learning the material and completing necessary tasks. For instance, we’re navigating through a dense forest, tasked with finding a specific location. Along the way, we encounter various individuals who provide class-related information. We also undertake quests requiring subject knowledge – we search for particular ingredients or items, answer questions, participate in activities like escape rooms, etc. Completing the entire scenario entails reading the textbook and doing all the required exercises. This form’s advantage is the ability to learn self-paced and have multiple approaches to each class task.

Each form necessitates different preparation from the teacher – classroom gamification requires meticulous documentation of each student’s game progress (points, items, skills acquired). In contrast, game-based learning involves the creation of a comprehensive digital textbook with a set of suitable exercises. However, feedback is a common thread binding them closely, which essentially determines the effectiveness of classes conducted in or through a game format. At any game stage, each student must not only be aware of their current status (game progress, possession of items, skills and associated action opportunities) but also have the chance to work independently on developing class-related competencies.

Feedback in an educational game environment must fulfil at least two functions. Firstly, it must indicate areas and skills that still need improvement and those that have been trained/mastered. Secondly, it must motivate independent solution-seeking. This means it cannot be confined to a simple correct/incorrect message but support in identifying the causes of mistakes made because only then will it be a tool fostering self-development and lifelong learning if it develops students’ perception of error as a natural stage in the learning process and– a stage supporting this process.

"Gamification and game-based learning, combined with a well-developed feedback system, can transform education into an engaging and highly effective experience, motivating students to work independently on developing their knowledge and competencies."

To illustrate this with a simple example – if the task is to solve the mathematical equation 5+3*2+6=?, the answer [17] should result in feedback such as “Very good! When calculating such an equation, you must always remember about the order of operations” and the answer [64] should result in feedback such as “Unfortunately not! Remind yourself of the rules of the sequence of actions and try again!”

Paradoxically, this is often the most significant challenge in incorporating both methods into teaching practice – constructing useful and motivating feedback. Both gamification and game-based learning, devoid of constructive feedback, will merely become elements that diversify the learning process but do not affect its effectiveness, leading to erroneous conclusions about their usefulness and discouraging students and teachers from using them in the long run.

Therefore, the implementation of both education methods must commence with introducing and reinforcing a feedback culture both in the educational institution and in the learning process itself. We must remember that feedback is much more than just a grade (letter or number) or indicating that a task has been performed correctly or incorrectly. Feedback should:

● Inform about correct/incorrect task performance (this aspect is usually preserved);

● Encourage reasoning analysis (this part usually looks instead not as good);

● Provide non-obvious instructions on correctly performing the task in case of an incorrect answer (unfortunately, this part is also poorly provided).

Usually, for prosaic reasons, this part of the learning process is omitted (or at least downplayed) – giving a grade based on the number of points obtained or a percentage score is much easier and faster than constructing tasks that end with helpful feedback. Such a task requires not only thinking about the course itself but also possible mistakes (or wrong answers) and matching specific comments.

However, let’s pay attention to the invaluable benefits of using feedback more widely instead of a grading system:

● Encouraging independent search for solutions;

● Supporting the development of analysis and critical thinking skills;

● Helping to identify errors as learning tools;

● Supporting students in perceiving success as a consequence of making attempts that may initially be (and usually are) unsuccessful;

Therefore, to answer the question posed in the title of this short text – gamification and game-based learning can be excellent methods to support the motivation and commitment of learners provided that they are combined with a well-developed feedback system, enabling students to work independently on the development of their knowledge and the level of their competences. We will then obtain an attractive model of education in which learning will take a form that is attractive and highly effective.

Gamification

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