Concerns and Considerations with the Gamification of Education

As an emerging educator, peers and mentors often share tips and tricks for incorporating technology such as games in the classroom to increase engagement and motivation in students. I agree that games are a fun, interactive way to present learning to students in the classroom. The benefits of using games as a tool in the classroom support differentiated instruction and a universal design for learning.

 

However, I was listening to an educator who teaches high school students share his experience of bringing games into the classroom for his grade 11 and 12 students who showed disinterest in playing games when learning. His students’ stated they felt like games were a juvenile approach to the higher learning they wished to achieve.

 

This got me thinking about the potential concerns and considerations that arise with the gamification of learning in classrooms that aren’t often highlighted or discussed.

As I researched the topic, a few key points stood out to me. A study published by Almeida et al. (2023) highlighted that the most cited negative effects of game design elements in education included a lack of understanding and motivational issues in students.

 

                              

 

For instance, games in the classroom can simplify complex and nuanced topics to fit game mode grids, questions and mechanics so that students can compete and gain points. Here, learning shifts from discussions, writing and depth into point systems, competition and simplified responses to multiple-choice questions. In doing so, students aren’t able to dissect content with a critical lens or through avenues such as research, and teacher and peer input. In my opinion, this dilutes the education students receive. This is especially relevant for high school students who are preparing for college, university or the workplace where they will be writing longer essays and research papers as well as participating in classroom debates/discussion circles. If they do not gain these skills, they will fall behind their peers in the future.

 

Moreover, games in the classroom offer a form of extrinsic motivation to students. Teachers often offer prizes as well. These rewards cause students to be dependent on these external rushes rather than provide intrinsic motivation for students to want to learn and engage in the classroom. Take the rewards out, will students still want to learn?

 

As an educator myself, this makes me wonder about the true benefits of bringing games into my classroom. Am I truly reaching my students or is this technology creating surface level interactions?

                                    

 

Ultimately, I do think games have their place in the classroom, but they should not be a primary means of teaching or a primary means for students to show their learning. They offer teachers the ability to accommodate student learning preferences, abilities and interests and as such should complement, rather than replace, teacher and peer-led education. Teachers using games in their classrooms should prioritize purposeful and inclusive learning experiences more than fun.

GurleenK@NUO

 

Reference List
Almeida, C., Kalinowski, M., Uchôa, A. G., & Feijó, B. (2023). Negative effects of gamification in education software: Systematic mapping and practitioner perceptions. Information and Software Technology, 156, 107142. https://doi.org/10.1016/j.infsof.2022.107142