For Activity 6 we were asked to demonstrate a technology tool, I choose Google Cardboard but it wasn’t the tool which I demonstrated which got my interest it was another students. The other student presented The Training Arcade, which combines a variety of games and scenarios to create an interactive question and answer platform. A reward-based learning scenario alike to Skinner’s (1966) work with operant conditioning.
I had a go with the tool and created my own game designed for my Level 7 website design students. What I really liked about is it’s variety across different levels and ages, even for corporate and educational. It has easy to use templates to make an animated game or a corporate training tool.
I shared a link to this game on my Google Classroom and told my students to play it for their self-directed learning. Well, the response was the best I’ve ever had, all my students did their homework! Most found it challenging as it was based on theory, which I’d taught in class the previous lesson, so this worked well as a revision activity.
My initial thoughts were that gamification could not work for adults. Following reading about the examples of it’s use for competitions, data collection and university students, alongside the feedback I got from my Level 7 students I have been convinced of its potential.
Reading Martin, Silander & Rutter’s (2019) Digital Games as Sources for Science analogies paper and Gee’s (2014) Good video games and good learning. I can see how this argument is reinforced, “games must be supported by debrief discussion that connect gameplay to content covered in the classroom”(Rowe, Asbell-Clarke, Bardar, et al 2014). My preconceived ideas were that games could be used as babysitting tools, but when I connected my game to the content which was previously taught, I got a very positive response. I think it is also important to consider “Having a whole class play a digital game…….can be an effective means to ensure that students with different background knowledge develop a shared understanding” (Reese, Tabachnick, & Kosko, 2015).
Just from this initial trial I am keen to look more into gamification as a way to support learning and this research and “play” has changed my preconceived ideas.
Gee, J. P. (2013). Good video games and good learning: Collected essays on video games, learning and literacy. New York: Peter Lang.
Martin, W. Silander, M. Rutter, R. (2019) Digital Games as Sources for Science analogies: Learning about energy through play. Computers & Education 130 (2019) 1-12
Rowe, E., Bardar, E., Asbell-Clarke, J., Shane-Simpson, C., & Roberts, S. (2016). Building bridges: Teachers leveraging game-based implicit science learning in physics classrooms. In D. Russell, & J. Laffey (Eds.). Handbook of research on gaming trends in P-12 educationHershey, PA: IGI Global. Retrieved from https://doi.org/10.4018/978-1-4666-9629-7
Reese, D. D., Tabachnick, B. G., & Kosko, R. E. (2015). Video game learning dynamics: Actionable measures of multidimensional learning trajectories. British Journal of Educational Technology, 46(1), 98–122
Skinner, B. F., & Evans, C. (1966). BF skinner. PennState Audio-Visual Services.
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