How can Gamification and the use of Computer Games be used to enhance learning in the classroom?

In a world that is becoming increasingly digital, Game based learning has captured the interest of educationalists who strive to exploit their potentially influential effect on teaching and learning (Hainey et al., 2013). Within recent years, the use of gaming within education has been on the increase, and given that a large proportion of the audience for games are children, it is understandable why educators are exploring the opportunities for using gaming technologies – it is a platform that children are willing and excited to engage with (Byron, 2008).

Not only are games a good method for increasing a child’s interest in education, they also provide many other educational benefits. Games promote active involvement through exploration, experimentation and co-operation, all which are vital skills for education and future life (Hainey et al., 2013). One example of a game that could be used is ‘Grand Theft Auto’, which although is a game that may be viewed to be inappropriate, with effective control, can allow children to develop morality, interactive skills, and aspects of literacy and numeracy in a way that is not possible elsewhere (Crowe and Flynn, 2014). Another example is Fifa, a well-known football game which can be used within maths lessons to teach budgeting (of the team’s finances). 

Digital games also allow children to use and gain skills that are beneficial for many forms of development – intellectual, social and emotional (De Grove et al., 2012). Consequently, these benefits of the use of games within education are the reason so many schools and educators are adopting these methods.

Despite these benefits, there are still a few barriers that prevent the true potential of digital games being seen and exploited within school settings , these include things such as the lack of proven evidence to support the idea, the need for teacher training in use of the games and little realisation of the learning outcomes of gaming in relation to the curriculum (Byron, 2008). These are issues that are easily overcome, with more research into the area, which I believe should be a priority within the education sector, as I believe many schools that are not adopting this method of teaching are missing out on something rather beneficial.

Some examples of the way digital games can be used within classrooms include the use of ClassDojo, Class Craft and QR codes:

ü  ClassDojo is an interactive website that gives every child an individual monster. When a child achieves particular skills, this is rewarded as a point on ClassDojo. ClassDojo is effective as it connects parents, students and parents to create a community. 

https://www.youtube.com/watch?v=Rzzb5cmNoc0 This video further explains ClassDojo.

ü  ClassCraft is an online world that lasts all year. It allows children to work together in teams, and earn points for their team by doing good work/showing good skills within class. Like ClassDojo, it is also connected to parents so it creates a close community where parents feel involved.

 https://www.youtube.com/watch?v=zgcxo3dVcTU This video further explains ClassCraft.

ü  QR codes are effective in education as these can add diversity to a lesson. They can be   used to create a QR treasure hunt, where students can codes to find a riddle which leads them  to the next code – this develops problem solving.  They can also be used to bring work displays to life; offering  a limitless network for sharing work. The image above is from when I did a QR treasure hunt around the university campus. 

https://www.youtube.com/watch?v=Ru7lpWE_hMY This video further explains QR codes.

One potential issue with including games in education is gender differences. Recent research into children’s attitudes towards games in the classroom shows that the differences in knowledge of games may influence preferences for using them for learning (Robertson, 2012). It has been seen that in general, males show a more positive attitude to gaming (Hainey et al., 2013), so it is important to recognise this when introducing gaming into an educational setting to ensure it is and will be received by all pupils in a way in which it will be beneficial.

A way around any gender issues is the use of non-digital games. I have seen a game called ‘Attainopoly’ used, which is a game similar to Monopoly, where children who have behaved well during the week, get to roll a dice and they get the chance to win things such as house points, or the chance to have a comfy cushion/chair the following week. Small things like this can provide a large incentive for young children.

 References

Byron, T. (2008) Safer Children in a Digital World: The Report of the Byron Review. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-00334-2008.pdf  (Accessed: 21st February 2018).

Crowe, N and Flynn, S. (2014) ‘Games and Learning: Using Multi-Play Digital Games and Online Virtual Worlds’, in: Younie, S., Leask, M. and Burden, K. (2nd edn) Teaching and Learning with ICT in the Primary School. New York: Routledge, pp 164-170.

De Grove, F., Bourgonjon, J. and Van Looy, J. (2012) ‘Digital Games in the Classroom? A Contextual Approach to Teachers’ Adoption Intention of Digital Games in Formal Education’, Computers in Human Behaviour, 28(6), pp.2023–2033.

Hainey, T., Westera, W., Connolly, T.M., Boyle, L., Baxter, G., Beeby, R.B. and Soflano, M. (2013) ‘Students' Attitudes toward Playing Games and Using Games in Education: Comparing Scotland and the Netherlands’, Computers and Education, 69, pp.474–484.

Robertson, J. (2012) ‘Making Games in the Classroom: Benefits and Gender Concerns’, Computers and Education, 59(2), pp. 385-398.