Uses And Uses Of Increase Motivation On Education, Health, And Research

“All it took was once class period—Syllabus Day, at that—to convince me that the gamified classroom was an infinitely unique, innovative, and effective alternative to the traditional classroom” said Morgan Ebbs in his article on the “Benefits of Gaming in Academia”. When I saw the two words “Gaming” and “Academia” together I thought surly this must be a mistake or possibly a joke. I stood corrected. Morgan proved me wrong as the class “The Rhetoric of Gaming” proved Morgan wrong. I was utterly shocked when reading this article because It explained, what I thought to be the, impossible. The impossible was using the concept of entertainment as a tool for learning.

Motivation is a key aspect in the organization or workplace, and it is imperative to know the basic theory application and methods dealing with any problems that usually unavoidable for the employee and will come up in any work environment. This is a mandatory skills for a leader or future manager to know how important on how to motivate his or her employee to work more efficient. Motivating employees is a big dilemma for managers. To produce a higher level of performance and productivity, manager’s today are obliged to pay more attention on this matter. Every employee needs different types of motivation. In this paper will elaborate three motivational methods that a

Using persuasive writing, Wright begins to influence his audience that game play is a beneficial source of entertainment not a wasteful one. Playing video games increases creatively, self esteem and improve problem solving skills of the players. Video games are becoming test runs that appear or feel close to the real thing. Where you can control everything with added effects like magic or future technology. Games have the potential to exceed almost all other forms of entertainment media. They tell stories, play music, challenge us, allow us to instantly communicate and interact with others. Encourage us to create things, connect us to new communities, and let us play with people across the world. Unlike most other forms of media, games are inherently tangible. According to Wright young children spend their days in imaginary worlds, substituting toys and make believe into the real world that they are just beginning to explore and understand. Wright states that games are the result of imagination and that they consist of rules and goals. Generation of teenagers has grown up with different set of games. Teenagers use the scientific method rather than reading the manual first. Games today maybe a person’s only place to express a high-level of creativity and growth. Older generations have a lot of criticisms for games, the games can help a person learn to think on his or her own.

The definitions of gamification and game-based learning are both used under the umbrella term of “E-Learning”, however, there are differences between the two. The term ‘gamification’ was first coined by Nick Pelling in 2002 (Marczewski, 2012) and is the idea of bringing game design elements, mechanics, aesthetics and frameworks to non-game situations such as education, in order to motivate or encourage a particular behaviour by increasing user engagement (Deterding et al., 2011). On the other hand, game-based learning refers to using games in order to meet learning outcomes (Isaacs, 2015). According to a report on the current state of online gaming by Spilgames, more than 1.2 billion people play games worldwide (Takahashi, 2013) and by incorporating the persuasive elements of games through gamification into the mundane tasks of everyday life where repetition may be prevalent, such as education; motivation and interest may be aroused.

Our lives have become busier and therefore there is less time for complex gaming. Casual game use is on the rise as such games are simple and can be played quickly (“The Rise and Rise of Casual Gaming,” 2008). Jesse Schell (2010) observes games are becoming an extension of our real life, for example, fitness trackers and Wii fit, ‘brain exercising’ apps to ward off dementia, good driver apps that are provided by car insurance companies, point systems for shopping rewards and weight watchers. We can even compete with others in these games using leader boards. In the future there may be reward systems for brushing your teeth or using public transport (Schell,

During Jane McGonagall’s 2010 TED Talk video “Gaming can make a better world”, she states “the average young person today in a country with a strong gamer culture will have spent ten thousand hours gaming by age 21”. Such numbers alone should pique the interest of every educator in our country. Young people today spend the same amount of time learning at school as they spend gaming (TED Talk, 2010). Many people view video games as fun, exciting, and adventurous outlets where they can escape reality and be creative innovators. As educators, we want our classrooms to accomplish similar outcomes. We want learning to be fun, exciting, and adventurous. We want our learners to be creative, critical-thinking innovators who strive to change the world. This brief dissertation will evaluate the influences gamification can have on teaching and learning, the science behind learner motivation and its connection with gamification, analyze how gamifying supports differentiated ways to teach and learn, and discuss how technologies and gamification are being used to enhance teaching and learning.

Games are even helping scientists solve real world problems. According to the article “ how online gamers are solving science's biggest problems” we discover that “ an online puzzle game about protein folding resolved the structure of an enzyme that caused an AIDS like disease”. This problem couldn't be solved by scientists in the past 13 years, but only took gamers 3 weeks. The the problem solving and strategic thinking involved in some games can be reused as skills in the real world. This article goes on to show finding data patterns like the game candy crush or a game called efe RNA to make shapes and understand genes. Games like these can teach and educate in some cases, but exclude the unneeded violence. Games can be fun and beneficial without the

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

Video games plays an important role in the cognition process in many of this generation children. This statement is the main point of this TedTalk arguement led by Gabe Zichermann in the presentation called “Video Games: How Games Make Kids Smarter”. Gabe Zichermann is the world’s leading expert in the topic of gamification; he is also a public speaker, author and entrepreneur, and the founder and editor-in-chief of a magazine called “Gamification.co”. Gabe Zichermann discusses that generation G (the current generation) obtain, learn and process information differently compared to any other generation. The term “gamification” is the application of gaming mechanisms in non-game circumstances and is the process of engaging the current generations

. Motivational enhancement therapy (MET): is a method of counseling that assists clients to help resolve their doubt (hesitation) about engaging in treatment. The clinician can counter this initial resistance to change, by reflecting back on the clients own statements on desiring to become better. This is accomplished by building a plan of change with the client, which is based on person centered motivations. The treatment is designed to support clients in recognizing and building on personal strengths to help change their addiction behaviors. Through the use of self-motivational statements during motivational interviewing a plan can be established between the clinician and client. There are key components to the principles of motivational

According to the article, "There are three psychological needs the games satisfy." The first is competency, which is why most gamified businesses use rewards. The second is the need of being able to choose, or autonomy. This is normally satisfied by choosing what path earns you points. The final need is the need to be recognized by your peers, which is why the games have you compete against other people. When all three of these are fulfilled by gamification, the game is very successful. In conclusion, the author of "Your Life: The Game" thinks gamification has personal advantages.

Game based learning vs. gamification, what’s the difference? Game based learning is utilized in classrooms to create a safe environment for learning new skills. Gamification is utilized as a part of this present reality as a motivational or engagement technique.

Subjects that might be monotonous for some – like math and science – can be much more engaging with virtual lessons, tutoring, and the streaming of educational videos (Khan, 2012, p. 17). This carries tremendous weight for me. As a student who struggled with Math, the best way that I learned was through computer games because it was fun and interesting to me. When students are given the opportunity to learn at their pace, stress levels are managed and scores are increasingly higher because the student is given the opportunity to grow their confidence and complete the task at hand without feeling any pressure.

Children’s engagement in and motivation by video games is commonly observed by parents and teachers. The Joan Ganz Cooney Foundation conducted a survey of 505 in-service United States teachers that use digital games in their K-8 classrooms (Takeuchi & Vaala, 2014). Regarding low performing students seventy percent of the teachers agreed that digital gaming improved motivation and engagement (Takeuchi & Vaala, 2014). The motivation and engagement of games exhibited in both adults and children has been employed by marketing firms to encourage consumers to engage in sustained use of products such as social networking sites, fitness bands, and consumer data collection apps. This method has been coined gamification. The Oxford English Dictionary defines gamification as “the application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity,