What Is Gamification In The Classroom

Alfie Kohn discussed multiple fabulous points in his article, “Degrading to De-Grading”. The author suggests more effective ways to assess students’ progress other than numerical or letter grades. Kohn goes into detail about why our current grading system is flawed. Grades can cause students to lose interest in learning which causes them to stop taking challenges. If students are not engaged and interested than they are not retaining the information they are being taught. The grading system can also cause students to develop unhealthy competition with one another for instance, “I got a better grade than you!”. Indeed, grades are a wonderful concept, but they tend to be more hurtful than helpful. In some cases, grades can have positive effects on students. For example, setting goals for various assignments, or receiving help where they are struggling. Though, there are alternatives that could make positive changes in the system.

Throughout the world technology is advancing. Creating games which involve education would speed up the process of learning and make it easier for kids to solve questions faster. Personally I believe that kids should be playing video games for learning. It would speed up the process because people are online globally 24 hours a day.

“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.

Gamification can have a tremendous influence on teaching and learning if properly integrated into our learning communities. Although technology inclusion has made a huge impact on creating differentiated instruction, we still have a long road ahead to create learning environments that not only meet the needs of all students but also keep students engaged and

A Controlled/no-gaming learning situation was also included in the study. The students’ also completed two 40 minute math sessions per week for a total of 4 weeks. The math exercise session was done individually. But this time around laptops were not included. Student were instructed individually using paper and pencil to take on math exercises that revolved around math concepts and skills. At the end, the teachers gave feedback to all students. Feedback that reflected on whether they got correct or incorrect items answers on the exercise sheets.

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

students’ learning motivation (Proulx etc.). Many modern day U.S. schools use digital game-based learning. This approach, “integrat[es] appropriate learning strategies into a game [to]

students’ learning motivation (Proulx etc.). Many modern day U.S. schools use digital game-based learning. This approach, “integrat[es] appropriate

. My research indicates that for a lot of schools they follow the Standard Response Protocol. The Standard Response Protocol was created by the I Love U Guys Foundation. The I Love U Guys Foundation was started by Ellen and John-Michael Keyes who had “devoted their skills in design and packaging, and critical thought. Their twenty-five year professional careers proved essential building blocks for the Foundation.” The Standard Response protocol was made for “not on individual scenarios but on the response to any given situation.” It is not a computer based system, it's a protocol for administrators and staff to follow when in an emergency like an evacuation or a lockdown.On their website it is stated that “ (un)like the Incident Command System (ICS), SRP demands a specific vocabulary but also allows for great flexibility. The premise is simple - there are four specific actions that can be performed during an incident. When communicating these, the action is labeled with a "Term of Art" and is then followed by a "Directive." Execution of the action is performed by active participants, including students, staff, teachers and first responders.” My app will greatly help the Standard Response Protocol to help with the response time of an emergency, the time from the start of an emergency to an end will be smaller, and it will greatly help faculty with getting the

The New York Times Sunday Magazine published an article “Just One More Game …: Angry birds, Farmville, and Other Hyperaddictive Stupid Games” written by Sam Anderson, a critic and prolific journalist, which shows a real fear from gamifying our society. As an illustration, he uses Nintendo’s game Tetris to relate a paradigm shift that which creates an infinite loop of competition, creating the “gaming addiction.” In addition, he draws a close relationship between simple games, convenience, user-friendliness and instant gratification and, then points out, corporations take advantage of this gaming addiction by inconspicuously trying to control free will by gamification. The author explicitly asserts his fear of gamification but, ultimately, shows evidence of how it could potentially make users more conscious of their cognition. I agree with the author on his viewpoint but disagree at the same time. For instance, gamification does have the power to increase cognition and promote personal growth in areas such as health and education. However, gamification must

Video games are beneficial for students in the classroom and home. Using video games in schools or higher institutions can help build teamwork, foster decisions, critical and strategic skills useful in schools, work and life.

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.

This assignment incudes the design and production of a game that supports the emotional and social aspects of learning (SEAL). The game was created to meet the specific needs of children who are the siblings of a disabled child. The relationship of the author’s game and the SEAL programme will be considered. Thereafter the way in which children acquire emotional understanding and its impact on social development will be explored. Finally the author will explain the reasoning for the game and how it will help to meet the unique needs of the children it was designed for.

Central idea: Video games are beneficial for students in the classroom and home. Using video games in schools or higher institutions can help build teamwork, foster decisions, critical and strategic skills useful in schools, work and life.

Educators are faced with the question of how gamification can motivate students will to learn and how can they incorporate it into their curriculums. Based on scientific research, students are motivated by both external and internal motivation for example, some students may excel in their reading assignments because of their love of reading, while other students are motivated by rewards or being praise by their teachers and peers. While students do require both internal and external motivation, researcher’s believes gamification can assist teachers in motivating both types of learners. The use of gamification enables students to overcome and conquer complex subjects where they can move and learn at their own pace and not feel judged by their teachers or peers. Gamification can give a students a sense of empowerment where it will enable them to try harder or do better the next time. The major benefit of gamification in the classrooms will add a multitude of engagements for students and can increase student’s awareness and understanding of topics they might not have normally understood, especially those who are struggling.