What´s Pokemon Go's Gamification Of Learning?

I went home and I asked my children to play one of the games and they liked it. The game had the students engaged because I was engaged when I was playing and so were my kids. The interesting part is that the game is that it could be challenging but that will power of passing to the next level make you keep going. The game is also fun to play and you learn at the same time. Math being a concept that many children hate because of misconception this game can make them change their mind about math concepts. It also can be great for children to interact with one another as they help each other out when they get stuck in a particular section. This activity was so fun and interesting, that I am sure that many children will like it as

Pokemon Go trainers are finding their way around the neighborhoods and cities across the country in search of Pokemon. The captures have been plentiful and it’s not surprising to see a cell phone out and ready to find more on every square inch of the planet. This craze isn’t for the faint of heart and people are serious about their playtime. Even if that means whipping out the phone to see Pokemon at the funeral.

The new sensational app, Pokemon Go, has redefined our communities as strangers join forces to track down and capture imaginary monsters! Did Pokemon just solve the gap between the lack of activity associated with digital devices in new generations with the adventurous ways of the old? We think it might have.

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.

In the article “Colleges Should Get Out of the Entertainment Business”, author Harriet Spiros identifies the many reasons as to why the expectation that school should be fun, is ultimately setting students up for failure later on. Although the author states some valid points, an entertaining classroom will only benefit students in the end. A class that does not consist simply of a 2 hour lecture will keep students interested, encourages cooperative learning, and takes a load off of the teachers back when it comes to classroom content preparation.

A video game course is a good method of stimulating the mind. Both video games and games, in reality, creates a problem in which the players within the game have to solve. These situations stimulate the mind and make your brain work hard in order to solve the issue within the game.

It was a sunny day and a new sensation was spreading across the world. That sensation was a video game, not just any video game it was a new concept using augmented reality. This such game is called Pokemon Go. I waited for the release of that game for a year since it was first announced. When the game was released, I downloaded it to my phone and started playing right away. Pokemon Go involved players to go outside and walk to catch monsters, so that is exactly what I did.

Classroom reward systems provide teachers and students with guidelines to follow when dealing with behaviour. Every school has some form of behaviour management in place to deal with both good and bad behaviours and children with special needs who often need structure, planning and daily goals. Integrating technology into classroom reward systems, rewarding good behaviour, hard work or improvement, can have a positive impact on students, as Merrett, A., and Merrett, L. (2013) described, due to the materials being more stimulating and more interactive than other methods commonly used. Also digital rewards systems are easier for educators to edit and tailor to students or classrooms, individual needs, abilities and/or year group.

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,

I. (Attention Getter) The year was 2010, I was 7 years old and laughing it up with my friends. Suddenly out of nowhere, one of them whips out a bin of plastic figures, each one was colorful and interesting to look at. “What are these?” I asked him, picking up a blue figure. He looked at me like I was crazy, “ you don’t know what pokemon is? Boy are you stupid” Being a 7 year old, I was hurt, and I wondered, what was pokemon, and why was it so important to my friends? 3 years later I stumbled across something in Target that intrigued me, something called the Pokemon Trading Card Game. I was hooked, the idea of collecting monsters and trading with other people was so interesting that I couldn’t help but love it. I ended up buying hundreds of cards, many games, and binge watching the anime. Now, what I hope to do in this speech is tell you all about pokemon and keep you interested the entire time.

Transition to Second Main Point: Video games can be used as a tool in schools, to help build teamwork, social skills, and critical thinking skills.

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.

Video games are a great way of teaching because it’s fun. Since students are having fun, they begin to become more focused on what they are learning. Since students become more focused, it encourages learning for them. Students also become motivated since they are having fun. They become motivated because rewards are included. They will also play video games outside of school which encourages them to learn inside and outside.

According to Dewar (2009, p. 15), there are many disadvantages of using board game in the classroom. Firstly, most people play with house rules. Each board game has its own set of rules. So, while playing students would probably use the old or normal rules to play that cause the game to last much longer than it should be. Secondly, in board games they have player elimination. Meaning that players who lost or are unlucky can get kicked out of the game early. Thirdly, playing board games is too dependent on luck. Players will just have to roll dice and the number that face upwards decides how many steps they players should go. That might lead to winning or losing of the game.

They need to gain exposure to “comprehensible samples of language and they need chances to play with and communicate with the language themselves” (Scrivener, 2011: 23). Students need to talk themselves, they need to communicate with a variety of people, they need to do a variety of different language-related tasks, they need feedback on how successful or not their attempts at communication have been. Using games in teaching creates the opportunity for every learner to use the language much more than in traditional teaching. By creating group work, pair or individual work, the teacher can ensure “that each and every learner has optimum opportunity for oral practice in using language, going beyond what is possible in class work” (Wright, Betteridge & Buckby, 2006: