Using gamification in teaching: Engage, educate and excite

A teacher with children stood over a globe of the world, with children pointing to it
Reading time: 6 minutes

In an era where student engagement can be as challenging as the teaching itself, educators are constantly seeking innovative ways to capture attention and enhance learning. Gamification has emerged as a dynamic solution, promising to turn education into a more engaging and enjoyable experience. But what does gamification really entail, and how can it be effectively implemented in teaching? Let’s have a look:

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What is gamification?

At its core, gamification is the strategic use of game-based mechanics, aesthetics and game thinking to engage people, motivate action, encourage learning and solve problems. In an educational setting, it transforms the learning experience by making it more interactive and rewarding, akin to the way games captivate and hold the interest of players.

Essentially, gamification leverages the innate human desire for competition and achievement to foster a more stimulating and immersive learning environment.

This strategy not only makes education more appealing to students but also encourages them to take an active role in their own learning, fostering a positive and stimulating educational atmosphere.

Why is gamification important in education?

Educators today stand at the crossroads of tradition and innovation. With the advent of technology and digital tools, teaching and assessment methods are rapidly evolving. And as we continue to explore the vast potential of these trends, it's essential to gather insights from experts in the field.

The significance of gamification and play in the learning process is well-documented. According to Johnson, Smith, Willis, Levine and Haywood, in their work, '', gamification techniques encourage the natural desire for socializing, learning, mastery, competition, achievement, status and self-expression. They argue that these techniques help motivate students to learn and improve their cognitive and social skills, leading to a more engaging and effective educational experience.

This perspective aligns with the constructivist theory of learning, which theorizes that learners construct knowledge best through active engagement and experiences. Considering this, gamification in education is not merely about adding game elements to teaching but about redesigning the learning experience to foster active participation and immersion, thereby deepening comprehension and making learning more memorable.

By treating education as a form of play, learners of all ages find it easier to confront challenges, manage failures and celebrate successes, echoing the natural learning process experienced outside the classroom. This approach for teachers not only makes learning more enjoyable but also mirrors the rewards-based systems they're likely to encounter in the real world.

How gamified learning can increase students' skills

The effectiveness of gamified learning in augmenting and training students' skills cannot be overstated. By integrating game mechanics into the educational process, learners are encouraged to take an active role in their education, leading to a higher level of engagement and participation.

This, in turn, often results in a deeper understanding of the subject matter and a significant improvement in problem-solving skills. Gamification stimulates learners' curiosity and motivates them to progress through learning milestones, effectively turning the acquisition of new skills into an enjoyable and rewarding process.

Helps students engage with their learning

Additionally, research conducted by Hamari, Koivisto and Sarsa further underscores the positive impact of gamification on student engagement. In their study, '' they analyzed the outcomes of gamification across different settings and found that it indeed improves participation and engagement levels. The study concluded that when implemented thoughtfully, gamification could significantly enhance motivation and engagement, thereby promoting better learning outcomes.

This evidence strongly supports the notion that gamification, when aligned with educational goals and balanced with traditional teaching methods, can serve as a powerful tool for educators to facilitate more effective learning experiences.

The dynamic and interactive nature of gamified learning supports a diverse range of learning styles, making it an inclusive method of active learning that can cater to the unique needs of individual learners. Ultimately, by making learning more interactive and enjoyable, gamification not only supports the acquisition of subject-specific knowledge but also cultivates critical soft skills such as teamwork, communication and time management, which are invaluable beyond the classroom.

Enhances retention and recall

Gamification further stands out in its ability to enhance memory retention and recall among students. The engaging nature of game-based learning activities encourages repetition and reinforcement, key factors in consolidating new information. According to a study by Wouters and van Oostendorp in their paper, '', students who engaged in gamified learning showed significantly higher levels of retention compared to those who underwent traditional learning methods.

The study highlighted that the interactive and engaging components of gamified elements helped with encoding information more effectively, making it easier for students to retrieve information when needed. This aspect of gamification, therefore, not only makes learning more enjoyable but also more effective, particularly in fostering durable learning that extends beyond the classroom.

A teacher stood over their students working pointing at their work

Best practices for incorporating gamification in education

Implementing gamification in teaching requires more than just adding points and badges to educational activities. To ensure it enriches the learning experience effectively, educators should adhere to a set of best practices.

Firstly, it’s crucial to align game mechanics with learning objectives. This means that each element of gamification should have a clear educational purpose, for example, whether it’s to reinforce knowledge, encourage teamwork, or develop problem-solving skills.

Use meaningful rewards

Offering meaningful rewards is vital. Beyond physical rewards, intrinsic motivators such as unlocking new content or gaining access to more challenging levels can significantly enhance engagement and motivation.

The importance of personalization

Finally, personalization plays a key role in successful gamification. Allowing learners to choose their learning paths or avatars and personalizing rewards and challenges to their level of skill can make the learning experience more relevant and engaging.

Ways to implement gamification in your teaching

Here are practical ways to apply gamification in your classroom:

  1. Enhance motivation with game-based elements: Implementing point-scoring systems, leaderboards and badges can make learning more fun and motivate students to strive for better results.
  2. Encourage positive competition: Create challenges and contests among students to encourage them to engage more deeply with the material. Ensure the competition stays friendly and constructive.
  3. Interactive learning modules: Use technology to create gamified lessons that are interactive and adaptive, much like the AI tools discussed in our AI webinars. These modules can provide immediate feedback, which is crucial for language learning.
  4. Storytelling projects: Adopt the role of AI in fostering creativity, allowing students to construct stories using AI-enabled writing tools. This not only helps with language skills but also encourages creativity and imagination.
  5. Progression-based learning: Design a curriculum that allows students to unlock new levels or topics as they progress, similar to how they would advance in a game. This provides a clear sense of progression and achievement.
  6. Real-life rewards: Incentivize learning goals with real-life rewards, which can range from extra credit to classroom privileges. Doing so can encourage learners to take their 'gaming' achievements seriously.
  7. Feedback loops: Like AI, gamification thrives on feedback. Provide recurring feedback to help students understand where they're excelling and what they need to improve.

With these strategies in mind, you can begin to integrate more gamification elements into your teaching practice. Just as artificial intelligence is paving new ways for engaging learners, gamification presents endless possibilities for creating captivating and effective educational experiences.

Education is no longer just about conveying information; it's about actively engaging students in a way that makes learning irresistible. By using gamification, you can transform your classroom into an arena where each lesson is an adventure, each task a challenge to be overcome, and learning itself a victory to be celebrated.

Activity idea

Here is one idea/activity for using AI to gamify your learning:

  1. Use a text generation platform to receive either a long word or a short phrase.
  2. In teams, learners will work together to create as many new words as possible within a set time limit.
  3. Points will be awarded for each word created, with bonus points given for the longest or most creative word.

Learning more about gamification and AI

Don't miss the chance to deepen your understanding and expand your toolkit for engaging students through AI.Be sure to take a look atBillie Jago'sfree video series and lesson plans, which provide a comprehensive introduction to using AI in the classroom. These will be showcased throughout August and September 2024.

Designed for educators who want to quickly grasp the fundamentals of AI and learn practical tips that can be implemented in the classroom immediately.

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    Lesser-known differences between British and American English

    By Heath Pulliam
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    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isitalicized.

    1.Footballerandfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.I dzܱ’t care lessandI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.”

    “Oh, I didn’t know you were interested in tabloid news.”

    “I’m not! I just said I didn’t care about it.”

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.”

    “Ugh! What I mean is that I dzܱ’t care less. Happy?”

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.Anticlockwiseand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.The prefixesanti- andcounter- mean similar things.Anti- means against, andcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.Haveand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.In the U.S., peopletakeshowers andtakenaps, while in the U.K., peoplehaveshowers andhavenaps. Another example of this is how Americanstakea swim and Britshavea swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,quiteis typically used as an intensifier, like the wordvery.In the U.K., it’s normally used as a mitigator, like the wordsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themtracksuit bottomsand Americans call themsweatpants. What about a lightweight jacket that protects from wind and rain?Brits might call this ananorak(derived from the Greenlandic word), but Americans would call it awindbreaker. Both variants also useraincoatfor this article of clothing.

    9.Torchandflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.What Brits are referring to when they use the wordtorchis aflashlight (AmE), a small, battery-run electric lamp.

    10.’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.”

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.”

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.Although each dialect from across the pond seems very different, they have far more similarities than differences.

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