Category: Gamification

Abstract

The resolution of this proposed research is to increase understanding on how gamification from Pearson System of Courses in a high school mathematics classroom affects the classroom setting

The research aims to get a closer look at how student motivation, engagement, and higher order thinking skills are affected by the use of gamification in the classroom. The research also aims to find if there are any barriers of using gamification in the high school classroom. A brief definition of what gamification is will be given to lead the knowledge into the research. The document proposes a mixed method research design where both quantitative and qualitative data will be collected and analyzed. The results from the two data sets will be compared and interpreted.

Keywords: gamification, education, mathematics, secondary, barriers, engagement, motivation, higher order thinking, Pearson

Introduction

Project Background

The “Pearson Foundation is developing 24 online courses…to satisfy the new American common-core state standards (Gutstein, 2013). Whether teachers like it or not Pearson will be a part of their lives (Gutstein, 2013). In Washington County Maryland, a county in the western part of Maryland, an app called Pearson System of Courses has been purchased for secondary mathematics teachers in Geometry and Algebra 2 to utilize as their primary resource in the classroom. While using the app every day on Chromebooks, many questions have occurred. Does the app with its game like elements increase student motivation and engagement? Does it create higher order thinking and discovery learning? Are there barriers with using the app? These questions coming from different mathematics teacher throughout the county has prompted the reason to explore this proposed research topic.

Purpose

The purpose of this mixed method study is to relate student motivation and engagement with gamification and explore how gamification enhances and affects a high school mathematics classroom at North Hagerstown High School (NHHS) in Maryland. At this stage in the research, gamification will be generally defined as the application of game elements from Pearson System of Courses in activities to encourage student engagement.

The proposed research will include the secondary students in a high school mathematics classroom in Hagerstown Maryland at NHHS. Due to these students being in different math classrooms in the school, the research location will be in various mathematics classrooms at NHHS located on the second floor of the building. The requirement of utilizing Pearson System of Courses in the mathematics classroom leads to the research questions identified:

• Does gamification increase student engagement and motivation?
• Does gamification improve higher order thinking and learning?
• Does gamification create barriers in the high school classroom?

Responses to these questions can provide Washington County and teachers with guidance on the best use of Pearson System of Courses which incorporates gamification from an app on the Chromebook. Creating an understanding on how gamification affects student engagement, motivation, or higher order thinking and learning and what barriers gamification may have in the classroom can give a pathway for implementation with the app in the classroom. Having a clear understanding of Pearson System of Courses and the merging of gamification with the app can improve teacher utilization and learning transfer of the curriculum for the students. Research will be supported and hosted by the seven math teachers at NHHS that use the Pearson System of Courses app in their classrooms. The study will take place over a period of time of a school year with validated survey instruments, and interviews of students and teachers employing the Pearson app that creates gamification in the classroom will be conducted.

Literature Review

This literature review purpose is to explore the research available regarding gamification in the high school mathematics classroom.

Procedures

Definition

Gamification can mean many different things to many people. For the purpose of this review, and proposed research, we will use Ramirez and Squire’s (2014) definition of gamification: “gamification is the use of game design elements in non-game contexts”.

Process

This literature review explores published peer-reviewed articles on research relevant on gamification. The articles used were written between the years 2012 and 2019 with the exception of one being from 2003 all written in English. To find literature, the JMU library search engine was used with various databases having research, most of the research was taken from the ERIC database. Overall, over 14,000 results were generated with the word gamification. Thirteen results were relevant to gamification in terms of student engagement and motivation in secondary education. Only three of those thirteen results focused on mathematics. Twenty results were generated in terms of gamification and higher order thinking and 134 results generated with gamification and barriers with only four being based on secondary schools. To find the research that was relevant, the keywords were used to narrow down the research from the 14,000 results.

A draft Literature Review Map (Figure 1) was created to break down the articles into three categories for gamification: motivation, barriers and higher order thinking.

Gamification

Erenli, 2012

Kiili, 2015

Pechenkina, 2017

Ramirez, 2014

Richards, 2014

Yang, 2015

Bottge, 2003

Hong, 2014

Khan, 2017

Watson, 2016

Higher Order Thinking

Barriers

Motivation

Al-Azawi, 2016

Cheong, 2014

Deterding, 2012

Dichev, 2017

Gambari, 2016

Lister, 2015

Sanchez-Mena, 2017

Figure 1: Draft Literature Review Map

Analysis

Theoretical Contributions

During the course of research on gamification Self-Determination and Cognitive Evaluation theories were prevalent as well as the Transtheoretical Model of Change. Self-Determination theory is “the need for competence, the need for relatedness, and the need for autonomy” (Hammerschall, U., 2019). Gamification allows students to have the experience of autonomy, competence, and relatedness which fosters student motivation and engagement that results in enhanced performance, persistence and creativity (Hammerschall, U., 2019).

Cognitive Evaluation Theory supports the feeling of autonomy with three factors “choice, acknowledgement of feelings, and opportunities for self-direction” (Hammerschall, U., 2019). Gamification allows students to work individually towards a goal or they can work cooperatively with another student (Gambari, A., Shittu, A., Daramola, F., & James, M., 2016).

The Transtheoretical Model “defines a widely accepted model of behavioral change” (Hammerschall, U., 2019). Hammerschall states that the Transtheoretical Model contains five stages of behavioral change:

• Precontemplation: no intention for change behavior
• Contemplation: initial intention for change behavior
• Preparation: preparation for change behavior
• Action: actually change behavior
• Maintenance: keep changed behavior

Depending on which stage students start at will be the basis on how gamification will go in that students’ eyes. Students will be coming from a traditional classroom setting, to now a gamification classroom setting, if students are at the first three stages, they may not be willing to change their behavior to give gamification a try.

The framework of gamification needs to come from these motivational and behavioral change theories. These theories provide a set of requirements for gamification “for a long-term learning process that motivates students and helps to change their learning behavior over a longer period of time” (Hammerschall, 2019).

Design and Methods of Research

In the various studies found in the research, the researchers used several different methods and approaches to conduct their research. However, majority of the research was conducted using mixed methods with both qualitative and quantitative data. One of the studies conducted a mixed methods research of 15 teachers in a K-12 setting using a survey instrument with personal interviews conducted (Watson, W., Yang, S., & Ruggiero, D., 2016). Another study conducted was also a mixed methods research with 37 eighth grade students, a “quantitative method used a repeated measures design with staggered baselines” then a “qualitative inquiry complemented quantitative comparisons of students’ performances” (Bottage, B., Heinrichs, M., Chan, S., Henta, Z., & Watson, E. 2003). An additional study did a “quasi-experimental design that was predominately quantitative in nature” using two control groups of about 72 participants aging from 12-15 years of age (Khan, A., Ahmad, F., Malik, M., 2017).

Research Context

Data in the research was aligned to the research questions the researchers were searching for. Most of the studies randomly selected the participants from either a group of K-12 education teachers or a group of students. One study did select participants using a snowball sampling (Sanchez-Mena, A., & Marti-Parreno, J., (2017). Participants selected in the Bottge study were from two different student groups based on achievement level. Eleven low-achieving students were picked and 26 average-achieving students were chosen (Bottge, et al. 2003). Instruments to conduct the research were various throughout the different studies. Some of the studies included brainstorming sessions, baseline test and then creating a project for students to do, as well as, surveys and interviews.

Methods of Data Collection and Analysis

Numerous studies reported on using validated instruments to conduct their research while some created their own. Killi, Devlin, Perttula, Tuomi, and Lindstedt (2015) created their own game that they administered as a pre-and post-test with a treatment group and a control group. Pechenkina, Laurence, Oates, Eldridge, and Hunter (2017) collected statistical data generated by the app and collected average grades from the schools learning management system to compare data between two cohorts. Khan, et al. (2017) conducted a baseline survey at the beginning of the study and to collect data they used “quantitative methods such as classroom observations, and pre and post-tests to statistically analyze” the data. Sanchez-Mena, et al. (2017) and Watson, et al. (2016) both conducted structured interviews while Watson, et al. (2016) also used validated survey instruments. All the studies and research conducted a statistical analysis after collecting all of the data from their populations.

Synthesis and relevance to current study

Interventions Developed

Only one study showed that an intervention was developed. In Kiili, et al. (2015) researchers created a new game called Semideus. They “used it as a pre- and a post-test for a three-hour intervention in which ‘they’ studied the effectiveness of Wuzzit Trouble, a game built…to enhance mathematical thinking and problem solving skills” (Killi, et al., 2015). While comparing the data between the two different games, results found that “a game can be used as a test instrument in experimental settings and even relative short game based mathematics interventions can be effective” (Kiili, et al., 2015).

Primary Practical Contributions

Finding literature on motivation, the barriers, and higher order thinking associated with gamification in a secondary mathematics classroom was the goal while searching for literature selections for this review. The primary limitation found for this review was the lack of research directly related to secondary classrooms and mathematics. Due to this limitation, doing this research will provide the opportunity to add this research to the limited amount currently on gamification in the secondary classroom setting. This literature review will set the foundation for a graduate applied research proposal on gamification.

Proposed Research Design and Methods

Previously mentioned in this literature review, this research will address gamification in a secondary mathematics classroom and how it can affect motivation, and higher order thinking skills and if there are any barriers that a teacher may encounter when using gamification. A mixed methods design will be used which will involve collecting both quantitative and qualitative data and merging the results from the two. To collect qualitative data, the researcher will collect data through observation of the students in the classes using the Pearson System of Courses App and validated surveys collected from the students. The researcher will then collect quantitative data from both pre- and post-tests.

Expected Findings

Research findings will come from a mixed methods study conducted at NHHS in mathematics classes using the Pearson System of Courses App. The findings expected will answer how gamification affects student engagement and motivation, the barriers gamification may have in the classroom setting, and the links gamification may have on higher order thinking skills.

Relevance and Significance

Results from the mixed methods research will give feedback on future use of gamification in the secondary mathematics classroom. The researcher expects that this study will give insight on how gamification motivates students, what barriers it may cause and how it can help students with their higher order thinking skills before post-secondary school. The hope of this study is to benefit Washington County Public Schools in the knowledge of how Pearson System of Courses benefits the students in a mathematics classroom.

Limitations

While conducting research, there seems to be more research done on gamification in post-secondary schools or other curricular areas besides mathematics. From the research already done there seems to be “insufficient evidence to support long-term benefits” and gamification has grown rapidly in the past few years that is has “outpaced researchers understanding of its mechanisms and methods” (Dichev, C., & Dicheva, D. (2017). As noted in the theoretical contributions section, limitations of gamification being successful can be hindered by the first three stages of the Transtheoretical Model. If students are in the precontemplation stage, contemplation stage, or the preparation stage of the model, the “use of gamification to increase motivation during these stages would be useless” (Hammerschall, U., 2019). Another limitation to take into consideration is the novelty effect. Due to Pearson System of Courses being a fairly new app with not much research to be found on it, “the novelty effect must be taken into account when evaluating education technology initiatives as it can skew the results” (Pechenkina, et al., (2017).

References

1. Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4).
2. [bookmark: _Hlk21883652]Bottage, B., Heinrichs, M., Chan, S., Henta, Z., & Watson, E. (2003). Effects of video- based and applied problems on the procedural math skills of average and low- achieving adolescents. Journal of Special Education Technology, 18(2), 5-22.
3. Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 1-14. Doi: 10.1080/10494820.2019.1623267.
4. Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233-244.
5. Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 14-17. Doi: 10.1145/2212877.2212883.
6. Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remaind uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(9), 1-36. Doi: 10.1186/s41239-017-0042-5.
7. Erenli, K. (2012). The impact of gamification: A recommendation of scenarios for education. 15th International Conference on Interactive Collaborative Learning (ICL), 1-8. doi: 10.1109/ICL.2012.6402106
8. Gambari, A., Shittu, A., Daramola, F., & James, M. (2016). Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools’ students in geometry. Malaysian Online Journal of Educational Sciences, 4(4), 31-47.
9. Gutstein, D. (2013). Pearson’s plan to control education. Our schools, our selves, 22(2), 83-94.
10. Hammerschall, U. (2019). A Gamification Framework for Long-Term Engagement in Education Based on Self Determination Theory and the Transtheoretical Model of Change. IEEE Global Engineering Education Conference (EDUCON), 95-101. doi:10.1109/EDUCON.2019.8725251.
11. Hong, G., & Masood, M. (2014). Effects of gamification on lower secondary school students’ motivation and engagement. International Journal of Educational and Pedagogical Sciences, 8(12).
12. Khan, A., & Ahmad, F. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education & Informational Technologies, 22(6), 2767-2804. Doi: 10.1007/s10639-017-9622-1.
13. Kiili, K., Devlin, K., Perttula, T., Tuomi, P., & Lindstedt, A. (2015). Using video games to combine learning and assessment in mathematics education. International Journal of Serious Games, 2(4), 37-55.
14. Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-22.
15. Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention, and academic achievement. International Journal of Educational Technology in Higher Education, 14(31). Doi: 10.1186/s41239-017-0069-7.
16. Richards, C., Thompson, C., & Graham, T.C. (2014). Beyond designing for motivation: The importance of context in gamification. Conference on Human Factors in Computing Systems, 217-226. Doi: 10.1145/265857.2658683.
17. Sanchez-Mano, A., & Marti-Parreno, J. (2017). Drivers and barriers to adopting gamification: Teachers perspectives. The Electronic Journal of e-learning, 14(5), 434-443.
18. Walz, S. P., & Deterding, S. (2015). The gameful world approaches, issues, applications.
19. Watson, W., Yang, S., & Ruggiero, D. (2016). Games in schools: Teachers’ perceptions of barriers to game-based learning. Journal of Interactive Learning Research, 27(2), 153-170.
20. Yang, Ya-Ting Carolyn. (2015). Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students. Computers & Education, 81, 281–295. doi:10.1016/j.compedu.2014.10.004.

Abstract

Talent crisis is one of the major challenges being faced by many countries today. India, though considered as youngest nation of the globe, is grappling with unique paradox. Huge global employment opportunities and unemployment/underemployment is co-existing today in India. Across all industry verticals skill gaps are becoming very evident. All of a sudden Skills development has become one of the priority areas of government today. Today, Vocational Educational & Training (VET) is getting its due recognition on par with traditional education.

Skilling sector has witnessed many disruptions off late. Efforts are being made to make learning student-centric. Today’s millennial do not prefer traditional teaching pedagogy. Gamification is considered to be one of the best tools to impart necessary knowledge and skills to students today. Because of its entertainment value, gamification motivates and increases the commitment of students towards learning. Several studies have shown gamification enhances students’ transversal skills like problem-solving and critical thinking, analytical skills, self-management and communication skills etc. which will consequently lead to higher chances of these students finding a job.

In this paper a sincere attempt is made to highlight the importance of gamification in learning & development. The paper suggests how government and other educators can adopt gamification in skilling endeavors. It also throws some light on challenges in embracing gamification for skilling and way forward for successful skilling.

Key Words: Skilling, Gamification, Learning and Development, Vocational Education & Training, Employability.

1.0 Introduction

With the advancements in Information and communication technology, the way we perceive life has dramatically changed. Right from entertainment to learning, literally everything and anything can be reached just with a click of a button. In this era of complete digitization, even the teenagers are referred as screen-agers. Today’s young generation hugely depends upon the digital platforms right from decision making to problem solving. This scenario raises questions, in making this young workforce industry- ready with required skillsets. The learning environment, education system and dynamic interaction between educators and learners become very crucial in building the Gen X and Y workforce. The traditional teaching methodologies are losing its sheen and the present students are more inclined towards experiential learning. Gamification is one such tool which has the power to sustain the learner’s interest and also helps in building capabilities.

2.0 Gamification defined:

Gamification is defined as the application of game principles to a non-game situation to promote desired behaviors and to acquire new skills. The main objective of gamification is to motivate and develop the interest for learning among individuals, by using certain rewarding motivators like points, badges and leaderboards. The process also focuses to strengthen the desired behaviors and to weaken the undesired behaviors of young adults. As the student undergoes an experiential learning, it helps the educators to make the learners get engaged and promote the whole experience of learning through fun (Kai erenli , 2013).

Differences between Gamification, Games and Game Based Learning (GBL)

Though, the terms, games and gamification are used interchangeably in general, there is a distinct difference between these two terms. A game is an activity, which involves knowledge, skill or chance and fixed rules to follow to win an opponent. On the other hand, Gamification commonly employs some game design elements and makes it more interactive, to improve user engagement. The ultimate goal of a game is to entertain user, while that of gamification is to change the behavior of the users.

In modern-day education scenario, gamification has become one of the most effective pedagogies used to develop the interests of the young adults in the learning process. With the timely intervention of gaming tools such as points, badges, score boards, it naturally boosts the motivation of the students and makes them more competitive and stay connected with lessons.

In contrast to games and gamification, in game based learning we achieve educational targets by involving or participating in games. Game based learning is intended to teach any concept using game. The students get connected easily not just because of fun, but the immediate feedbacks, score boards, level points creates a sense of achievement. As a result of this, the skills acquired are deeply rooted and this becomes a success factor in the learning process.

3.0 Elements of game-based learning

Traditionally speaking, gamification is defined as the application of game related elements in non- game contexts. The main objective of gamification is to enhance the intrinsic motivation of the students and make them acquire new skills. With the benefits of the same, it is widely used in educational space, to make the learning processes more effective (Dr. Antonio Pérez-Manzano and Javier Almela-Baeza , 2018). Many scholars have thrown light on the different aspects of Gamification. The essential principles to be considered while designing Digital Game- Based Learning (DGBL) are:

• Intrinsic motivation plays a dominant role in gamification, as it enables an individual to participate more willingly, thus making it more effective.
• Learning through intensive enjoyment and thus making the participant to get into the flow of: the doable task, with concentration, clarity in objectives, immediate feedback, easy involvement, sufficient control, and absence of one’s consciousness and loss of sense of time.
• Learning processes should be based on specific practices rather than abstract notions of formal learning, making it more authentic.
• Playing games encourages autonomy in making the players think and explore their interests.
• Gamification provides an experiential learning to the players and the designed education program is enhanced by using points, levels, badges, classification tables, prizes and rewards, progress bars, plots etc.,
• The success of DGBL product is associated with immediate feedback. The greater the intensity and immediacy of the feedback, the greater will be the involvement of the students.

4.0 The reasons to use Gamification in learning

Though the whole process of Gamification, looks more appealing and successful, the technicalities are quite complex. Gamification allows the students to learn through fun, gets involved and stay motivated with timely feedback and a sense of accomplishment. But, one should know how to comprehend and analyze the feedbacks and pointers and use it effectively further. However, one should have clarity in the context in which the games are being used, how, why, when to use. The concepts logically crafted through games will definitely enhance the effectiveness of the leaning program and go a long way in creating new opportunities. Many studies are substantiating the strong reasons to use gamification in learning. Few of them are listed below:

• Boring concepts may be presented in an interesting and challenging manner
• Learning through games is always fun
• High rate of student engagement
• Helps to understand concepts better through application
• Immediate feedbacks and scores motivates the students and thereby increases participation
• Students learn how to comprehend, analyze and resolve the problems and thereby apply the same
• Concepts thus learnt will be deeply rooted

5.0 Gamification as a teaching strategy

Talent crisis is one of the major challenges being faced by many countries today. India, though considered as youngest nation of the globe, is grappling with unique paradox. Huge global employment opportunities and unemployment/underemployment is co-existing today in India. Across all industry verticals, skill gaps are becoming very evident.

All of a sudden Skills development has become one of the priority areas of government today. Today, Vocational Educational & Training (VET) is getting its due recognition on par with traditional education.

Skilling sector has witnessed many disruptions off late. Efforts are being made to make learning student centric. Today’s millennial do not prefer traditional teaching pedagogy. Gamification is considered to be one of the best tools to impart necessary knowledge and skills to students today. Because of its entertainment value, gamification motivates and increases the commitment of students towards learning. Several studies have shown gamification enhances students’ transversal skills like problem-solving and critical thinking, analytical skills, self-management and communication skills etc. which will consequently lead to higher chances of these students finding a job (Kyle Felker, 2014).

6.0 How do we apply gamification for our specific courses?

Typically, a teacher in a class introduces theoretical concepts and supplements it with few specific examples. Individual assignment is given at the end of each class. Based on the results of assignment, profiling of each individual is done. Subsequently, based on the profiles, groups are formed. During this group formation it is ensured skills of group members are complementary. Thereafter, groups are given with real time cases to solve and present. Intergroup performances are assessed. The entire exercise reflects a game.

Thus we build experience by applying gamification scheme on our courses. How gamification mechanics are blend with the classical education scheme are enunciated below through corresponding parallel elements.

• a) Story lines replace domains and sub-domains: how students make choices along the path lead to their profiling in terms of interest and skills
• b) Characters replace actors: Assignment or in gaming terms, the quest, is given by teachers. According to the storyline students or players solve the quest. During this they collaborate with other players and assume the role based on their skillsets. The work dynamics are managed internally with mutual respect and responsibility. Along the process external observers may intervene, with few suggestions or information.
• c) Quests replaces themes: cumulative individual progress and group based assignments according to skill sets.
• d) Completed levels replace evaluation: up skilling on a continuous path.

7.0 Issues to consider while designing a successful game

Every game is distinct and has its own challenges. There are few pain points which hold true for the design of any game (Kyle Felker, 2014).

• Define Your Objectives

Without concrete learning goals the educational gaming experiences has no value. Two important questions we should ask ourselves are (i) at the end of each game what should the players be able to know and (ii) how we can assess this learning. A metric to measure the outcomes of games is very important. Else, we can conclude whether the game has been successful.

• Be Patient, Be Iterative

As gamification is a new development, the game designer should keep trying all best practices for better results. Many iterations will finally help designer to get it right. Meeting of the goal is important than getting instant gratification.

• Involve Others

In the commercial sector game design is a team affair which demands diverse skill sets. Hence, finding a diverse team and designing a game is very crucial.

• Identify Player Motivation

While designing game we need to strike a balance between our educational objectives and motivation of the players.

• Marketing

Once the game is ready letting people know about the game is very important. Adequate time and resources must be set aside for promoting the game.

8.0 Way forward: adopting gamification strategically for skill development

First, it is very important for us to have clarity about how a game technology impacts skilling far beyond gamified apps and engagement. For rapid skill acquisition virtual game technology may be effective across different verticals like sales training, clinical training, patient coaching, customer service etc. But the point here is we must be able to move beyond gamification after certain stage.

The use of game technology depends on learning objectives. If acquiring knowledge is our learning objective, then we may embrace various creative solutions in the elearning space. Gamification just for engagement does not help. The engagement does help in recalling of facts or ideas, but do not go beyond. Through game technology people must be empowered so that they apply knowledge in realistic situations, thereby help them to take better decisions. When learners apply knowledge effectively in practical situations they achieve optimal performance, driving the skill acquisition process.

If we wish to train someone the application of new decision-making skill, we would first ensure they have required background knowledge and then support them practice the skill, putting them in real time situation, and mentor them in terms of recognizing the expert mental models we use to make those decisions. Subsequently, we provide different situations and continue the training process until the individual acquires sufficient competence.

It is very well know fact that the entire skill acquisition in deeply rooted in cognitive science. The learning methodologies here are quite practical and intuitive. Practices like experiential learning, cognitive apprenticeship etc may be applied effectively. However, this process works well with one-on-one training, which in fact is the ideal way of learning. Practicing in a mentor guided environment will helps us not to waste learning hours by trial and error and also in future we do not make costly mistakes in real-life situations.

Moving forward, one of the critical agenda is, how do we transform what works well in skill development setting into scalable, digital solutions? The biggest challenge is scaling the approaches used in a real life setting. One of the reasons for this is the expertise required for scaling is scattered across country or the world. If the digital solution emulates the real life learning experience, then we consider it as effective.

Developing and implementing digital cognitive science principle and integrating it with technology are very important. Game technology is suited to accomplish this task.

Now the next challenge is to build learning environment with game technology. Game engines are designed typically for entertainment, not learning. By including game mechanics through deliberate integration of cognitive learning methodologies in the game engine, we can reinforce skill acquisition. Here, expansion of physical environment is not the objective.. Instead, for most organizations, there is a need to deep dive the learner in realistic situations with virtual characters, so that they learn to make optimal decisions. The designers in fact apply this skill acquisition process to many verticals which has been mentioned above. Using game technology, the designer can transform attributes that fosters skill acquisition in live skilling into a virtual experience. There are three dimensions of skill acquisition in which game technology excels. These three dimensions include (i) realistic situations (ii) feedback and expert coaching and (iii) expert mental models

Finally, what is required is to align game technology with our goals. Gamification can provide the sizzle if our goal is to add more engagement to our elearning for knowledge acquisition. However, if our emphasis is skill acquisition to enhance performance, then we are required to integrate cognitive science learning methodologies with game technology. Virtual environments do help in scaling the skilling endeavours. Better and realistic the virtual experience, better the transfer of training to real-world performance.

9.0 Conclusion

It is strongly believed that in the current education system, traditional methods of teaching and learning are not effective and unexciting to the students. The gen y and z students have different learning styles in this highly digital era. Both in terms of information processing and comprehension, today’s generation are different in comparison with earlier generations. Today, most of the teachers and educators report that, present day students are usually demotivated and are less engaged in the learning process. It has become imperative to educational systems to incorporate appropriate activities, which will support students’ learning process.

In this scenario, educators are slowly adopting gamification as a tool to impart required skill sets to trainees / students. Gamification will not only help in meaningful engagement with students, but if cognitive science learning dimension is integrated with gaming technology, gamification becomes the most powerful tool for skilling.

For successful adoption of gamification in skilling, we need to first transform the real time setting into digital solutions. Further by building learning environment with gaming technology and aligning this technology with our overall goal we realize effective skilling.

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1. Introduction

Games have become popular and prominent in everyday life. The reason for this is because games contain elements and mechanics that create engagement, collaboration, best learning experience and this hence motivates people to continue to play games more (Al-Azawi, Al-Faliti and Al-Blushi, 2019). (stats for playing games). Being praised for providing the best learning experience, it is now becoming popular in education. Educational games have the sole purpose of teaching students about content and skills. They have been seen as an aid to the current teaching method. The traditional method of teaching and learning is now not as effective as it was before. With students saying that they would rather play games than attend class. This digital world has also had an impact in the education industry. From e-textbooks and e-learning making learning possible to be done anywhere in the world. Educators have come up with the term gamification. Gamification is the application of gaming elements in a non-gaming environment. Examples of gamified platforms include Kahoot and others which are being used in classes today. This allows for international collaboration of learning and encourages students to participate in learning and motivates them to learn more. The elements points, badges, avatars. This paper looks into discussing Gamifcation in education, the benefits and challenges of gamification in education. Technological developments.

2. Review of literature

2.1) Gamification: a new way learning

Zichermann and Cunningham (2011) posited in their article that there is problem that many educators and schools are facing , whichis that students are lacking the motivation and intererest to learn. If given a choice, many of them would prefer to play video games rather than reading a book or completing a homework assignment. They say that students would prefer to play video games rather than doing an assignement. This shows us the impact of how the education systems is in that students generally do not want to learn. This can be because of the way the content is being presented to them. This can also be because maybe they made the wrong choice of study, it became too difficult for them that they start failing tests and therefore lose interest in their studies. This has an impact on the motivation and willingness of students to learn and results in low engagement with their studies. Prensky (2001) suggested that the merging of education and entertainment may pose as the solution to help with this problem. Prensky (2001) confirmed that there is no magical recipe to teaching students, but it depends on the context and that educators perfectly combine education and entertainment to suit the students needs. This is where gamification comes into play, in that students love to play videos and since its mechanics provide a great of learning and motivating students to play more, educators can use this for their course. The traditional methods of learning requires students to complete a task in order to earn grades in the process based on their performance whereas in gamification the effort is rewarded, with badges or points even when the objective is not completed: “that [is] what gamification does, it rewards the effort [emphasis added], not the winning” (p. 7).this tells us that the gamified environment encourages students to engage in the learning process, even if they do not successfully complete a task, they would have learnt something and this is bttee than learning nothing and they get rewarded in the process. This shows that the game components can be used as an effective tool in education to motivate students to engage in their studies. Folmar (2015) argues that gamification creates a long-term effect on engagement and motivation as compared to other instruction methods such as GBL where engement and motivationis shortlived when playing game. Game-based learningis when you use a game to teach content and learn new skills where as gamification works by adding gaming elements to a non-gaming context which is in a classroom environment for this instance, for the purpose of increasing motivation, engagement and promoting desired learning behaivours among students. According to Brooks et al. (2012), motivation is linked to psychological elements that drive behaviour and choice-making. Engagement, in the view of Russell et al. (2005), is an “energy” linked to different actions and tasks (p. 1). Appleton et al. (2006) highlighted the importance of both motivation and engagement in learning but emphasized their separation as independent constructs.

Some researchers explained this connection between gamification, on one hand, and human psychology and behavioural science, on the other hand, as gamification “rests on three primary factors: motivation, ability level, and triggers” (Dale, 2014, p. 85).

The Gamification is used as a to promote learning and make the learning the process more attractive to learners. Motivation and engagement in learning are the possible effects of gamification. The important digital game mechanics, which include, but are not limited to, avatars, badges, points, levels, leaderboards, virtual rewards, and storyline or quests. The dynamics of gaming that focus on these elements al Third, there is a reference to game dynamics, which are focused on game elements that allow for social interaction between players and this interaction allows for collaboration and interactive learning for student. If friends participate, the students are intrinsically motivated to join in with their friends and so the students then become involved in the learning process.

The pedagogical component in Kapp’s (2012) definition is the emphasis on critical thinking skills, which are essential in learning and could be partially promoted through gamification.

Extrinsic motivation is relevant to elements not related to the task value such as rewards, grades, “performance and competition or evaluation by others” (p. 419). Task value is the perception and the value of the task by the learners and whether it is beneficial for them or not. Finally, expectancy for success is how the learners expect to perform in the future as they engage in a specific task (Wigfield et al., 2006). Intrinsic motivation, according to Ryan and Deci (2000), is essentially and inherently present in every human being driving the desire for exploration, overcoming challenges, creativity, and most importantly, learning.

The success of a gamified application depends on many variations among students which includes readiness and willingness characteristics, prior experiences and exposure to video game elements, and willingness to engage. (Alsawaier, 2018)

A novel learning experience that increases student motivation can be created in a learning environment that includes competition. Motivation is an important element leading to student success in most learning designs, including gamification. Thus, a more effective learning process can be produced if gamified designs that consider the element of motivation are added to learning spaces [3].

The fact that traditional methods of providing motivation are no longer valid has been made evident through published psychological writings and self-help books, and by research studies [4]. What makes the gamification method more attractive is that it causes an internal trigger by changing perceptions [5]. In Daniel H. Pink’s book Drive: The Surprising Truth About What Motivates Us (2012), the method by which games affect our internal motivation is clearly explained. Games are successful because they encourage users by focusing on social, cognitive, and emotional results [6]. There are games in which generally humorous elements are interspersed [[7], ad- dressed personally, designed elaborately, and which include increasingly difficult questions.

It has been argued that computer technologies are convincing for permanent changes in human behaviors, they may have an effective role combining with motivation [12, 13]. Gamification applications may be justified as necessary for students to think, create alternative atmospheres, and for creating a competitive environment [14].

In other words, a gamification application in which all these components are used could facilitate a needs-oriented learning process in the classroom. Letting students choose their own ways and get their lessons from the trial and errors has been reported as very important.

Advantages: The answers given by the students regarding the advantages of using a gamification method are as follows: It was fun, and it made me study before coming to the class, which made me feel self-confident. Getting a higher score than my friend led me to study harder and actively participate in the competition (f= 53, 82%). It was exciting (f=57, 88%). The competitive environment created many positive feelings, including excitement, desire for class participation, and an eagerness and willingness to come to class (f=51, 78%). As competition- and race-containing games are preferred, these activities led us to become more active in the classroom (f= 47, 72%). Its improved thinking skills and reduced answer response time (f=60, 92%). I felt like I was in a competition. I had the feeling that I could do it and that I could achieve a higher score (f= 46, 71%). It made us become more ambitious and feel like we were in a competition. It gave me the feeling that I must win. And therefore, it made me feel better (f=56, 86%). We had a good time with friends. It facilitated learning (f=61, 94%). We had feelings of winning and losing (f=58, 89%). It enabled us to consolidate what we learnt (f= 55, 85%). In other studies, students have similarly stated that they were pleased with the gamification method, with comments such as ‘I like the activities that were performed during the class. It made us consolidate what we learnt until now’ [40]. Johns (2015) wanted university students to evaluate Kahoot in his study, due to interest in the application. He found that students generally came to the class with their own smart phone’s tablets and laptop computers and he had frequent opportunities for evaluation at the end of the class [41]. Gamification is a popular learning method from the perspective of students, because it allows them the opportunity to monitor themselves and engage in an enjoyable competitive environments. Gamification improves students’ willingness to come to class; students who do not have their own devices can use other computers in the classroom.

As a popular student response system, Socrative, is a free, cloud-based SRS that can be accessed on phones, tablets and laptops [42, 43]. This system provides teachers to evaluate small oral exams, personal fast quizzes and team games [44]. Like self- prepared exams, the others are also accessible as asynchronous at cafés, restaurants or places which has Internet access [45]. Kahoot is a game-like student follow-up system that would be used for making exams, discussions and questionnaires [39]. As multi- media tools such as video clips, music and images can also be added, this system is more dynamic than some other quiz generators. The students using Kahoot can save their time and take an exam so that they can compete with each other [46]. The total time needed for the right answers and their provision, is used in participant students’ grading and sequencing [47]. This system has been reported as user friendly, entertaining, attractive and motivating for students [39, 46, 47].

Disadvantages: The answers given by the students regarding the disadvantages of using a gamification method are as follows: Problems with the internet connection caused problems in active participation. We remained behind because of the questions we could not answer (f=44, 68%). We could not answer some questions due to inter- net interruptions, although we knew the correct answers (f=43, 66%). The only problem we encountered was the internet (f=54, 83%). Sometimes the telephones were frozen (f=34, 52%). We had problems associated with the time limit (f=42, 65%). It has been argued that the only disadvantage associated with using the Kahoot application in a flipped classroom is that students can have problems connecting to the inter- net reliably at all locations [40]. There are also disadvantages that need to be recognized by educators and the students: there isn’t any limit related to the number of character that you are going to use for questions and answers and the educators cannot ask end-to-end questions or cannot get open ended answers (this feature seems to be release very soon) [25]. 4.5 (Bicen and Kocakoyun, 2018)

On a basic level, gamification techniques tap into and influence people’s natural desires for competition, achievement, recognition and self-expression. Gamification appears to be making a leap from game-play to the workplace at a great pace. A growing number of organizations are adopting gaming techniques and game- style rewards in order to motivate and incentive employees and customers [17]. We could define gamification in a simple way as it is the use of game design elements, game thinking and game mechanics to enhance non-game contexts. This is the main function that gamification could provide to enhance a situation through the use of gaming mechanics, the benefits of gamification include: a) increased engagement; b) higher motivation levels; c) increased interaction with the user (customer or employee); and d) greater loyalty [18]. Young learners gain skills and a method to learn using games in their everyday life but however they have to use other methods to be successful in school or at university. Somehow this situation can be put into question although teachers and researchers have recognized this fact for almost five years using the term gamification. [5].

Educational gamification proposes the use of game-like rule systems, player experiences and cultural roles to shape learner’s behaviour. In the previous research study [19], researcher found that many children used a trial-and-error strategy through the games. For this reason, gamifying a course would be a great help to primary students by taking advantage of the motivational power of games and applying it to the motivational problems in education so that successful learning can take place [20]. In the classroom, gamification has been integrated in a more authentic manner as some classrooms have become a living, breathing game. Gamification systems

like ClassCraft add an adventure game layer on top of the existing course infrastructure. Students create a character, play as part of a team, and gain experience points and rewards based on class-related behaviors. Students are rewarded for helping other students, producing exemplary work, etc. Likewise, students can receive consequences for behaviors that are inconsistent with the desired learning environment [21]. Another popular interest in gamification is also reflected in an academic context: the number of papers published on gamification is growing. This suggests that gamification is becoming a more popular subject for academic inquiry [21]. Gamification has been defined as a process of enhancing services with (motivational) affordances in order to invoke gameful experiences and further behavioural outcomes [21]

The key advantage of gamification is the low cost of development and the possibility of making learning content more delicious or interesting using game elements. In traditional instructional methodology where the lecture classes are perceived to be boring by students, the gamification technology has a great advantage to solve the problem [30]

2.2) Benefits of gamification in education

Video games have great positive potential in addition to their entertainment value and there has been considerable success when games are designed to address a specific problem or to teach a certain skill. Video games can clearly attract the attention of children and adolescents. For over twenty years researchers have been using games in education, providing the following reasons as to why games are useful tools in teaching and learning concept. For instance [11]-[16]: ? Games can be used as research and/or measurement tools.

• Games attract participation by individuals across many demographic boundaries (e.g., age, gender, ethnicity and educational status).
• Games can assist children in setting goals, ensuring goal rehearsal, providing feedback, reinforcement, and maintaining records of behavioural change.
• Games can be useful, as they allow the researcher to measure performance on a very wide variety of tasks, and can be easily changed, standardized and understood.
• Games can be used when examining individual characteristics such as self-esteem, self-concept, goal- setting and individual differences.
• Games are fun and stimulating for participants. Consequently, it is easier to achieve and maintain a person’s undivided attention for long periods of time.
• Games also allow participants to experience novelty, curiosity and challenge. This may stimulate learning
• Games may help in the development of transferable .

IT skills

Games can act as simulations. These allow participants to engage in extraordinary activities and to destroy or even die without real consequences.

1. Better Learning Experience
2. Better Learning Environment
3. Instant Feedback
4. Prompting Behavioral Change
5. Can Be Applied For Most Learning Needs

2.3) Challenges of applying gamification

Although most studies found that gamified learning has a positive impact on student engagement (Barata et al. 2013;Hamari 2015; Kuo and Chuang 2016;Sanmugamet al. 2016), the discovery from Hanus and Fox (2015) contradict this finding. Hanus and Fox (2015) found that over time, students experiencing gamified learning showed a decline in their motivation thus affecting their final exam scores. The researchers attribute this decline to the expiration of novelty of the method used as the research was conducted over the period of 16 weeks. This led to the conclusion that any gamification undertaken must be considered with great care as to it not being a detrimental to the students as opposed to helping them in their learning.

Stott and Neustaedter (2013) critiqued Sheldon’s gamified design for “implementing game components by simply trading out the parlance of pedagogy for that of game culture” (p. 1).

The effect of gamification. Sheldon (2011) overly focused on points and levels in his experiment as manifested in the multiple syllabi he presented for his courses. Lawley (2012) stated that going beyond surface characteristics of gamification, in reference to points and levels, is essential in the game design. She advocated creating an interactive game design which is aligned with pedagogical principles and conductive to collaboration. She added that a faulty or superficial gamified design can “damage existing interest or engagement” (p. 16) (Alsawaier, 2018)

Gibson and friends work (2015) on ―the use of digital badges in education‖ too, reached to the conclusion that using these gamification elements encourages students to demonstrate positive behaviors, reveals the progress in the learning and content, and has triggering effects in learning and success (Gibson, Ostashewski, Flintoff, Grant and Knight, 2015).

But these results must not be taken as granted for all cases. Unfavourable results are present too. Hans and Fox‘s study (2015) which evaluated the effects of gamification in the classroom on students in terms of motivation, social comparison, satisfaction, effort and academic performance; find out that, students using gamification elements in their classes were less motivated, less improved and collected less examination points compared with the classes that haven‘t used gamification (Hanus and Fox, 2015). Thus, it can be said that, with suitable gamification software and using strategy, students can become more active and participating for challenging complex and difficult tasks. (Çeker and Özdamlı, 2017) (Affluent Gaming Experience Could Fail Gamification in Education: A Review)

3. Conclusion

We have noticed that creating an effective educational game entails much more than simply creating an engaging game and building in age- appropriate educational content. Through gamification, we can not only create a mindset that encourages students to try new things and not be afraid of failing, but also can enable students to engage in enjoyable experiences for the purpose of learning. In addition, gamification is an innovative approach to learning, as new technologies and applications are continuously emerging, it is still developing. Further studies shall continue to examine the new mechanics and new applications associated with emerging gamification technologies [20]. However, the most important goal of any digital game-based instructional material is to increase learning. Compared with traditional lectures, digital game- based approaches can indeed produce better learning effects, which underscore the need to develop appropriate instructional materials [6]

The next generation of jobs will be characterized by increased technology use, extensive problem solving, and complex communication. These are skills that go beyond typical reading, writing, and arithmetic of years past. It’s not only what students need to learn, e.g. shifting, but also how and when they learn. Students are growing up with laptops, tablets, cell phones, and video calls, and they expect to use this technology in their daily interactions [10].

The key advantage of gamification is the low cost of development and the possibility of making learning content more delicious or interesting using game elements. In traditional instructional methodology where the lecture classes are perceived to be boring by students, the gamification technology has a great advantage to solve the problem [30].