Gamification in Educational Contexts: A Critical View on Mechanisms and Methodology

Introduction

One of the most enigmatic terms of recent years is gamification. The conceptual similarities to video games are no coincidence— motivating elements bind people, sometimes for months, to PC games and simulations and let them become subjects of sets of game rules and learn complex techniques to master mission after mission in order to reach a goal they have recognized as valuable. In the past fourty years, computer and video games have become widely used and game-genres have expanded from simple shooting or maze games to complex virtual worlds, attracting all genders and people from all walks of life. This basic perception makes games, their elements, interface and narrative structure also interesting for non-game purposes and opens a wide field of possible applications that are also applicable to business communication, human resources, public space and lastly also for means of education.

This essay deals with the question of what gamification really is and with which intention it is used in the context of teaching. It is based on the latest definitions of gamification, recent studies and meta-studies that tried to show its effectiveness and methodology, and finally the selected best practise attempts. Although the amount of papers on gamification is constantly rising, the number of actual studies is still relatively small. Here the focus will be laid on educational purposes— gamification in economic environments or within frameworks of behaviour change may only be mentioned for a wider scope. What is “gamification” in terms of tools and processes? What does it mean to teachers and students as a method and professional approach and how is it able to contribute to the further development of already existing skills of students? What consequences does it have when learning processes are suddenly “just fun” or maybe become too “playful”? What does the “help” of technology do to the professional distance between teachers and students? How valuable are individual praise and feedback compared to digitally submitted gratifications, labels and badges? Do they cause a new form of competitive stress?

Following these questions some of the basic terms will be discussed and results of recent research will be surveyed, before the applicability in schools and universities and the effect on teachers and students as well as their interpersonal relationships can be further elaborated.

Finally, it is necessary to discuss whether gamification is indeed a totally new technique or simply a method to work with or to motivate people with, which has been on the block for a while but has now been modernised and laced with technology.