Angelic Brown Department of Interactive Games and Media New Media Interactive Media Major

1. Angelic Brown Department of Interactive Games and Media New Media Interactive Media Major Rochester Institute of Technology 2145 Golisano Hall, 2nd floor Rochester, NY 14623 ajb5643@rit.edu (202) 812-3822 • Gamification in Education and Its Potential Risks and Benefits to Motivating Student Interest In Learning Angelic Brown Rochester Institute of Technology Characteristics of/Barriers to Gamification and the Potential Risks Associated With Them Introduction Findings/Conclusion • In order to understand the full range of potential benefits and risks of gamification, the incorporation of game elements in non-game settings, to a wide-array of areas of education, it is important to examine current literature on gamification and other techniques that have been used in the past to garner student interest in learning. In this literature review, past and current studies involving the utilization of gamification across multiple levels and areas of academia will be examined in order to determine the successfulness of gamification compared to traditional teaching methods. Given that gamification in education is still a fairly new and exploratory topic, more comprehensive research in this area is needed in order to determining whether the above-mentioned are examples of product successes or failures. Hopefully by doing this, better insight might be shed into what steps need to be taken in order to create a successful gamification system. Gamification does seem like a worthwhile tool for stimulating interest in learning, and if modeled correctly could become the standard for education in the future. While my research isn't sufficient in determining whether gamification is definitively effective or ineffective in addressing problems associated with motivating student interest in learning, new research will hopefully provide better insight into the prospects of gamification in education. • Incentive-Focused Learning • The View of Gamification Implementation as Obligatory or Tedious • Location-sharing • Outside Abuses • Lack of Resource Background • The use of the term gamification has been used interchangeably to classify products/services which fall under game settings instead of non-game settings. • Gamification is often used interchangeably with examples of serious games (which are games that are not created based purely for entertainment purposes, but are designed with a defined purpose in mind that its creator(s) wish to have come across to their audience). • Gamification defers from serious games in that while both involve game dynamics and mechanics, gamification is applied to non-games settings. • For the purpose of this paper, gamification will be defined as “integrating game dynamics into (a) site, service, community, content or campaign in order to drive participation”. (Bunchball) • Definitions: • Game mechanics (which include points, levels, challenges, virtual goods and spaces, leaderboards, and gifts and charity) are the various actions, behaviors, and control mechanisms that are used to “gamify” an activity. • Game dynamics (which include reward, status, achievement, self-expression, competition, altruism) are the desires and motivations that compel users to engage. (Bunchball) References ACT. (2010). 2010 Retention/Completion Summary Tables. ACT: ACT Institutional Data Files. ACT. (2011). College Retention Rates Improving at Two-Year Schools, Declining at Four-Year Schools. Activity: ACT's Activity Publication (Volume 49, Number 2). Bayliss, J. D., & Schwartz, D. I. (2009). Instructional Design as Game Design. Proceedings of the 4th International Conference on Foundations of Digital Games (pp. 10–17). Cheung, Gifford. (2011). Consciousness in Gameplay. Vancouver, BC, Canada: CHI 2011. Cramer, Henriette; Ahmet, Zeynep; Rost, Mattias; Holmquist, Lars Erik. (2011). Gamification and location-sharing: some emerging social conflicts. Vancouver, BC, Canada: CHI 2011. Deterding, Sebastian. (2010, September 24). Pawned. Gamification and Its Discontents. Presented at the Playful 2010, London. Edelson, D. C., & Joseph, D. M. (2001). Motivating active learning: A design framework for interest-driven learning. DBRC Publications. Retrieved on March, 1, 2005. Lee, J. J. & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2). Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books. Thaler, R. H., & Sunstein, C. R. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York: Penguin Books. • Educational Benefits • Social Benefits • 3D GameLabs • ClassDojo • Coursera • The Just Press Play Student Achievement System (JPP) • Khan Academy • Quest to Learn (Q2L) Common Motivational Techniques Used in Gamified Systems • Extrinsic vs. Intrinsic Motivation • The type of drive derived from rewards or punishments befitting the way in which people behave. Therefore, if society or the environment dictates certain rules for the populace to adhere by, then in theory, individuals that comply with said rules should/would reap the rewards. • Libertarian-Paternalism • Techniques which are liberty-preserving, to subtly motivate certain actions. Instead of implementing mandates forcing change upon people, nudging involves presenting clear and concise options that will bring about the most successful results. Acknowledgments Professor – Mentor W. Michelle Harris; Professor, RIT Department of Interactive Games and Media Dr. Tomicka Wagstaff-Green – Interim Director, McNair Scholars Program