GAMIFICATION
Theoretical introduction
Implementing the game format into training speeds up the processes and increases the efficiency and motivation of students.
Gamification is the introduction of game forms into a non-game context, e.g., studying.
Gamification can simplify learning, increase the enjoyment of completing certain tasks and drive students’ engagement. It will also add the joy of completing assigned tasks, comparable to the joy of completing a difficult level of a game. Each game requires motivation, engagement and contribution from the participants. They must have a specific goal that moves them forward. Gamification like any game is based on certain rules.
Throughout a game, the participants develop their hero whose “levels” grow. The further they go, the stronger their characters become. The same principle works in gamification.
Exercise I: QUIZ COMPETITION
Kahoot
Messenger
Last class
Sum up
last class
after the first class
Online
Synchronous/ asynchronous
The aim of this exercise is to consolidate the knowledge gained during the semester by using elements of gamification.
Research has shown that learning through games that are so close to modern students is particularly effective.
STEP I
The students are divided into groups. Every group is given a task at home on the Kahoot platform to create a quiz related to the subject studied during the semester. 1 group = 1 topic. While working at home (creating the quiz) students should communicate by Messenger or any chatting tool.
STEP II
The students answer the questions in each quiz in class together with the teacher.
STEP III
Kahoot allows users to select a quiz winner and evaluate the most difficult quiz questions.
STEP IV
Quiz winners and authors of the most difficult questions receive teacher awards: additional points that will be added to the assessment for the semester.
- It allows students to focus and revise knowledge gained during the semester.
- To get extra points students must create a quality product.
- After evaluating the content of the quizzes, the teacher receives feedback on how the teaching goals have been achieved and the tasks have been solved.
– Usually, students love this exercise very much, so the risk is more external than internal and related to Kahoot’s rules of use. Kahooto versions are designed for a variety of uses, from the free version with simple tasks to the commercial version, for example, which offers many options for more complex tasks in the teaching process. The risk of not having a good educational tool to meet the challenges of the teaching process.
+ The teacher must select the most appropriate strategy for using Kahoot (commercial, free version) and offer it to the students. The risk of not having a good educational tool to meet the challenges of the teaching process is overcome by focused assessments of the high school’s wants and needs.
Exercise II: COMPUTER GAME FOR LEARNING
Classcraft
During the semester
Main body
Sum up
Online
Synchronous
The purpose of this exercise is to stimulate the student’s motivation
World of class craft is a game for the classroom where students can choose one of three classes, gain powers, and face peril. The game follows a rule structure commonly found in that of MMORPG video games like World of Warcraft. When students carry positive actions/activities in the classroom, they can gain experience points, which leads to leveling up, and gaining special abilities. The goal is to turn the entire classroom into a game – not just a few minutes each day at the end of class playing ‘heads up, seven up’.
The teacher is the Master of the game. It is important that the rules of the game should be adapted to each class separately.
STEP I
The teacher introduces the students to the rules of the game. The students accept and sign the pact of heroes (they take an oath).
STEP II
The class is divided into small groups. Each student chooses an avatar for himself/herself: a warrior, healer or magician. They differ not only in appearance but also in their health points, experience, action, as well as abilities.
STEP III
The game is played/performed according to established rules. The teacher’s task is to load the required tasks in the play space regularly. Students play the game at a set time.
The game is played/performed according to the rules in WoC: monsters become homework, boss battles become tests, and the classroom becomes an adventure. Helping classmates, answering questions, and other actions/activities will lead to experience points, and every 1000 points levels up the student who gains a power point which can be used to obtain a new ability. Some of the skills can only be used by students themselves such as getting a hint on a text; however all group members can benefit from upper-tier abilities. There are even skills to be used with other players so it’s possible to really tap in to the party-based mentality of RPG games.
STEP IV
During the game, the Master (teacher) awards students for good team work in the lesson, helping a classmate, completing a project by giving some experience points (XP). They allow students to improve their level and open up new opportunities.
- Gamification is a very effective form of teaching that allows the teacher to reach certain goals faster.
- This form makes learning a pleasure and exciting experience.
- It is a great tool for students to test their creativity, relax, broaden their horizons, and develop computer literacy skills.
- The game helps to alleviate psychological problems that may arise during distance learning, as it creates the illusion of live communication with fellow students and the teacher.
– Usually, students love this exercise very much, so the risk is more external than internal and related to Classcraft rules of use.
+ The teacher must select the most appropriate strategy for using Classcraft (commercial or free version) and offer it to the students.
– Using Classcraft by a teacher requires certain skills, knowledge, and preparation.
+ If the school decides to use this tool in teaching, we recommend arranging a training for teachers.
Exercise III: INVENT A STORYLINE WITH AVATARS
Book Creator, Creative Book Builder, My Story, or other story creating digital tool
Zoom, Teams or any digital learning environment.
Main body
During the semester
Online / blended
Synchronous / asynchronous
To get students interested in the subject/module/topic of the meeting, to implement gained knowledge, to develop creativity.
Once the teacher sets the stage, he/she allows his/her students to get in on the fun. Allowing students to choose their role in the story will spark their creativity and get them to invest more time in the learning process. The teacher can even give students time to design an avatar which represents them. Students enjoy taking the time to craft their character in the game world.
STEP I
The teacher introduces students to the task which is creating an e-Book (during the semester). The students discuss the topic of their e-Book, its style, and characters. The storyline of the book must be related to the topic discussed during classes, for example, it may be a storyline about a historical period, the emergence of a specific idea in a socio-cultural space, or simply a story/legend/fairy tale in a foreign language (relevant to FL classes).
STEP II
The teacher introduces students to various book-making platforms and explains how to use them. Students select the platform (if there is such a possibility).
STEP III
The students discuss a narrative plan of the story and create their own avatar. The teacher shares the tasks so that each student (with his/her own avatar) who participates in the task in visible in the storyline. Students work on solution how to illustrate the book (photos, avatar visualization, associative drawings, etc.)
STEP IV
A formal plan for the preparation of the e-Book is drawn up. The plan includes information about timeline – the storyline is written during the semester. The plan is discussed by all students.
STEP V
Each class involves a time-slot which students spend on create the e-Book (15-20 min). During this time, students create a storyline based on the logic of their avatar, transfer it to a book creation platform, illustrate, and discuss further turns of the storyline.
STEP VI
The e-Books are finally here! A virtual book fair is organized. Students present their e-Books.
- This gamification method brings a lot of joy. Students have a high level of motivation.
- While playing, students deepen their knowledge and solve scientific problems.
- It is an effective way of learning through experience.
– The biggest risk is to deviate from the educational goals (better mastering the object being studied) and turn this method into just a fun game and a relaxing activity.
+ The management of this risk is in the hands of the teacher. He/She must watch how the storyline is created,; whether the avatars created by the students fit the logic of the storyline and are used to deepen the knowledge of the subject being studied. Therefore, appropriate observations, questions, reactions are needed as teacher must direct the students to the achievement of the goals which are set at the very beginning.
Exercise IV: TERMS PUZZLE
Any online tool with a creating puzzle crosswords option (Kahoot, Jigsaw, Crossword Labs, Puzzlemaker, etc.)
During the semester / Last class
Main body
Sum up
Online/Blended
Synchronous
To develop students’ professional language skills, to improve students’ conceptual apparatus.
STEP I
Students are divided into two teams. Each team uses a puzzle tool to prepare a crossword puzzle using the information from the class/lecture. The teacher can suggest a list of professional terms that students use to create the quiz.
STEP II
When the puzzles are ready, each group solves the crossword puzzle prepared by another group.
STEP III
The groups discuss the results with the teacher.
- Students develop a conceptual apparatus.
- Students strengthen their skills in formal requirements of professional text creation. These skills will be very necessary for when writing their final theses.
- Enrichment of terminology helps to better study professional literature.
– The risk is that students may create a crossword puzzle that will be too simple and will not achieve the teacher’s educational goals.
+ There are two ways to avoid this risk. The teacher can organize the work so that the groups prepare their crossword in advance. It can then be discussed separately with the group and corrected if necessary. Another solution is to prepare in advance lists of terms that the teacher would recommend to be included in the crossword puzzle.
Exercise V: SUPERHERO FIGHT
Google.Docs, any (or some) social network, Messenger, or any app for conversation.
During the semester
Main body
Online
Asynchronous
To absorb/memorize the information better in the learning process.
The game brings pleasure, pride and is a source of self-motivation for the students.
STEP I
The teacher posts a task description in Google.Docs. Within the set time, it is necessary to create a project to promote scientific information related to the subject which is being studied. The project should be available on social networking websites and it should collect as many “likes” as possible. Students can develop a topic (issue) in the form of infographic. Thanks to this, It will be easy to promote the content on social media. The projects that collects the biggest number of “likes” wins. Students are completely free to create groups to achieve results.
STEP II
Students actively form groups through conversation apps and begin to create a project. The information (scientific articles, textbooks, encyclopedias, database material, illustrations, etc,) for promoting scientific information related to the subject which is being studied. All the information (from each group) is systematized in Google.Docs.
STEP III
The created project is uploaded to social networks and the group can use any measure to promote it.
STEP IV
The projects and the results of their dissemination are presented in a digital learning environment. The winners are announced. The teacher invents prizes for them.
- Students learn how to implement the knowledge they gained.
- Students improve their digital and communication skills.
- Students develop emotional intelligence of co-working in teams and reaching the goals.
– The risk of this activity is that there may be students who will not be invited to the group.
+ The teacher must closely monitor the process and intervene if such situations occur. It must be clear that each student should participate in the task.
