Game-Based Instruction & Gamification

Games and gamification both can lead to high levels of learner engagement and motivation.

Quote from Karl Kapp, Bloomsburg University, PA

What is it?

Game-based Instruction can be a learning strategy that occurs within one class or applied as an instructional learning approach for an entire course. This type of Instruction has specific learning objectives and outcomes that unfold through game play. Instructors plan modules or lessons that provide interaction and competition to engage learners to learn through games. Game-based Instruction can range from paper and pencil games, such as word searches, to role-playing games to multifaceted online video and computer simulations.

An effective game should have three main features. The first is an element of competition – the player can either compete with themselves, the technology or with others. The second is engagement – if a game engages learners, their learning will evolve as the game is played. Third is a form of reward – this can be though scoring or other features that will promote learners to continue playing the game.

Some common games instructors have adapted to suit their teaching objectives are: Jeopardy, Scavenger Hunt and Family Feud.

Purpose: The instructor can choose the game that best suits their teaching objective. For example, using a role-play game for learning offers students the opportunity to collaborate, apply their knowledge and get feedback within a safe environment. Whether face to face or virtual, game-based learning is intended to create a balance between subject matter and game play that results in the player gaining knowledge and the ability to apply what they have learnt in the real world.

Note: Game-based Instruction is sometimes confused with Gamification which is significantly different. The goal for both is to engage students by encouraging specific behaviours and assisting them in keeping track of their own learning. However, with gamification this is done though badges or point systems (leaderboards) or other game-like mechanics. These game mechanics are applied to existing learning activities. For example, badges can be awarded to students who have reached a certain level by submitting extra work, achieving an above average test score, or for participating actively within class discussions. The objective with these mechanisms is to encourage students to engage and be motivated to learn the course material in order to achieve points or badges.

Skills Promoted

Analytical reasoning
Collaborative learning
Critical thinking
Problem solving

Who's using it?

SALTISE community members who use this strategy and are willing to share advice and/or resources.

Institution	Discipline	Instructor	Classroom settings
Concordia University Level: University	Social Sciences - Linguistics	Philippe Caignon	Traditional Classroom Activity: Family Feud Classroom size: Varies View resources used
John Abbott College Level: College	Physics - Mechanics	Phoebe Jackson	Traditional Classroom Activity: Forces Scavenger Hunt Classroom size: 30-40 View resources used
Dawson College Level: College	Biology - Physiology	Francesca Theriault	Smart room or a room with enough space to physically run around Activity: Race for the Hat! Classroom size: 30-40 View resources used
Vanier College Level: College	Biology - NYA	Edward Awad	Interactive white board (real-time class data analysis) Activity: Darwin’s Finches Classroom size: Varies View resources used

Institution	Concordia University Level: University	John Abbott College Level: College	Dawson College Level: College	Vanier College Level: College
Discipline	Social Sciences - Linguistics	Physics - Mechanics	Biology - Physiology	Biology - NYA
Instructor	Philippe Caignon	Phoebe Jackson	Francesca Theriault	Edward Awad
Classroom settings	Traditional Classroom Activity: Family Feud Classroom size: Varies View resources used	Traditional Classroom Activity: Forces Scavenger Hunt Classroom size: 30-40 View resources used	Smart room or a room with enough space to physically run around Activity: Race for the Hat! Classroom size: 30-40 View resources used	Interactive white board (real-time class data analysis) Activity: Darwin’s Finches Classroom size: Varies View resources used

Why use it?

Benefits

Using game-based instruction can be a great ‘ice-breaker’ to begin the semester and depending on how the game is designed can be used by the instructor to gauge the level of knowledge that students are coming into the course with or identify topics that may require extra attention during the semester. Games can also work very well as an informal method of assessment. Often students become stressed when tested on their knowledge (quizzes, exams). By using a game-like activity instead, students are more likely to open up and participate.

Challenges

Students must be given enough time to complete a game activity and be allowed to undergo several tries through trial and error. For larger classes it can be difficult for the instructor to efficiently manage a large number of groups requiring feedback at once, so it helps to cut down on the requirements of a game. Depending on the structure if a game requires participation some students may be shy to answer questions and class participation may be limited.