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Gamification can be beneficial in an educational context.  The design of this form of learning with points, levels, challenges and rewards would allow for more interaction and enjoyment for students.  When the inclusion of gamification is carefully planned by the teacher so that it aligns with curriculum, it is a powerful tool for learning.  Research has shown that it increases motivation and engagement, and this would increase students participation in the learning and lead to better learning outcomes.

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I would use gamification in small, purposeful ways to boost engagement without overwhelming students. For example, I’d introduce badges for completing weekly challenges and a class progress bar to show collective achievement. Rather than focusing on competition, I’d frame it around collaboration and shared goals so students feel motivated by progress and community. The aim would be to support intrinsic motivation by linking rewards to meaningful learning tasks, not just points for the sake of it.

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In online maths teaching I have used gamification to boost practice, focus and persistence. My most successful design was a “Fraction Quest” in our LMS. Students progressed through levels that aligned with the concept sequence: naming unit fractions, locating them on number lines, equivalence, then compare and order. Each level unlocked short challenges with immediate automatic feedback, optional “side quests” for enrichment, and small badges for accuracy plus reflection.

More voluntary practice was a benefit, faster error correction, and clearer visibility of progress for students and teachers. Analytics highlighted who needed targeted help, which saved time in tutorials.

I needed to keep leader boards private or team based to reduce anxiety, and ensuring tasks assessed reasoning not only answers. Equity mattered too, so all rewards were low stakes and alternatives were offered for limited internet access.

Overall, gamification helped when tightly tied to mathematical goals, feedback, and reflection, not as decoration, and when collaboration outweighed competition.

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Yes, gamification can be beneficial in my teaching context.
I believe learning should be both fun and enjoyable to boost students’ motivation and focus. Gamified tools, like quiz-based lessons or interactive digital content, are especially effective for students who struggle with concentration or lack interest. They act as an engine that helps students start learning. In the long term, enjoyable learning builds confidence and independence, which are essential for lasting growth.

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Before applying gamification in my class, I would first check whether it aligns with the learning outcomes and genuinely supports students’ improvement. For example, I would want to see if games help them remember new words more effectively or feel more motivated after using them. I also think it’s important to ask students for feedback after trying a gamified activity, so I can understand what works well for them and what doesn’t. Based on their feedback, I would redesign or adjust the activities to make sure they remain both engaging and useful.

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Yes, I think gamification would be beneficial in my teaching context as an English teacher in Vietnam. I work with high school students, and they often need extra motivation to stay focused, especially in English online classes. Using gamification can make my lessons feel less like “study” and more like an activity they want to join in.

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Yes, I’ve often used gamification in my online teaching. I usually add tools like Kahoot or Quizizz at the end of a lesson to review vocabulary. My students enjoy the challenge, and it helps them remember the new words better through practice. I also like using collaborative games such as Bamboozle because it gets them working together, which makes the class feel more interactive and fun. From what I’ve seen, these activities make students more engaged and willing to participate, and the atmosphere in class feels more lively compared to a traditional review exercise.

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Renée Jackson

Although I am not a teacher, I am the mother of an autistic child. I believe gamification can benefit autistic children if designed carefully. Many autistic learners enjoy structure, visual feedback, and predictable routines, features that gamification offers. These would need to be tailored to their personal interests to make learning engaging and rewarding. Unlike leaderboards that create pressure, individualised systems can celebrate their achievements and encourage confidence. With thoughtful adaptation, gamification can support motivation and enjoyment, helping autistic children learn at their own pace while building on their unique strengths.

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1. Have you ever used gamification in online teaching? Talk about your experience. If not, would you like to try it?
I haven’t used structured gamification in online teaching yet, but I would like to experiment with it in my Indian high school English classes. My students respond well to interactive learning, so adding playful elements could increase motivation. For example, I’d like to try a “mystery quest” where students unlock clues after completing comprehension or writing tasks, turning a regular lesson into an adventure.

2. Would gamification be beneficial for your teaching context(s)? Why?
Yes, gamification could be very beneficial in my setting. Indian high school students often face exam pressure and can lose interest in English if lessons feel routine. Game elements like progress levels or team-based challenges can create excitement and reduce anxiety, helping them practice speaking and writing more confidently.

3. How would you implement gamification in your teaching context(s)?
I would introduce a “classroom challenge board” where groups earn stars for collaborative tasks such as debating a topic or composing a short play. I could also run a “grammar treasure hunt,” hiding digital clues in reading passages so students must identify language patterns to move forward. These approaches encourage teamwork, critical thinking, and consistent language use.

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I would implement gamification through digital tools such as Duolingo, which already uses elements like streaks, levels, and the “bird brain” AI system to adapt tasks. In my teaching context, I would assign Duolingo practice as a supplement, then connect it to collaborative class tasks. This way students can benefit from the motivation of progress tracking while also applying their learning in authentic classroom activities.

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I have found that gamification often is beneficial, as long as it isn't overdone. Having some active and competitive learning games can often liven up the classroom, and students generally tend to enjoy these and seem more engaged. However, not all students like these types of activities or feel motivated to compete with others, and it can be tiring if it is done too often. So, I think it's good to find a balance of different types of tasks, including both gamified and non-gamified, and find what works best for each group of students.

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I believe gamification would be highly beneficial in my Bangladeshi classroom. My rural students often struggle with motivation due to limited resources and traditional rote learning methods. Simple gamified elements like group competitions, progress charts, and peer recognition could make English learning more engaging and culturally relevant, helping overcome attendance issues and language barriers common in my context.

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I feel that it could be beneficial. I work in higher ed, and I've read studies on using gamification in discussion boards by using a point system which sound interesting,

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No, I am somewhat constricted in my context and I need to work within certain guidelines. However, we do discuss implementation. Where I have used it is in training with colleagues, and this is done to include an element of fun.

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Absolutely! I would use Duolingo as a form of homework for my EFL students because it’s practical, engaging, and easy to access. Instead of traditional worksheets, I might ask them to complete a certain number of lessons or earn a set amount of XP points during the week. This gives them flexibility to learn at their own pace while still staying accountable. It’s especially helpful for reinforcing vocabulary and grammar we’ve covered in class, and because it’s gamified, students are more likely to stay motivated and consistent. I also encourage them to reflect on what they’ve learned through short journal entries or class discussions, which helps connect their app practice to real language use.

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Yes, it would be beneficial for my EFL learners

I encourage my students to use Duolingo outside of class to help improve their English skills. It’s easy to access on their phones, uses minimal data, and makes learning fun with games, points, and badges. They can practice vocabulary, grammar, and pronunciation at their own pace, and it helps them stay motivated between lessons. It’s a great way to keep learning going beyond the classroom.

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Outside of class, I always encourage my students to use Duolingo to keep building their English skills. It’s a fun and flexible tool that they can access anytime, especially helpful for those with limited internet or who prefer learning on their phones. I’ve found that the game-like format really motivates them to stay consistent, and it reinforces what we cover in class without feeling like extra homework. Plus, they love tracking their progress and earning badges, which gives them a sense of achievement and keeps the momentum going.

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I agree with, Rida. Gamification can be beneficial in a classroom. It breaks ups the lesson, activates student engagement, and provides a different channel for all learners to engage with the content.

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I embed gamification at the start and end of my classes. A fun online activity/quiz, such as Kahoot!, helps me to understand where people are at before we begin the lesson. I then navigate the lesson towards what they need, rather than what I think they need. I end the lesson with another activity/quiz, to enable everyone to test themselves and help them feel confident that they have learnt something when leaving the lesson, or...what more they need to work on.

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I have used gamification in online teaching. I am a big fan of Kahoot! It is almost always a winner. :) People love participating. The music, images and competition element contribute to a fun and engaging component. It is quite straightforward to set up and navigate. I highly recommend you try it, if you haven't already.

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I would implement gamification by using point systems, badges, and leaderboards to reward progress and participation. Interactive quizzes, team challenges, and story-based learning modules would foster engagement. Incorporating levels or missions would give students clear goals, while instant feedback and rewards would keep them motivated and actively involved.

Rida

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Yes, gamification can be beneficial in my teaching context as it increases student engagement, motivation, and participation. By incorporating game elements like points, challenges, and rewards, learners become more active and invested. It also promotes healthy competition, collaboration, and a positive learning environment that supports better knowledge retention.

Rida

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Yes, I’ve incorporated gamification in online teaching by using quizzes, leaderboards, and interactive challenges to boost engagement and motivation. It made learning more enjoyable and improved participation. If I hadn’t used it, I’d definitely want to try—it's a powerful tool for enhancing student involvement and learning outcomes.

Rida

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I would implement gamification in my future teaching context, as a primary EAL/D teacher, by using digital quiz tools such as Kahoot and Blooket. In particular, I may use these sites at the end of a lesson to identify whether the class has generally understood the focus topic, or at the start of a lesson to introduce and build excitement for a new topic. To make the gamification effective, I would use it as formative assessment and ensure to focus on specific areas which students found particularly easy and/or challenging, later tailoring my next lessons according to these insights. I have noticed that primary students generally enjoy engaging with digital quiz games like those mentioned above, as they provide a sense of competition by requiring speed/accuracy and involving leader boards between students. They are also simple to play.

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I have used stickers and leaderboards built into the UoCs delivered through the LMS but find completion percentages and awards for UoC completion to be more stimulating. I try to avoid leaderboards that are cumulative over long periods as they can promote disengagement for those that are not competitive or are not at the top.

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Some aspects or elements of gamification are very useful in my context. I often have 'digital natives' in my audience, and engaging them in online learning can be more challenging, so using game elements can initiate that spark. Unfortunately, some game elements can also detract from effective online learning. So it is important to gauge which elements are suitable.

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Yes, I have used gamification elements in my teaching. They are very easy to integrate when delivering through an LMS. However, the competitive element of the leaderboards can be distracting and create disengagement for those learners who are not particularly competitive or academic.

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To implement gamification, I would use games as warm-ups to activate prior knowledge and as review activities to reinforce learning. For example, I could run quick vocabulary or grammar competitions in class, either with white boards and markers or using digital platforms. Embedding light competition motivates my students to stay engaged, but I would ensure the focus remains on learning rather than just winning. By balancing fun and educational value, gamification can make my lessons more dynamic and effective for my learners.

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Gamification would definitely benefit my teaching context because I teach ESL, and my students often find traditional paper-based tasks repetitive and boring. Using games like spelling challenges or grammar quizzes makes learning more interactive and enjoyable. In my experience, tools like Kahoot are excellent for creating excitement and encouraging participation, especially in competitive yet friendly settings. Gamification can also reduce anxiety and help my students practice language skills in a fun, low-pressure environment.