# data[].attributes.body
Gamification works to promote both interior and exterior motivation through the process of incorporating game like elements into the learning process. Whilst this is still a fairly new concept, from my own experience, it can be a very effective method when performed in the right manner. As a teacher, games like kahoot often encourage the students to participate and engage with content that can otherwise be a bit tedious. It also promote healthy competition between students which often requires them to strive for the top score. These sort of tools can also assist students with varying learning requirements and as such is a great means of differentiating content.

# data[].attributes.body
Gamification in education means that educators apply game design elements to an educational setting. The goal is usually to make learning more engaging. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning. In my high school setting, some of my teachers use gamification elements, especially English teachers. She uses gamification to learn English vocabulary. These gamification elements have been found to be extremely useful in improving students learning experiences. They allow teachers to create personalized content that is specific to their environment and learning objectives.

# data[].attributes.body
Gamification in education is about increasing student engagement and learning by including game- like elements in learning. it has many advantages over traditional learning approaches, including:
1. increasing learner motivation levels
2. improving knowledge retention
3. better learner engagement through social mechanisms like badges, points or leaderboards
Gamification also goes hand-in-hand with e-learning. online platforms are a great way to carry out gamified learning. if instructor struggling to engage students in an online setting, digital learning is a great to work. the gamification strategy is a great way to get learners to carry out desired actions.

# data[].attributes.body
IN my time within schools and in my previous work with children, gamification of online learning can be a double edged sword. Firstly, I also have grown up with games and know how enthralling//engaging they can be. So, for this reason the gamification of online learning can be a remarkably effective tool. Games often have 'tutorial' style introductions to new areas and levels which is a really powerful foundation from which all learning can build. There is a gradual release of responsibility/promotion of autonomy going forward based on the skills developed in the tutorial; something that works in all forms of education.
The issue I find with gamification is that the process is sometimes overlooked in the pursuit of product. Games like kahoot/prodigy(maths game) prioritise speed as equally important as being correct. Incentivising fast guesses and not fully understanding the question/challenge. I have seen students try and level up their character in a learning game in a way that is counterproductive to their development as a learner.
Gamification is the future of online learning, but it needs to be designed in a way that synergises process with product.

# data[].attributes.attachment_caption
My WhiteBoard teaching and posting the same on Google Classroom

# data[].attributes.body
My understanding of gamification is pretty limited because I mostly rely on blackboards and Google Classroom to teach my undergraduate students at a private college in India. I used to teach Grammar, literature, and writing in a traditional classroom setting. However, I used to write, draw, and sketch on the blackboard, take pictures of those writings and post them on Google classroom for my students.
Though I am unfamiliar with gamification, I could use google forms to design quizzes for my students to measure their understanding. But recently, I was introduced to a Kahoot game at Bangalay House. We celebrated International Students Day at the house, and the moderator used Kahoot to pose quiz questions to check our multicultural understanding. It was fun, though.

# data[].attributes.body
My understanding of gamification is learning through participation in games. My experience in gamification is limited, mainly because I work in higher education Grad Dip and Masters level programs. I do develop H5p quizzes in short courses, and these are very well received by learners (and are a great way to segment and consolidate on-line learning).

I did though observe the positive impact of gamification on my primary school aged son during lock-down. The weekly Kahoot was his favourite part of the week. The level of engagement from so many students was great to see, and the learning was also evident.

# data[].attributes.body
My pre-employment training school changed my diploma in game design to one focus on gamification. Situated in Singapore, the game industry is dynamic and did not prove to be a solid employer. However, we noted that our graduates successfully worked as creatives embedded in non-game companies. This trend indicated an industry need for gamification skills, as a wide range of — from hospitals to education providers and telecom— recognised that gamification strategies could enhance customer engagement. So we are uniquely positioned to focus on gamification to improve teaching and learning engagement and as a course focus. FYI here is the link!
https://www.rp.edu.sg/sta/full-time-diplomas/Details/diploma-in-design-for-games-and-gamification
I also enjoyed using gamification of tasks in class during the pandemic, like leaderboards, to incentivise task completion.

# data[].attributes.body
Hi everyone,
Well done team gamification because it's really a new thing for me. I was not used of gamification before so learned a lot from this activity. The quiz part is very interesting part because throughout my studies I feel enjoyable to do these type of question answer activities.

# data[].attributes.body
Hello week 7 team,
firstly, thank you very much for providing us information about gamification. Be honestly , I never used gamification in learning, even I never heard about it. This is because , gamification concept was new for me. I learned a lot of things from you guys, such as khoot, it was amazing activity.

# data[].attributes.headline
Never been a gamer - but may need to become one!      Louis Hildebrandt

# data[].attributes.subject
Never been a gamer - but may need to become one!      Louis Hildebrandt

# data[].attributes.body
Must confess that I've never really been a gamer - and would fluke out quickly when even trying to coordinate using those joystick controllers of those early Xboxes with my sons!

I had read a few articles about gaming and use in education, but until this module had not really experienced the potential or effect of learning this way!   Now you've got me thinking of the potential of this within learning design...

I'm looking forward to trialing more of the suggested tools!   I wonder if my not being a gamer, I'll initially miss designing into gamified instruction, what gamers would take for granted and expect in gamified activities?    Perhaps, choosing to find topics that I need to learn, that are taught using this mode of teaching delivery may help as I see it modelled.

Thanks for introducing me to this - and helping me on the road to becoming a gamer with purpose.

# data[].attributes.body
This lesson is really useful. The best thing about this activity is that I have learned to use kahoot which makes learning more fun because I have very limited experience in using gamification. I have used practical games in my teaching rather than online, but now as a teacher gamification tools like kahoot will help to make my lessons more creative and fun. Games can really encourage some unwilling learners to engage with the content.

# data[].attributes.body
I have limited understanding and have had limited experience with gamification - I have used Kahoot and Plickers as pre and post unit assessments and they have always been popular with students however I have not extended to use gamification for teaching. I think my own knowledge and skill is a barrier. This unit is certainly encouraging me to extend outside of my comfort zone.

# data[].attributes.body
I have used gamification at all, however I feel that it could work. I know it would definitely make learning more fun. I am not really sure how it could be incorporated.

# data[].attributes.body
My understanding of gamification in the learning context has almost always been positive. In the primary school setting, a lot of my teachers would use gamification elements on the smartboard in order to engage us in topics that were usually quite dry - such as mathematics. I recall in one game you needed to correctly solve maths problems in order to make your next move in the game, and if you got it wrong, you would miss a turn, which would risk you losing to the opposing team. I have only used gamification once in my teaching journey where I ran a kahoot quiz for some year 8 science students learning about the human body. The students get really invested in the competitive nature that some gaming tools present, which helps them keep focused and engaged with the learning on the one hand, but can sometimes lead to over-competitiveness and frustration when they don't end up doing as well as others. I always remember to remind them that these sorts of games aren't meant to show who's better, but to show you what you've learned and where you might need some extra help - it's all a fun learning experience.

# data[].attributes.body
I love the improvement in games for learning that just seem to keep getting better and better (for the most part!). The students enjoy the change from traditional learning methods that games can bring to a unit of work and the right game can really encourage some reluctant learners to engage with content. There are lots of great resources available that can be used on an IWB, or one to one, or in groups. Programs where students are able to also make their own games are another way to have them demonstrate their learning and creativity. Games have always been a great resource for learning, and online or digital games are another way to encourage engagement and motivation in the classroom.

# data[].attributes.body
I have not used gamification much at all in my career as an online learning developer in the university and VET sectors. However I am interested to learn how I could incorporate it more into what I do because I myself love games and really think that they are beneficial for learning. It is tricky using gameficiation in the adult learning sector because it is traditionally not been used. I think gameficiation can be useful for all learners no matter their age and no matter the content.

# data[].attributes.body
This is such an invaluable source of learning for some students. I find that for stage 4 and 5 in high school so far, students enjoy engaging in a gamification tool I sometimes use as a teacher i.e. Gimkit.com - live gameshow for students with various learning components e.g. team building, independent play with rewards/leaderboard/points and so on.

I find gimkit similar to Kahoots where students answer questions correctly to recieve points/reward (whoever gets the most points/rewards wins). Gimkit has instant feedback, and questions can be based on KLA. I use this rather than Kahoots sometimes to increase motivation for learning among Junior High School years.

However, with stage 6 students I find that learning becomes deeper and more focused on essay writing, study or practice exams when there are upcoming major assessments. This makes it a barrier for senior high students to engage in a game of Gimkit.

# data[].attributes.body
In my experience in teaching in HE, I have used minimal gamification. I do have experience developing quizzes and have used Kahoot, H5P and Google forms. These quizzes are usually developed for specific content that may be a little dull and requires students to apply their learning to answer questions. One example of this is a quiz about the Digital Technologies curriculum in Primary school. My undergraduate students complete a quiz (non-timed) that provides an opportunity for them to read and explore the curriculum document.

However, there are other aspects of my teaching, such as supporting learners to become critical thinkers and consumers of digital technologies in their T&L, that are not well suited to gamification.

# data[].attributes.body
Gamification intrinsically motivates learners to perform desired behaviours and complete required tasks. We have been using dojo points and students receive rewards by achieving the highest points at the end of the day.
Also used Kahoot as a learning tool to test students' knowledge of different subject contents.
For students with learning disabilities because of their short concentration span, we try to use learning programs like reading eggs, Mathletics, Soundwave and iMaths. This makes learning fun and entertaining.

# data[].attributes.body
I have not used gamification very often in my classes. I think that this is because I consider it more appropriate for learning content, and my subject (English) has a heavy focus on process - that is, there is little information that needs to be remembered, but instead a heavy focus on reading and writing skills. Sometimes I use a Kahoot as a reading quiz. Interestingly, I use Nearpod quite often, including the activity tools, but hadn't really considered it as gamification. This may mean that my understanding of what gamification means in online learning is too narrow.

# data[].attributes.body
My understanding of gamification is using aspects of games (e.g. role-play, tokens) in learning.

One really good tool I have used which increases students motivation includes dojo classroom, this is where tailored online tokens are provided to students or a class. I then use these tokens to be cashed out for prizes.
Another great one is bamboozle which offers quiz questions in trivia style, connect-4, memory and bingo style. Most my students really enjoy bamboozle because it is interactive, done together, is competitive and to quote one child "ahahah we just played bingo and didn't work on speech sounds".

# data[].attributes.body
Gamification in education incorporates “game elements” such as points, badges, virtual currencies and leader boards etc. in non-gaming contexts.

In my experience, the implementation of friendly competitive gamification platforms such as Kahoot, Quizziz and NearPod challenges have usually resulted in increase student engagement and motivation as students enjoy challenging their peers. Furthermore, during placement I witnessed a colleague implement gamification in agriculture science using the ‘mine craft’ game in which students were required to build a farm, calculate the cost of the materials, along with the area of the land required.

Thea Carroll