Some of the arguments surrounding
gamification in education involve semantics. While we should not
limit our praxis with labels, defining our terms is essential to
developing new pedagogical theories and advancing discourse. Many of
the terms I will describe are currently being used by educators;
however, I will offer my own nuanced understanding of this
vocabulary and occasionally interject my own terms into the
discussion. While these terms are used interchangeably by some, a
more nuanced definition of these terms will facilitate deeper
discussion.
I use the umbrella term gameful
learning to describe any
pedagogy that incorporates game elements or theory in education.
Under the umbrella of gameful learning are
two branches: game based learning and gamification.
Game
based learning involves
the utilization of an existing game to teach a learning objective.
For example, students may play the game Pyramid
Builder or Oregon Trail to learn about ancient Egypt or
pioneer life in a social studies class.
The next branch, gamification,
includes the subtypes game inspired learning and game
framed learning. Gamification incorporating game elements into
the curriculum without using preexisting games as a teaching tool.
In game framed learning, teachers
structure learning traditional learning activities like a role
playing game, or RPG.
Learning activities are framed as tasks that students must complete
to further the overarching narrative. This is often done by
utilizing levels and experience points (XP).
In game
inspired learning, teachers design learning activities inspired by
game mechanics. For
example, an argumentative writing becomes a friendly battle between
students and research assignment becomes an investigation or a hunt
for key information.
In
conclusion, by utilizing this vocabulary teachers can gain greater
precision in discussing educational theory and practice; however, it
is important to note that there is overlap between these terms and
teachers may employ multiple concepts in their gameful classroom.
