Inquiry Resources

The Gamification of Education

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The Gamification of Education. (2011). Futurist, 45(1), 16-17.
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=739f7619-4924-4509-b26f-286b75ef986b%40sessionmgr111&vid=15&hid=102

When we look at the future of education, we find ourselves constantly drawn back to the idea of integrating technology into the way our students engage with the material. Now this can involve many different types of technology, but in terms of engagement and motivation, game based programs are very significant. Now this isn’t new. Educational game based technology have been around since the dawn of personal computers and when I reflect of my education, I used programs such as Math Blasters or The Oregon Trail from as early as grade 2~3. Something this articles points out is that there are three integral components of using technology to engage our students; curiosity, imagination, and a sense of play. When we look at examples of technology that is used to motivate our students, we can see these three qualities in educational gamification. In my personal experience, eVan in these “ancient” educational games like The Oregon Trail (even though personally I wasn’t studying US History), I was curious. Students wonder what would happen next…well you’re going to learn about United States western homesteading. This is true in modern educational teacher-directed technological resources like KaHoot or Plickers, whigh both foster this curiosity. Additionally, these resources allow for expansion of imagination and encourage critical thinking. Connected to this is the sense of play gamification exhibits and through this, it makes the trial and error system that is associated with these games actually fun. When the students fail in the games, they’re more likely to try again because it is fun, something that may not exist in other aspects of their classrooms. Through this, it also removes the social pressures of collaboration because the students are exploring, collaborating, and exchanging ideas together.

Now how does this relate to competition in the classroom. Well if gamification and these resources encourage teamwork, and teamwork is directly associated with positive competitive spirit, then the gamification of education is linked, intrinsically, to the idea of competition.

Competition In Human Groups—Impact On Group Cohesion, Perceived Stress and Outcome Satisfaction

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Boos, M., Franiel, X., & Belz, M. (2015). Competition in human groups—Impact on group cohesion, perceived stress and outcome satisfaction. Behavioural Processes, 120, 64-68. http://dx.doi.org/10.1016/j.beproc.2015.07.011

 

When investigating my topic of competition, it is vital to take a look at the counter arguments to my position. Competition is, and rightfully so, am extremely controversial concept. This article discusses how competition influences groups of humans, both in their cohesion and individual mindsets. In research of a group’s personal outcome satisfaction, stress, calmness, and interdependence, and their ability to “flock together”, the study concluded that while competition provides some short terms gains in areas like time necessary to complete a task or motivation, it can have severe long term effects on a broad range of issues. First, in competitive environments, group cohesion decreases as people work more towards self benefit or individual reward situations. Additionally, and probably most striking, is the role competition plays in increased stress in the short terms and even the development of depression in the long term. The very thing that competition strives to do, increase motivation, in fact reduces the participants willingness to participate.

 

This is often referred to when discussing the downsides of competitiveness and they are not wrong. Competition can, and I will repeat that, can have negative effects on those involved. However, are these possible negative emotions a certainty? No. It is all about how, when, and with whom competition is implemented. So with this in mind, I will return to my original inquiry question: How can implement POSITIVE competition in our classrooms?

How Competition and Heterogeneous Collaboration Interact in Prevocational game-based mathematics education

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ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & Education, 89, 42-52. http://dx.doi.org/10.1016/j.compedu.2015.08.010

 

One of the most striking examples of competition in the classroom is when gameification is introduced into lessons. Gameification is prevalent throughout education as it is a powerful motivator, however, how it is integrated is dependent on whether the teacher favours collaboration or competition, but the two are not mutually exclusive. When we visualize or conceptualize the subject matter (in the context of this article; mathematics) through gameification, we see an increase in performance. However, the competition vs. collaboration debate remains. The balance between the excitement, engagement, and challenge that we achieve through competition (either against a system, oneself, or others) and the elongation of frustration through a support network and teamwork that we get with collaboration, can be achieved through a few systems.

 

Student-Team-Acheivemnt-Division or STAD design is as follows: “Students complete an individual assessment, students receive instructional content, teams work together on a collaborative task and try to maximize each individuals knowledge during this task, students complete an individual assessment. Individual scores (progress in performance on individual assessment) and team score (performance on collaborative task) will be summed up to a total team score. Team scores are compared.”

 

The Teams-Games-Tournament model or TGT design is comprised of “Teams receive instructional content, work together to maximize each individuals knowledge, and play individually during an instructional tournament. Individual scores will be summed up to a total team score. Team scores are compared.”

 

Both models have shown the through group competition, there exists an interaction between the high achieving and lower achieving students in the groups. However, it is possible and has been recorded that the above average students can dominate the discourse within groups. Therefore, with both models, it is vital to keep this in mind when introducing competition in the classroom.

Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation

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Baena-Extremera, A., Gómez-López, M., Granero-Gallegos, A., & Ortiz-Camacho, M. (2015). Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation. JTPE, 34(2), 210-224.http://dx.doi.org/10.1123/jtpe.2013-0165

 

When discussing student motivation, in connection to competition, something that I find interesting is how students, or everyone for that matter, has a subjective perspective on their own success. Many factors are in play: personal ones, and social or contextual factors, which play a role in comparing ourselves to others. When attempting to foster a sense of teamwork in a class or any group, one must remember that self-determination is a spectrum and a shifting one at that. Where we place ourselves on the spectrum of self determination is reliant on how each new task is presented to us. If we approach it from a task oriented position of trying to solve a problem or complete a task, the self determination is quite high. However, if the task is reliant on ego and through the task, we are trying to better ourselves at the expense of others, the we see a dramatic decrease in self determination and motivation. As educators, we are charged with creating an motivational climate that promotes the positive and promotes a task oriented approach. Now what is curious here is how competition is related to this intrinsic motivational climate. I do think it still can be present inside a positive task oriented  atmosphere but still give student that push to complete the task bets or first. This can be intrinsic and inherently positive while still maintaining that competitive drive. However, when ego is involved that is when competition fails and something we as educators need to keep in mind.

How to Achieve Team Cohesion through Competition in Sport: An Organizational Model

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Smith, J. (2015). How to Achieve Team Cohesion through Competition in Sport: An Organizational Model. The Sport Journal. http://dx.doi.org/10.17682/sportjournal/2015.023

 

A point that stands out when looking into the concept of team sports and how a group of athletes bond together as a team, is the role that instruction plays. When the students, or in this case athletes, are provided with specialized instruction for their particular position it improves tea, performance and overall group cohesion. The article discusses this in a football context with task originated positions and competitive scrimmages, however I think that the overall framework can be taken and applied outside of sports. When we are coordinated as a group it spurs on the competitive spirit and works to discourage “social loafing”. This is evident in our classroom and when students don’t feel cohesive as a group, they’re more likely to “piggyback” off their peers. However with a one-tier-down coaching of educational approach, the students are given specialized instruction, personalized positive interactions, and guidance towards coordination as a group. While one-on-one education isn’t quite what we are discussing here, but what is shown is the role that personalized learning plays in relation to teamwork and building a positive competitive spirit.