Gamification of Learning discusses using game elements in education to improve engagement and motivation. Traditional learning takes skills out of context, focuses on information distribution over learning, and lacks engagement and feedback. Gamification provides constant feedback, allows failure without severe consequences, and makes student status and collaboration transparent. It can improve learning by engaging students in new information and allowing them to apply skills in a less threatening setting with feedback. Examples of gamification elements include collecting points, reaching levels, setting one's own pace, storytelling, and obtaining goals and feedback. Studies show gamified learning leads to better test scores and satisfaction than traditional methods alone.

1. Gamification of Learning
Presented by Ashley Anderson

2. The Problem with Traditional
Learning
• Skills and concepts are abstracted from their
context
• Education is more of an information distribution
channel rather than a learning experience
• not enough engagement and motivation
• not enough feedback

3. Game Traditional Learning
Tasks repetitive, but fun repetitive and dull
Feedback constantly
after each activity/test
has been graded
Failure expected, not too scary forbidden
Status of Users transparent hidden
Collaboration yes yes

4. What is Gamification?
• use of game design elements in non-game
contexts
!
• improves user experience, engagement, and
motivation in non-game settings
!
• learning culture that aligns more closely to
student’s habits and interests

6. How Gamification Can
Improve Learning
• Concepts are better retained and behaviors changed
when the learner is engaged in the new information
• allows learners to understand the context in which to
apply skills
• allows learners to take chances in a less threatening
setting
• learners can change their behavior based on
feedback

7. Gamification Elements

8. Gamification Elements
• collecting points
• reaching levels
• own pace
(Saunderson, 2011)
• storytelling (Kiili, 2005)
• freedom to fail (Kapp,
2012)
• goal focused
(Saunderson, 2011)
• obtaining feedback
(Saunderson, 2011)

9. Quest to Learn (Q2L)

10. Is gamified learning more
effective than traditional learning?
Participants: 40 people interested in learning Japanese
btw. ages 20-25
IV: learning tool (Rosetta Stone vs. Rosetta Stone Gamified)
DV: test scores
satisfaction level with the learning the tool
Statistical Test: independent variables t-test

12. Kapp, K. M. (2012). Games, Gamification, and the Quest for Learner Engagement. T
+D, 66(6), 64–68. Retrieved fromhttp://libaccess.sjlibrary.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=bah&AN=76133904&site=ehost-
live
!
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model.
The Internet and Higher Education, 8(1), 13–24. doi:10.1016/j.iheduc.2004.12.001
Saunderson, R. (2011). Making Learning Fun. Training, 48(6), 70–71. Retrieved
fromhttp://search.proquest.com.libaccess.sjlibrary.org/docview/916626454/
abstract?accountid=10361
Cohen, A. M. (2011). The Gamification of Education. Futurist, 45(5), 16–17.
Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=mth&AN=64928995&site=ehost-live
!
Deterding, S. (2012). Gamification: designing for motivation. interactions,19(4), 14.
doi:10.1145/2212877.2212883
References