Educational Gamification

Educational Gamification for the EdTech Startup Field

by Jeremy Deering

Note: This may not be reprinted without my permission. I am including this paper to demonstrate my theoretical knowledge and research within the educational gamification field.

Educational gamification is a new emerging technology field within the study of educational technology. At this time of global competitiveness, the United States needs fresh new ideas to maintain our technological leadership. For those reasons, a knowledge of educational gamification is needed by technology coordinators in the K-12, collegiate, and professional development environments. This research project will examine the issue of educational gamification's scholastic applications, the history of the educational gamification field, the contributions of key persons to this field's theoretical foundation, the implications of this emerging technology, and my opinion on the issue.?

I. The Issues

The primary issue is that Educational Gamification represents a way to create game-like learning applications. Wikipedia defines gamification as "the introduction of game elements into a traditionally non-game situation." (Gamification of learning, 2021, p. 1). Essentially these educational programs have components of video games such as keeping game statistics, growing experience levels, and engaging in competition.?As Wikipedia says, there is "the use of game elements such as points, badges and leaderboards to motivate behavioural changes and track those changes in online platforms." (Gamification of learning, 2021, p. 1). Another definition is that "gamification is a strategy that integrates game-elements, including points and leaderboards, into the lesson. On the flipside, game-based learning is learning through a game." (Cole & Inman, 2021, p. 1). In summary educational gamification motivates learning because it makes attaining knowledge competitive.?

A second issue is that data allows feedback for the game creators. For example, it is written that, "Data generated from games can also be used to uncover patterns and rules to improve the gamified e-learning experience." (Gamification of learning, 2021, p. 1). Without this data, there would be less of a quantifiable way of determining the game's success. Remember there is "the use of game elements to facilitate student engagement and motivation to learn." (Gamification of learning, 2021, p. 1). So, there could be survey questionnaires, which study how gamification affects the students' learning motivations.

Likewise there is feedback for the student game players. For instance, "students can get a first-hand look at how their choices within the game result in consequences or rewards." (Cole & Inman, 2021, p. 1). This is interesting because it leads to learning like a decision tree. In other words the student sees a choice, and then makes another choice. From those consequences, the game flows like a story. Basically this represents higher level cognitive awareness than simply taking part in rote learning memorization.

A subtle issue is the idea of self-assessment. "Students can go back and learn about things at their own pace, review lessons you covered, and get an assessment of how well they understood the lessons." (Lynch, 2017, p. 1). What this means is there will be less student embarrassment of poor performance on homework or class participation. Via educational gamification, the students will be able to monitor their learning performance. Ideally this will reduce their performance anxiety. In reality student mental health can be an issue, and the reduction of student anxiety matters because it affects their performance.

Another issue is the effectiveness of flashcards. For example, "Whether your students need a better set of flashcards... gamification gives you the tools to create something that will engage your students." (Lynch, 2017, p. 1). So this emerging technology forms a substitute for tedious memorization exercises. Overall educational gamification is more than simply computerized drill and practice: It can have higher Bloom's Taxonomy levels such as synthesis when it involves storytelling with the gamification.

Gamification helps with motivation. For instance, "a key concept of game play is motivation." (Kapp, 2012, p. 52). Basically there is the issue of intrinsic versus extrinsic motivation. On the one hand, intrinsic motivation is "when the rewards come from carrying out an activity rather than from the result of the activity." (Kapp, 2012, p. 52). On the other hand, extrinsic motivation involves an external reward such as being paid money or achieving higher societal status. In other words the extrinsic motivation comes from external factors, outside the person. In summary I understand Kapp's gamification motivation theory to mean that gamification helps with making learning fun (intrinsic motivation) and rewarding strong learning performance (extrinsic motivation).

Motivating goal-oriented behavior is another positive outcome of educational gamification. For instance, Kapp explains how graphics will help: "Visually understanding how far you are from a goal provides incentive, feedback, and an indication of progress as well as a measurement against others." (Kapp, 2012, p. 28). What is interesting is that rote learning via memorization can be boring; therefore, keeping score with educational gamification can help with this form of education.

Of course there can be higher level learning goals. For example, in the Bloom's Taxonomy there are higher learning levels such as analysis, synthesis, and evaluation. Perhaps these learning levels can be approached with more story-based gamification strategies.

Essentially the various positions involve the themes, mentioned above. For example, the main debate is over several issues: Is educational gamification more than fun and games? Can it motivate students? Can it inspire students to higher levels of learning?

II. History

Recent history demonstrates the advantages of educational gamification. "While the majority of teachers and students have returned to class for the 2021-2022 school year, remote and hybrid-learning models have had a lasting impact due to the reliance on technology tools." (Cole & Inman, 2021, p. 1). This means that both students and teachers will be even more aware of educational technology, due to the necessity of using EdTech tools during the pandemic.

Plus history shows the popularity of gamified educational video games. Currently is is true that, "'Almost 80 per cent of learners are more effective with gamified practices.'... said Amit Agarwal, director and CEO, OckyPocky." (Cole & Inman, 2021, p. 1). That is the contemporary educational video game environment. Yet it is the rising popularity of video games of all categories, which makes this a market with future potential. "'Moreover, with a whopping 97 per cent of kids playing computer games, teachers will continue to gamify their classroom practices,' said Amit Agarwal." (Cole & Inman, 2021, p. 1). In summary the history of video game popularity means that educational video games, including ones with educational gamification, may also be popular in the future.

Additionally there is a history of key research about the topic of educational gamification. For instance, Toda et al. (2020) discusses how there needs to be a taxonomy, which explains how to create gamification in education. In a way this is similar to how Bloom created a taxonomy for classifying educational learning objectives. Yet this Toda et al. (2020) is ground-breaking for the educational gamification field because it is the most comprehensive one. Previously the problem is that the designs of gamified educational systems "are theoretical, and do not provide a proof-of-concept." (Toda et al, 2020, p. 47). Look at Appendix Image #1 for a visual representation of their taxonomy.

Looking at the history of educational gamification, I see the challenge of being without a set paradigm. In some respects there are already too many models: "There are many gamification frameworks (more than 40, up to date) and all of them use different types of game elements that may not encompass all elements within a game." (Toda et al, 2020, p. 47). Of course this leads to confusion within the field.

Basically the Toda et al. (2020) group has created a new taxonomy, designed for the evaluation of gamified educational systems. Contrasting their system with the work of several other researchers, the Toda et al. (2020) group explains how they want to go beyond a system of points, levels, and badges to one that analyzes the elements of narrative and storytelling in gamification.

The Toda et al. (2020) educational gamification system bases its taxonomy on five categories with 21 total elements. First, the Performance category includes the elements of progression, level, points, stats, and acknowledgment. Second, the Ecological category includes the elements of rarity, economy, imposed choice, chance, and time pressure. Third, the Fictional category includes the elements of narrative and storytelling. Fourth, the Personal category includes the elements of sensation, objective, puzzle, renovation, and novelty. Fifth, the Social category includes the elements of reputation, cooperation, competition, and social pressure. This is the most comprehensive taxonomy of educational gamification that I have studied. And it is listed on page 51 to 52 of Toda et al. (2020).

Also the Toda et al. (2020) educational gamification taxonomy has a flow chart. It is on page 53 of the Toda et al. (2020). Combining the 21 previously explained elements, this flow chart shows the students areas for Login, Home, Learn, Profile, etc. For example, the Learn function has chance, imposed choice, narrative, novelty, progression, puzzles, etc. Clearly these are the elements which are related to the game play itself. Then the Profile function has economy, imposed choice, points, social pressure, and stats. In summary, learning from the history of the previous educational gamification taxonomy, the Toda et al. (2020) has created a new taxonomy. Overall their taxonomy will be one that may influence me in the future.?

III. Contributions of Key Persons

Teachers are key persons that can contribute. For example, the Wikipedia article mentions how, "Game elements are a familiar language that children speak, and an additional channel through which teachers can communicate with their students." (Gamification of learning, 2021, p. 1). Another way that teachers can become contributors is by easing the anxiety of their students. For instance, "in the formative years of a child, a lack of understanding of maths often leads to 'math anxiety' for a lifetime." (Cole & Inman, 2021, p. 1). As an alternative to this anxiety, there may be "innovative educational games such as puzzle cards, workbooks, tabs and math boxes." (Cole & Inman, 2021, p. 1). What is interesting is that educational gamification can both improve the behavioral motivation of the students and also enhance their emotional attachment to learning.

Contributors must also understand educational psychology. As an illustration of this, educational gamification works when "the child keeps wanting to level up and returning to do more in the hopes of some sort of reward or positive reinforcement for their effort." (Cole & Inman, 2021, p. 1). That means the levels function like points on a regular assignment. However the student may feel more responsible for positive results because a fun game keeps score. And that functions like positive reinforcement.

Contributor Karl Kapp, with his educational gamification theories, explains Structural Gamification and Content Gamification. First, the Structural Gamification does not change the content. For instance, points, badges, and rewards are given via gamification. Combining Kapp's theory with Bloom's Taxonomy, I think this Structural Gamification is better for the lower level rote learning. Second, the Content Gamification changes the content. For example, adding stories to a training app makes the course interesting by adding an element of challenge, adventure, and creativity to education. I think this Content Gamification relates more to the higher learning levels of Bloom's Taxonomy.

Technology coordinators can use educational gamification as an emerging technology. On page 104 of the Frazier textbook, there is the discussion of the Learning Management System (LMS). A savvy technology coordinator could incorporate educational gamification within an LMS class. In fact "LMSs allow students to interact with each other, with the material, and with the teacher through assignments, discussions, text or even video chat, and email." (Frazier & Hearrington, 2017, p. 104). So there will be an incentive to use gamification within LMS programs. This helps education with "online learning, flipped learning, and hybrid courses." (Frazier & Hearrington, 2017, p. 104). As technology coordinators we should strive to use emerging technology effectively.

Furthermore Kapp explains how there are Abstractions of Concepts and Reality. Briefly his theory is that there is much complexity in education due to the vast amount of information which must be taught. He cites examples such as the economy of a major city, the leisure pursuits of an amusement park, and the national defense of a military campaign. Kapp writes how, "These are involved and complicated processes." (Kapp, 2012, p. 26). This is true because national defense is often planned via war game simulations. In fact, "games are based on models of the real world." (Kapp, 2012, p. 26).

Ideally, as a representation of reality, the gamification of education will help with training for real world situation. Think about how gamification allows the taking of risks, without the real world costs of failure. Students will be less afraid to take risks; students will be more confident. In the best case scenario, the students will be trained to do their best via this gamification of education. Ultimately their best efforts will become more common, so their overall performances will improve.

Toda and similar researchers are important key people within the educational gamification research community. The Toda & Oliveira & et al. (2019) is a prequel to Toda et al. (2020). For example it is written that, "The literature states that gamification still lacks formal definitions to support the design of gamified strategies." (Toda & Oliveira & et al, 2019, p. 84). So their work in 2019 was meant as an analysis of the issue of educational gamification strategies and their work in 2020 was actually their set of conclusions. What is interesting is that the 2019 work represented citations of previous researchers' educational gamification frameworks. And this 2019 work also commented on various experts, who were surveyed. However their 2020 work spoke more confidently of the Toda et al (2020) taxonomy, so that is really the summation of their work.

Lastly there is more research by Toda and others. For example, they synthesize "a previously proposed and evaluated taxonomy while detailing and expanding this taxonomy." (Toda & Klock & et al, 2019, p. 1). Essentially their paper is like a bridge from their earlier work in 2019 to their comprehensive educational gamification taxonomy in 2020.

IV. Implications

To start with, there are implications, due to proficiency testing. For example, the Wikipedia article says, "Incorporating elements from games into classroom scenarios is a way to provide students with opportunities to act autonomously, to display competence, and to learn in relationship to others." (Gamification of learning, 2021, p. 1). This matters because of the issue of testing. Perhaps, instead of concentrating too much on standardized testing, this educational gamification will teach skills and examine their competency. According to Wikipedia, gamification has "pacing [that] fosters continued engagement and interest which can mean that learners are focused on educational tasks, and may get into a state of flow, or deeply absorbed in learning." (Gamification of learning, 2021, p. 1). My point is that teaching for the test can lead to boring classroom sessions. Instead of creating too much pressure towards testing, the educational gamification will teach the skills yet make the learning fun.

Increased student participation is another implication. "This also includes the integration of games into lessons, which has become an effective method to encourage participation among students." (Cole & Inman, 2021, p. 1). Wisely the technology coordinator will recognize the emerging technology of educational gamification since it can bring students together. This "flexible pacing... allows students to move through the course with no time constraints and deadlines." (Cole & Inman, 2021, p. 1). In other words the students participate because they want to, not because they are obligated, strictly because of grades. Overall I think that is the best solution to the motivation challenge. Here the implication is that educational gamification will motivate more student participation.

In general with gaming there are hardware implications. For example, new hardware devices are needed for certain software applications. This happened in the 2010's "with the arrival of mobile augmented reality applications (e.g.,Google’s glasses project) and digital games using augmented reality, such as the Nintendo 3DS." (Engl & Nacke, 2013, p. #84). Here there are issues with equity because less affluent school districts will not be able to afford the more expensive technology equipment. Yet, the augmented reality hardware does allow for "geographic location data, or social networks as gameplay elements (e.g., Foursquare, Farmville)." (Engl & Nacke, 2013, p. #84).?

Encouraging risk taking is an implication of educational gamification. In truth there is "the potential use of both gamification and gaming as tools which can facilitate risk taking in the learning process." (Shatz, 2015, p. 227). Besides the theory of risk taking, there are real world implications. For examples, studies have shown that "High levels of language risk taking were associated with improved performance in the task, increased self-confidence, and reduced anxiety." (Shatz, 2015, p. 227). Those are some of the main benefits of educational gamification. Shatz concludes that, "the willingness to take risks is positively associated with learners' ability to successfully acquire a foreign language." (Shatz, 2015, p. 227).

Another implication is that Toda et al. (2020) and similar researchers have set the foundation for educational gamification taxonomy. In their study of gamification frameworks, Oliveira et al. 2020 mentioned "Analysis of content," "Mapping of activities," "Mapping of social network features," and "Representation." (Oliveira et al, 2020, p. 6). This was their framework for gamification designs. Oliveira has worked with Toda and others, so these frameworks are part of their overall educational gamification taxonomy.

V. Opinion on the Issue

My opinion is there is great startup business potential to be made with data. For instance, the Wikipedia article reports that, "In gamified e-learning platforms, massive amount of data are generated as a result of user interaction and action within the system." (Gamification of learning, 2021, p. 1). This means that educational gamification can be profitable.

Additionally my opinion is that educational gamification is quality teaching time. So it is more than only fun and games. In fact, "Fast fading is the idea that video games are a waste of time. Children these days are among the most tech-savvy people precisely because they have been playing games on a range of devices for nearly their entire lives." (Lynch, 2017, p. 1). So, by enabling teaching via a means of gamification, the technology coordinator is actually saving class time. In summary this emerging technology of educational gamification will help EdTech students in the future.

Because games are viewed as "fun," some may see the gamification of education as the "trivialization of learning." (Kapp, 2012, p. 13). However Karl Kapp responds to the issue by explaining how "Gamified learning can, and is, difficult, challenging, and stressful." (Kapp, 2012, p. 13). For example, there are educational gamification tasks within military games, sales training apps, and standardized testing simulations. In conclusion these are meant to train for high pressure activities; consequently those examples of educational gamification are not a joke. With those high stakes, this is clearly not a trivialization of learning! Plus, with engaged students, the motivation level is higher.

The technology coordinator must ask: Why is emerging technology needed in the classroom? Is the goal a creation of a flipped classroom, where the students view, study, and become familiar with online lectures, videos, and educational material? In that case educational gamification is great because the theory, behind the flipped classroom, is that having the students read, study, and learn the content before the class time helps with future class discussion, student projects, and team collaboration. Essentially educational gamification helps because it creates new possibilities. Then the classroom is enhanced because the class is not about the lecture; it is about using a fun game for learning, so that new knowledge is analyzed and evaluated. Ideally this will lead to higher levels of learning.

Overall my opinion is that we need more creativity in schools. "Taking risks is an important part of learning." (Shatz, 2015, p. 227). This will help with innovation because risk taking and creativity play key roles in the entrepreneurship field. Also mistakes are a part of learning. "One of the primary advantages of using gamification in an educational setting is that it lessens the cost of making an error in the eyes of the learners, thus promoting them to be more risk taking" (Shatz, 2015, p. 229).

Finally there is the issue of America's strategic competitiveness within the technology fields. Since we are educating our students to do well with future technology, we need to encourage them to take risks. As I have shown via this research paper, there is empirical evidence that educational gamification does encourage this risk taking. Ideally we want to encourage innovation; therefore, risk taking and creativity are positive traits for the entrepreneurship startup field.

It is vital we act now. For entrepreneurship, "U.S. business formation has been declining since the 1970s." (Thompson, 2021, p. 1). Basically once a PC or iPhone innovative technology is invented, most business activity is based on more incremental changes. "Driven by popularity metrics, scientists, like movie studios, are becoming more likely to tinker in proven domains than to pursue risky original projects that might bloom into new franchises. In science, as in cinema, incrementalism is edging out exploration." (Thompson, 2021, p. 1). I see this challenge, and I propose to lead us towards innovation.

Motivated to create a team to help inspire our country towards positive change, I have studied educational gamification. In conclusion I believe this is a realistically profitable business field, which will help to create jobs in the EdTech industry. And it will also help to inspire greater democracy through the spirit of innovation.

Appendix Visual Image

Summary of Key Points

I want to repeat two key points from my paper for emphasis.

#1 referring to the above visual image, with analysis I wrote:

The Toda et al. (2020) educational gamification system bases its taxonomy on five categories with 21 total elements. First, the Performance category includes the elements of progression, level, points, stats, and acknowledgment. Second, the Ecological category includes the elements of rarity, economy, imposed choice, chance, and time pressure. Third, the Fictional category includes the elements of narrative and storytelling. Fourth, the Personal category includes the elements of sensation, objective, puzzle, renovation, and novelty. Fifth, the Social category includes the elements of reputation, cooperation, competition, and social pressure. This is the most comprehensive taxonomy of educational gamification that I have studied. And it is listed on page 51 to 52 of Toda et al. (2020).

Also the Toda et al. (2020) educational gamification taxonomy has a flow chart. It is on page 53 of the Toda et al. (2020). Combining the 21 previously explained elements, this flow chart shows the students areas for Login, Home, Learn, Profile, etc. For example, the Learn function has chance, imposed choice, narrative, novelty, progression, puzzles, etc. Clearly these are the elements which are related to the game play itself. Then the Profile function has economy, imposed choice, points, social pressure, and stats. In summary, learning from the history of the previous educational gamification taxonomy, the Toda et al. (2020) has created a new taxonomy. Overall their taxonomy will be one that may influence me in the future.?

#2 studying the educational theories, with evaluation I wrote:

Contributor Karl Kapp, with his educational gamification theories, explains Structural Gamification and Content Gamification. First, the Structural Gamification does not change the content. For instance, points, badges, and rewards are given via gamification. Combining Kapp's theory with Bloom's Taxonomy, I think this Structural Gamification is better for the lower level rote learning. Second, the Content Gamification changes the content. For example, adding stories to a training app makes the course interesting by adding an element of challenge, adventure, and creativity to education. I think this Content Gamification relates more to the higher learning levels of Bloom's Taxonomy.

Reference List

Cole, Matt. & Inman, Alex. (2021, November 9). Remote, Hybrid, and Gamified Learning. Ed Tech

Digest. https://www.edtechdigest.com/2021/11/09/remote-hybrid-and-gamified-learning/

Engl, S. & Nacke, L. (2013). Contextual influences on mobile player experience – A game user

experience model. February 2013. Entertainment Computing 4(1):83–91

https://www.researchgate.net/publication/257708511_Contextual_influences_on_mobile_player_experience_-_A_game_user_experience_model

Frazier, Max and Hearrington, Doug. (2017). Technology Coordinator's Handbook, 3rd Edition.

International Society for Technology in Education.

Gamification of learning. (2021, November 30). In Wikipedia. https://en.wikipedia.org/wiki/Gamification_of_learning

Kapp, Karl. (2012). The Gamification of Learning and Instruction: Game-based Methods and

Strategies for Training and Education. John Wiley & Sons.

Lynch, Matthew. (2017, March 7). Five Edtech Companies That Are Taking Gamification to the Next

Level. The Edvocate.

https://www.theedadvocate.org/five-edtech-companies-that-are-taking-gamification-to-the-next-level/

Oliveira, W., Toda, A., Palomino, P. T., & Rodrigues, L. (2020). Which one is the best? A quasi

experimental study comparing frameworks for unplugged gamification. August 2020. RENOTE

18(1):1-10.

https://www.researchgate.net/publication/343431439_Which_one_is_the_best_A_quasi-experimental_study_comparing_frameworks_for_unplugged_gamification

Shatz, I. (2015). Using Gamification and Gaming in Order to Promote Risk Taking in the Language

Learning Process. January 2015. Conference: Proceedings of the 13th Annual MEITAL

National ConferenceAt: Haifa, Israel: Technion.

https://www.researchgate.net/publication/281969734_Using_Gamification_and_Gaming_in_Order_to_Promote_Risk_Taking_in_the_Language_Learning_Process

Thompson, Derek. (2021, December 1). America Is Running Out of New Ideas. The Atlantic.?

https://www.theatlantic.com/ideas/archive/2021/12/america-innovation-film-science-business/620858/

Toda, A., Klock, A. C. T., Oliveira, W., & Palomino, P. T. (2019). Analysing gamification elements in

educational environments using an existing Gamification taxonomy. December 2019Smart

Learning Environments 6(1).

https://www.researchgate.net/publication/337754119_Analysing_gamification_elements_in_educational_environments_using_an_existing_Gamification_taxonomy

Toda, A., Oliveira, W., Klock, A. C. T., & Palomino, P. T. (2019). A Taxonomy of Game Elements for

Gamification in Educational Contexts: Proposal and Evaluation.

July 2019. Conference: 2019 IEEE 19th International Conference on Advanced Learning

Technologies (ICALT) At: Maceió Project: A Framework for Developing Gamified Strategies.

https://www.researchgate.net/publication/334480768_A_Taxonomy_of_Game_Elements_for_Gamification_in_Educational_Contexts_Proposal_and_Evaluation

Toda, A., Palomino, P. T., Oliveira, W., & Rodrigues, L. (2020). How to Gamify Learning Systems? An

Experience Report using the Design Sprint Method and a Taxonomy for Gamification Elements

in Education. March 2020. Educational Technology & Society 22(3):47-60.

https://www.researchgate.net/publication/339875474_How_to_Gamify_Learning_Systems_An_Experience_Report_using_the_Design_Sprint_Method_and_a_Taxonomy_for_Gamification_Elements_in_Education