Gamification in Adult Education

For UARD and Summit Institute, we're very focused on connecting learning with real-work experiences and increasing engagement. Gamification is a great strategy to employ.

When adding gamification to adult education, teachers could begin with the following three types of activities in their lesson plans:

1. Badge Earning Activities: Teachers can design activities where adult learners can earn badges for completing certain tasks or achieving specific milestones. This could be tied to the mastery of particular skills or the completion of a challenging project. Badges serve as a visual representation of achievement and can motivate learners to continue progressing.
2. Leaderboard Challenges: Incorporating leaderboards in activities that require interaction and competition among learners can be highly engaging. For example, teachers could set up a leaderboard for a series of quizzes or practical tasks where learners can see their rankings based on their performance. This can foster a sense of community and healthy competition.
3. Choice-Based Assignments: Offering learners the freedom to choose from a variety of challenges or assignments can cater to different learning styles and preferences. For instance, teachers could allow learners to select between writing an essay, participating in a group project, or creating a digital presentation. This element of choice can increase engagement by allowing learners to take control of their learning journey.

These activities leverage the motivational aspects of gamification and can be adapted to suit the specific content and objectives of the adult education course.

When educators try gamification, two pitfalls to avoid are:

1. Ignoring Learner Autonomy and Skill Levels: As suggested by Abramovich, Schunn, and Higashi, it's crucial for educators to consider the abilities and motivations of learners when designing gamified elements like badges. If the tasks are too easy or too difficult, or if learners feel that their autonomy is not respected, it can lead to demotivation and a negative outcome. Berkling and Thomas reported that students did not respond well to gamification when it did not align with their readiness for autonomy, relevance of mastery, and clarity of purpose.
2. Poor Implementation and Lack of Technological Support: The lack of proper technological support can be a major obstacle for applying game elements effectively. Additionally, Morrison & DiSalvo pointed out that outcomes are sensitive to small changes in implementation, and there is a need for ongoing investment in both time and resources. Effective gamification requires strong teaching staff who can design assignments, grade work promptly, and interact closely with students. Without these elements, the gamification effort may fail to engage students and improve learning outcomes.

Educators should be mindful of these pitfalls and carefully plan their gamification strategies to ensure they are suitable for their students' needs and the educational context, such as UARD and Summit Institute.

In work-based learning with adults, gamification can be introduced for mature workers through the following four strategies:

1. Customized Challenges: Create tasks that are directly related to the workers' job roles and responsibilities. These challenges should be designed to be achievable yet stimulating, allowing workers to apply their existing knowledge and skills while also encouraging them to learn new ones. This can be done through simulations or scenario-based activities that mimic real-world problems.
2. Recognition and Rewards: Implement a system of recognition and rewards that is meaningful to adult learners. This could include digital badges, certificates, or even tangible rewards that acknowledge their achievements and progress. The key is to make the rewards desirable and relevant to the workplace context.
3. Collaborative Learning: Encourage collaborative learning by incorporating team-based gamification elements. This could involve group challenges, leaderboards that track team progress, or collaborative problem-solving tasks. This not only motivates individuals but also fosters a sense of community and shared purpose within the workplace.
4. Feedback Loops: Establish clear and immediate feedback loops. Adults appreciate knowing how they are performing in real-time, so providing instant feedback through gamified elements can be very effective. This could be through progress bars, real-time scoring systems, or immediate commentary on task completion.

By integrating these strategies, gamification can become a valuable tool in engaging mature workers in work-based learning, making the experience more enjoyable and effective.

We have found, when we meet with institutions, higher education may neglect gamification for several reasons. One reason could be a lack of awareness or understanding of the benefits and applications of gamification in educational settings. Educators and institutions might not be familiar with how game elements can be effectively integrated into curricula to enhance learning and engagement, which is why we are very focused on professional learning & development at UARD and Summit Institute.

Another reason could be the perception that gamification is not suitable for a mature audience. Some educators may believe that gamification is too childish or trivial for higher education, where the focus is often on serious, rigorous academic study. This perception can lead to reluctance in adopting gamification strategies.

Additionally, there may be practical barriers to implementing gamification, such as the lack of technological infrastructure or resources needed to develop and support gamified learning experiences. Without the necessary tools and support, it can be challenging for educators to incorporate gamification into their teaching.

Lastly, there might be resistance to change from traditional teaching methods to more innovative approaches. Gamification represents a shift in educational paradigms, and some educators or institutions may be hesitant to move away from established methods of instruction.

These factors combined can contribute to the neglect of gamification in higher education, despite its potential to improve student motivation, engagement, and learning outcomes.

The article "Gamification in Education: Systematic Mapping Study" presents several key ideas around the use of gamification in educational settings. The main points highlighted in the document include:

1. Gamification Design Principles:The study distinguishes between gamification design principles and game design principles, noting that many gamification elements have been used in instructional systems for a long time. It identifies various game mechanics and dynamics used in education, such as points, badges, levels, progress bars, leaderboards, virtual currency, and avatars. These mechanics help manage and quantify user performance.
2. Educational Gamification Design Principles:The document lists specific design principles for educational gamification, such as:Goals: Setting specific, clear, and moderately difficult goals.Challenges and Quests: Providing clear, concrete, and actionable learning tasks with increasing complexity.Customization: Offering personalized experiences and adaptive difficulty to match the player's skill level.Progress: Ensuring visible progression towards mastery.
3. Key Aspects of Gamification in Learning:It emphasizes the importance of immediate feedback or shortening feedback cycles, providing immediate rewards instead of vague long-term benefits.The study also highlights the significance of competition and cooperation, social engagement loops, accrual grading, and visible status (like reputation and social credibility) through elements such as badges, leaderboards, and avatars.

These key ideas reflect the underlying principles and mechanics that make gamification an effective tool in educational contexts, particularly for adults, enhancing engagement, motivation, and learning outcomes.