It would be great to hear from the community whether you have any experience (positive or negative) in applying gamification, simulations, and/or serious games in class.
Literature? Experience? Opinions? ... are most welcome ... Thank you!
Education 4.0 is a new educational paradigm designed to address the needs and opportunities of the fourth industrial revolution. Essentially, Education 4.0 is based on the concept of learning by doing, where students are encouraged to learn and discover different things in unique ways by experimenting [1]. In addition to the application of Industry 4.0 technologies, Education 4.0 relies on concepts such as gamification, simulations, and serious games [2].
Computer games that, in addition to their entertainment value, specifically promote the transfer of knowledge and skills or support behavioral changes are referred to as serious games. Serious games in education, especially at universities, have not yet been fully researched, although the pedagogical application of gamification, serious games, and computer simulations has long been known as an educational method and has demonstrably significant development potential [3, 4].
Recent studies, even before COVID-19, point to increasing numbers of users and an ever-greater integration of information and communication technology into existing educational processes [5, 6] in order to increase the attractiveness of teaching and learning [7-9]. Modern, well-designed learning games improve the user's problem-solving skills, enable effective learning, and can build bridges between theory and practical application by learning, retrieving, and assessing skills and knowledge in a positive, motivating, safe, simulated environment [10, 11]. In addition, game data can be analyzed relatively easily to provide useful information for measuring, assessing, and improving performance, but also for improving the learning environment [12].
Although interest in games in education has increased over the last decade, there is still much need for research on serious games and their effectiveness [13]. Moreover, theoretical and practical exploration requires interdisciplinary collaboration [14].
I am looking forward to your insights!
We looked at using a form of gamification during Covid-19 as a way to encourage employed learners to attend one of our adult vocational courses. We have not yet formally written up our initial findings, however I can share that we had mixed reactions, but mostly positive. The only negative response was that some learners were unaware that we were using a game based approach and so were somewhat confused. We could not use simulation because the awarding body would not allow it, not even through special adjustments during the pandemic, so needed to combine real world manufacturing through serious play.
Some people said that it was the best training programme they have ever been on, and responses were so encouraging that we are now designing an escape room for our new course.
Dear Bühler:
The main problem I find with methodologies that make use of gamification is that they encourage extrinsic motivation instead of focusing on increasing intrinsic motivation in students. What will happen to the teaching-learning process when the rewards, prizes, competitions, games or costumes disappear? Will students have understood the intrinsic value of learning for the sake of learning, or will they think that knowledge only makes sense if it is mediated by a playful dynamic? I am not against these methodologies, but I do say that they should be used with caution.
Greetings.
Dear Prof. Bühler!
You raised a key issue. There is a need for understanding better modelling - concept of reality. Especially these days during COVID-19. So I looked up case-studies and relevant resources that have been carried out:
1) Alsamawi, F.N., Kurnaz, S. A framework for adopting gamified learning systems in smart schools during COVID-19. Appl Nanosci (2021). https://doi.org/10.1007/s13204-021-01909-1, Free access:
Article A framework for adopting gamified learning systems in smart ...
2) Nieto-Escamez FA and Roldán-Tapia MD (2021) Gamification
as Online Teaching Strategy During COVID-19: A Mini-Review. Front. Psychol. 12:648552. doi: 10.3389/fpsyg.2021.648552, Free access: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.648552/full
3) Chaoguang Wang, Lusha Huang (2021). A Systematic Review of Serious Games for Collaborative Learning: Theoretical Framework, Game Mechanic and Efficiency Assessment, International Journal of Emerging Technologies in Learning (iJET) 16(06):88, March 2021, Free access: Article A Systematic Review of Serious Games for Collaborative Learn...
4) Julia Mullen et.al. (2021). Teaching and learning HPC through serious games, Journal of Parallel and Distributed Computing, Volume 158, December 2021, Available at: https://www.sciencedirect.com/science/article/abs/pii/S074373152100160X?dgcid=rss_sd_all
Yours sincerely, Bulcsu Szekely
Thank you dear Prof. M.M. Bühler for this interesting question. I have tried and studied meticulously game-based learning methods already in the pre-pandemic era both for classroom-based and distance education, (e.g. SPOCs, MOOCs etc.), for formal and informal learning programmes. In fact my PhD-by-publications thesis was on this topic [1] so I have authored several relevant articles.
As a first note, next to simulations, gamification and serious games I would also add and consider playful design or playification [2]. Playful design is worth exploring because it is easier, simpler, quicker and cheaper to implement in comparison to gamification and serious games.
On gamification, I agree with Prof. Daniel Bores-García that some models and implementations trigger extrinsic motivation, when in fact we opt to aim at intrinsic so as to facilitate in-depth learning [3]. So next to Prof. Bulcsu Szekely 's useful suggestions, I point to an article by Prof. Scott Nicholson on how to overcome this problem, a model of meaningful gamification [4]. If you would like to have additional literature suggestions, e.g. literature reviews on on these topics, please let me know and I will be glad to provide more references.
Thesis Motivation Enhanced Deep and Meaningful Learning with Social...
Article Combat Tanking in Education - The TANC Model for Playful Dis...
Article Deep Meaningful Learning
Chapter A RECIPE for Meaningful Gamification
Article Design, Development, and Evaluation of a Virtual Reality Ser...
One of the critical issues I find when it comes to studying the application of serious games and game-based learning is the quality of the games themselves. Games are both equally as much of a science as it is an art. And just like there are hundreds of thousands of failing entertainment games, so too do I find serious learning games that underperform on such a gigantic scale. Occasionally I'll find a study or white paper on a serious game, only to play the serious game and not feel the product has any sort of merit of being a "game" at all.
Sometimes, some of those papers don't even offer a way to play the specific game it was studying. How are we supposed to analyze the serious game application process if we can't even see the serious game?!
The most realistic way I see serious/learning games taking hold is for more hallmark learning games to release commercially first, then retroactively fitted to work in an educational setting. Have the studies come after the success. Games like Plague Inc. and Civilization are great examples of games that started off on this path.
Gamification is a controversial topic among several experts. I've seen some swear by it, and others say it's literal "bullshiting" people. From the little I know, I've witnessed Gamification get mixed with game-based learning methodologies, and I also know that Game-based learning is highly praised when implemented properly.
If I were speaking with a stressed-out teacher on ways to improve learning quickly. I would say review game-based learning and playful learning. Avoid gamification and serious games for now because of their inherent issues.
I agree with Jonathon Rios , several game-based solutions or gamified systems can be perceived as chocolate-covered brocolli. The game element is used as 'chocolate', the enticing factor so that students can 'consume' what is actually (in the mind of the teacher/designer) good for them: learning as (undesired) "brocolli". I therefore suggest exploring more genuine and sophisticated practices associated with the identity and practice of a playful academic as there can be multiple layers of fun. For more I recommend the following study:
Whitton, N., & Langan, M. (2019). Fun and games in higher education: an analysis of UK student perspectives. Teaching in Higher Education, 24(8), 1000–1013. https://doi.org/10.1080/13562517.2018.1541885
Good evening: Bulcsu Szekely Jonathon Rios Stylianos Mystakidis Daniel Bores-García Nicholas Mapletoft ! Thank you to everybody for your incredible and valuable input to our general question on the current state of research with respect to the topic "Gamification, Simulations & Serious Games" in education. Some days ago, we won a small grant to investigate this topic. I will soon post our preliminary findings for further discussion. However, your input provides a fantastic kick-start into that field.
Congratulation M.M. Bühler I'm looking forward to your update once you have some preliminary findings.
Dear colleagues,
In my opinion, there should be a distinction between learning time and leisure time. Gamified teaching runs the risk of relegating to a secondary plane what is important: play, disconnection, free time, etc., leading to the idea that all time must be productive. Perhaps schools are implementing gamification in the classroom to teach children that all time must be productive?
Best wishes,
Gustavo.
Hi M.M. Bühler
Check out the paper below. Its about implementing digitalised training during the pandemic in a automotive manufacturing organisation. Hopefully it will be of some use to you, even if just part of a literature review as to what other areas and sectors are doing in relation to digitalisation training during the pandemic.
Article Implementing Digitalised Lean Manufacturing Training in a UK...
Best Regards
Martin
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