NEWS

GAMIFICATION IN HIGHER EDUCATION

March 7, 2014

 

Gamification was coined back in the early 2000s and has since grown from strength to strength as interest in the area has developed. Gamification is formally described as the “use of game design and game dynamics to non-game situations” so we can see this as taking a boring task and adding the things that make games engaging and interesting to it so that it retains our interest.

 

Over the years many forms of gamification have appeared from Hardware solutions like a Bottlebank for recycling glass, Social Web platforms like Rypple for managing staff, to Software solutions like eLecturefy, all of whom are aimed at re-designing a boring process by adding game principles that will drive engagement, alignment and innovation.

 

The aim of gamification is to modify user behaviour so that they act in a desired outcome which ought to be beneficial and enjoyable for them. For example, the simple act of attending lectures, listening to lecturers and taking notes can be seen as trivial and sometimes very boring. However, using gamification we are able to re-design lectures so that users may gain points, levels, badges and all things which we associate with our favourite games in order to drive user engagement, alignment and innovation.

 

The ultimate outcome is to engage students to the classroom better and hopefully deliver better grades and achievement in the process. Moreover, it is not entirely about getting better grades or achievement, we are also able to influence the social structures by implying tasks around Collaboration so that the experience gained can be both from Competitive and Collaborative points of view.

 

 

This was a guest post by final year ITMB student and co-founder of BTC Alliance. For more information on BTC Alliance please visit their facebook page. 

 

 

 

 

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