Gamification is the use of game elements, such as points, badges, levels, and feedback, to enhance learning and motivation in educational settings. It can be applied to various subjects, formats, and audiences, and has been shown to have positive effects on engagement, retention, and performance. However, gamification is not a magic bullet that can solve all the challenges and risks of education. In this article, we will explore some of the potential pitfalls and drawbacks of gamifying learning, and how to avoid or minimize them.
Key takeaways from this article
Gameful design: Incorporating clear objectives and rewards that align with learning goals can create a motivating environment. This approach fosters autonomy, competence, and a sense of belonging, enhancing intrinsic motivation in students.
Personalized competition: Setting individual goals and promoting self-competition helps students measure progress without comparison to others. It’s a respectful way to engage learners with diverse abilities and reinforces personal growth over peer rivalry.
Gamification can raise ethical issues, such as manipulation, coercion, exploitation, and privacy. For example, gamification can be used to influence learners' behavior, choices, and emotions, without their full consent or awareness. It can also create incentives for cheating, gaming the system, or competing unfairly. Moreover, gamification can collect and use personal data, such as progress, preferences, and achievements, without proper protection or transparency. Therefore, gamification should be designed and implemented with respect for learners' autonomy, dignity, and rights.
These concerns are not unique to gamified education. In other words, coercion, manipulation, privacy violations, etc. can occur in a host of ways that have nothing to do with gamification. So, of course, ethically-minded gameful design will promote autonomy and choice (e.g., multiple learning paths as in Universal Design for Learning) and be transparent around learning objectives, course goals, and data collection.
I think the biggest challenge is ensuring that the game elements do not take away from the objective of learning. The game elements needs to enhance the original instructional content.
2 Pedagogical issues
Gamification can also pose pedagogical issues, such as alignment, relevance, and quality. For example, gamification can be misaligned with the learning objectives, outcomes, and assessments, leading to confusion, distraction, or frustration. It can also be irrelevant or inappropriate for the content, context, or culture of the learning environment, resulting in boredom, resistance, or offense. Furthermore, gamification can compromise the quality of the learning process, content, and feedback, by focusing on superficial or extrinsic rewards, rather than on meaningful or intrinsic learning. Therefore, gamification should be integrated and aligned with the pedagogical design and principles of the learning experience.
While this is a concern for any pedagogical approach, borrowing elements from compelling games might potentially be a safeguard against poor course design. For example, clear objectives, multiple paths to the "win condition"(an A or the desired score), progressive scaffolding, freedom to fail and try again, embedded assessment, acknowledgement for success (rewards), etc. can function together to promote a safe and intrinsically motivating learning experience. Gameful design promotes autonomy, competence, and belonging (the three basic human needs in Self-Determination Theory), which lead to more intrinsic valuations around an activity.
3 Technological issues
Gamification can also encounter technological issues, such as accessibility, usability, and reliability. For example, gamification can be inaccessible or incompatible with the devices, platforms, or networks of the learners, teachers, or administrators, causing exclusion, inequality, or isolation. It can also be unusable or unintuitive for the users, requiring too much time, effort, or skill to understand, navigate, or interact with the gamified system. Moreover, gamification can be unreliable or unstable, suffering from bugs, errors, or failures that disrupt or damage the learning process or outcomes. Therefore, gamification should be tested and evaluated for its technical functionality and usability.
I've had this experience using Vocabulary Jam through Vocabulary.com. School wifi connections or individual devices can create an issue despite testing ahead of time. In those instances, I encourage teamwork quickly and have them buddy up with someone nearby. It helps with exclusion and promotes collaboration. Like
4 Psychological issues
Gamification can also trigger psychological issues, such as motivation, emotion, and identity. For example, gamification can undermine learners' intrinsic motivation, by replacing their interest, curiosity, or satisfaction with external rewards, pressure, or comparison. It can also elicit negative emotions, such as anxiety, frustration, or disappointment, if the gamified system is too difficult, unfair, or unpredictable. Furthermore, gamification can affect learners' identity, self-esteem, or social relationships, by creating stereotypes, labels, or divisions based on their performance, behavior, or preferences. Therefore, gamification should be tailored and personalized to the learners' needs, goals, and preferences.
(edited) One way I have used gamification that has been successful in my classroom the last 3 years is what I call Personalized Teamwork Competition. We start by having 1:1 discussions about strengths/weaknesses in an area & set attainable goals for the task. My students then “compete” with (not ‘against’) themselves. Then, for those that are comfortable, we add competition between groups/classes/blocks where only totals are used & nobody knows individual scores except the student & me. Many of my Special Needs students (SLD) at the high school level who are involved in sports participate in golf, tennis, wrestling, bowling—where scores are based on individual performance while being part of a team, so this format is a way that makes sense for them.
5 Practical issues
Gamification can also face practical issues, such as cost, time, and support. For example, gamification can be costly to design, develop, implement, and maintain, requiring financial, human, and material resources that may not be available or affordable. It can also be time-consuming to plan, execute, and evaluate, requiring dedication, coordination, and communication among the stakeholders involved. Moreover, gamification can require support and guidance from teachers, peers, or experts, who may not be trained, prepared, or willing to facilitate or participate in the gamified learning experience. Therefore, gamification should be realistic and feasible in terms of its scope, scale, and sustainability.
Gamification can be a powerful and innovative way to enhance learning and motivation in education. However, it also comes with challenges and risks that need to be carefully considered and addressed. By being aware of the ethical, pedagogical, technological, psychological, and practical issues of gamification, we can design and implement more effective and ethical gamified learning experiences.
