Running head: GAMIFICATION IN THE CLASSROOM

Gamification in the Classroom

TED 690 Capstone
Paul Delos Santos
August 9, 2016

GAMIFICATION IN THE CLASSROOM

2
Abstract

This paper analyzes gamification using Tara Kingsley and Melissa M. Grabner-Hagens study as
a basis. The first section of the paper highlights the meaning of gamification and details from
Kingsley and Grabner-Hagens study, including student feedback and statistics. The next section
goes into a theoretical application in an English Language Arts classroom. The final portion of
the paper refers back to the student, bringing forth more data and one minor critique of the study.

GAMIFICATION IN THE CLASSROOM

Gamification Overview
Gamification in the classroom evolved from the idea of game-based learning (GBL),
which is the use of video games to enhance learning for students (Kingsley and Grabner-Hagen,
2015, p. 52). Gamification differs from GBL in that video games are not used, but rather
elements of a video game. The class content becomes the game elements and mechanics.
Assignments take on the role of quests, and points are translated to experience points with levels
becoming a substitute for grades. Students practice content literacy as if they were playing a
game, making the educational experience both challenging and fun (Kingsley and GrabnerHagen, 2015, p. 52).
To further their point, Kingsley and Grabner-Hagen observed a teacher who used
gamification in his classroom of fifth and sixth graders with access to iPads. Throughout their
study, the writers discover that students achieved understanding at a higher level, engaged with
the content more, and developed critical thinking skills through gamification (Kingsley and
Grabner-Hagen, 2015, pp. 55-57). The students enjoyed the experience as well with 82.9 percent
of students claiming that gamification made it easier to learn the content (Kingsley and GrabnerHagen, 2015, p. 58). Gamification, in the study, was used in a science class, but it can be applied
to any subject, such as English Language Arts.
Application in an English Language Arts classroom
When it comes to using gamification in an English Language Arts classroom, the first
thing a teacher must identify is what skills can become experience points. Thankfully, the
Common Core State Standards contribute to creation of game elements. The teacher can start
students at a basic level, which can be tied directly to the theme of texts the students are reading
if the teacher is feeling particularly creative. This is not necessary, however, as gamification. The

GAMIFICATION IN THE CLASSROOM

game can feature assignments related to the standards, such as theme identification, authors
purpose, and character development. Students complete these assignments, which are then
assessed to produce experience points, which translates directly to their report card grade. The
teacher must set forth the amount of experience for each letter tier (Sheldon, 2012, pp. 21-32).
Additionally, the grading system can remain in place and tie back to the game elements. This is a
concept similar to games like Devil May Cry or Dance Dance Revolution. Players in those games
can redo the level to receive a higher grade with the highest grade possible being an S rating
(superior rating). The grading will still follow traditional letter grades (A-B-C-D-F), but to
achieve the highly difficult S rating the student will be required to go above and beyond the A
and receive extra experience points, which translate to their letter grade. This method allows
students to redo their work and can be applied to writing assignments and tests.
Aside from the grading and experience point chase, students can unlock achievements,
which can be done via a virtual management system or an analog system of paper and stickers.
The goal is to create a sense of achievement when students accomplish mastery of a concept. The
achievements can range from in-class, merit-based work, or be effort-based, such completion of
100 percent of the assignments. What the teacher does with the badges is up to his/her discretion,
but the goal is to convince students that learning is fun and make it resemble a game.
Gamification can also include elements that endorse friendly competition. The teacher
can create leaderboards, based on either the individual or class team. It is preferable to go to a
team-based leaderboard to encourage students to work together and assist lower-achieving
students with their work, fostering communication and collaboration two of the National
Education Associations Four Cs to helping students prepare for the global society (National
Education Association, pp. 8-31).

GAMIFICATION IN THE CLASSROOM

Closing thoughts
Kingsley and Grabner-Hagens article highlights the benefits of gamification. Their case
study regarding Mr. Wallens classroom discovered that students preferred game-based learning
over paper-pencil activities (92 percent agreed or strongly agreed) and that many looked forward
to using game-based learning with iPads (Kingsley and Grabner-Hagen, 2015, p. 59). While the
study was performed at the elementary level, it is possible that the results would be the same at
the high school and collegiate levels. Sheldon (2012) utilized gamification in his classroom for
students attempting to complete Masters coursework and was successful, prompting him to
write his book regarding the subject. The problem with Kingsley and Grabner-Hagens study is it
is explicitly done in an online realm. A study will need to be performed on gamification in a
classroom with little to no technology access. Despite that, gamification remains a noble attempt
to increase student engagement and make content more accessible to the students.

GAMIFICATION IN THE CLASSROOM

6
References

An Educators Guide to the Four Cs. (n.d.). Retrieved August 14, 2016, from
http://www.nea.org/tools/52217.htm
Kingsley, T. L., & Grabner-Hagen, M. M. (2015, July/August). Gamification. Journal of
Adolescent & Adult Literacy J Adolesc Adult Liter, 59(1), 51-61. doi:10.1002/jaal.426
Sheldon, L. (2012). The multiplayer classroom: Designing coursework as a game. Austrailia:
Course Technology/Cengage Learning.