Embracing Gamified Pedagogy: Revolutionizing Project-Based, Active Learning

In the ever-evolving landscape of education, innovative teaching methods are crucial to engage and inspire students. One such approach gaining traction is gamified pedagogy. This method integrates game elements into the learning environment, transforming traditional classrooms into dynamic, interactive spaces. As a practitioner of a games-based learning approach, I have successfully used games and gamified curricula in all of my courses since 2002.

By Dr. Keziah Tinkle-Williams

What is Gamified Pedagogy?
Gamified pedagogy involves incorporating game mechanics—such as points, badges, leaderboards, and challenges—into educational activities. The goal is to motivate students, foster collaboration, and make learning more enjoyable. By turning lessons into games, educators can create a sense of excitement and competition, encouraging students to engage more deeply with the material. I have found a team-based approach, rather than the traditional individualized approach to gamification, revolutionary in establishing a highly-engaged classroom community.

Benefits of Gamified Pedagogy in Project-Based Learning
I use a project-based approach in my course that is enhanced by gamifying assignments and assessments. Benefits to this combined approach include:

• Increased Engagement: Gamification captures students’ attention and keeps them motivated. The competitive elements and rewards system can make even the most challenging subjects more appealing.
• Enhanced Collaboration: Many gamified activities require teamwork, promoting collaboration among students. This mirrors real-world scenarios where working together is essential for success.
• Immediate Feedback: Games provide instant feedback, helping students understand their progress and areas for improvement. This immediate response can be more effective than traditional grading systems.
• Skill Development: Gamified learning helps students develop critical thinking, problem-solving, and decision-making skills. These are essential competencies for both academic and professional success.

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Implementing Gamified Pedagogy
There are a variety of ways to integrate a gamified pedagogy into a project-based, active learning curriculum. Here’s how:

• Interactive Projects: Students work on projects that simulate real-world challenges. For example, in a business class, students might run a virtual company, making decisions that affect their success.

• Digital Platforms: We use educational platforms that incorporate game elements. These platforms offer quizzes, interactive lessons, and virtual rewards to keep students engaged. For example, I use a combination of digital platform quizzes, such as Kahoot! or Jeopardy to assess reading comprehension.

• Leaderboards and Badges: We introduce leaderboards and badges to foster a healthy competitive spirit. Students earn points for completing tasks, participating in discussions, and achieving milestones. I have found that I do not use badges frequently, but the team leaderboard is an effective motivational tool. Check out this resource about improving engagement with team and personal goals using leaderboards.

• Collaborative Challenges: Group projects are designed as collaborative challenges where students must work together to solve problems. This not only enhances learning but also builds teamwork and communication skills.

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Success Stories
​Based on my doctoral research, A descriptive phenomenological study of group dynamics in team-based gamified courses, I identified a list of descriptive titles that describe the general psychological phenomenological experience of students in team-based gamified courses:

1. Initial Sense of Apprehension and Uncertainty
2. Felt Motivating Intrigue with Unconventional Class Format
3. Felt a Sense of Engagement and Presence
4. Sense of Belongingness
5. Sense of Liberation
6. Sense of Playful Learning
7. Experienced Motivating Excitement about Assignments
8. Felt a Sense of Accomplishment
9. Destigmatization of Failure
10. Improvement in Knowledge Acquisition and Recall
11. Interacted and Engaged with Teammates Outside of Class

The group dynamics in a team-based learning environment were hallmarked by a collective experience in which the students co-created a playful learning space and classroom community through highly-interactive and intersubjective relationships. Students described co-creating meaningful experiences with other students in their teams beyond information processing. Through empathetic experiences with one another, the community-college students became part of a “we” and described navigating gamified courses together as one, intersubjective entity. ​

Looking Ahead
In the 21st century, a new type of learner has entered the realm of higher education. These students are considered to be digitally native and are accustomed to individualized accommodations from social institutions. Although gamification is not a new concept, its use as a pedagogical approach in education is largely in response to changes that have occurred in the student population due to technology. To meet the different skill demands of a new industrial economy, contemporary, digitally-native students require 21st-century skills to enter the contemporary workforce. Essential 21st-century learning skills have been identified as the four Cs: critical thinking, communication, collaboration, and creativity. Two of these skills, communication and collaboration are amplified in a gamified pedagogical approach.

Tech Tuesday Contributor

​Dr. Keziah Tinkle-Williams, an award-winning instructor, creative technologist, and researcher, has taught English Composition, Humanities, and African American Studies at CGCC since 2011. We appreciate Keziah for sharing her expertise and practical applications in gamified pedagogy. Her exploration of concepts like the "sense of belongingness" and the "de-stigmatization of failure" highlights the social and emotional benefits of gamified learning, often extending beyond academic outcomes. These insights underscore the transformative power of this approach, making the learning experience both memorable and meaningful for students.

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