Mechanics of Game-based Learning Response

During this reading on my 3DGameLab Gamification Academy quest, for the first time I really started thinking about the characteristics of games and compared them to what goes on in my classroom on a regular basis. One of the questions we were asked was:

• How might a teacher apply even ONE characteristic of games and game environments (choice, progress bars, etc.) to a typical unit or module of instruction?

The characteristics that I find most compelling for me as a learner and as a teacher are:

• the process of failure

• moving assessment from the end to continuous feedback during the journey

• ignite and sustain motivation with unseen or unexpected elements of reward

• collaborating with peers within the game environment to motivate and sustain.

During a quest or a game, students will inevitably experience some sort of failure, whether it be larger or small. Many environments won't let you progress until the failure is learned from and corrected. In the classroom, one failure signals most students to stop trying and accept the failure as fait accompli. In the game setting, there is no question that they will reverse, reinitiate, re-engage, whatever it takes to get past that level. We need to find a way to make this attitude the status quo of our classroom.

One of the ways we can do that is by making assessment immediate, relevant and right on top of the issue. Giving an unexpected reward (badge earned for XP level up, etc.) as part of that assessment motivates and drives the student to "play on". Probably the easiest and richest way to gamify our classrooms more is to build collaboration quests that stretch the intelligence and creativity of the team members to achieve the goal and the XP.

Games are fun, but they teach, they allow students to become teachers and teachers to become learners, opening connections that will certainly enrich relationships outside of the quest or the game. I say, "Play on!"