It’s critical to remember when deciding to adopt a gamification platform that enthusiasm alone does not necessarily equal learning. The tool needs to get the balance right between learning outcomes and engagement. Serious subjects like science lab simulations, for example, should not be competing with video game studios to elicit endorphins; they should be competing for students’ interest and curiosity to elicit participation and engagement.
One of the dangers I see in the recent overemphasis on gamification is that game designers coming into education software development from the entertainment gaming industry may have a default assumption that the goal is to keep the student playing at all costs, even if it means pointing the player to an easier path. If the player gets frustrated and hesitates, the game is designed to re-engage them. “Ping, ping. Struggling? Don’t worry, you can get some points over here.”
However, struggle and frustration, when well-balanced, can be good for learning. Learning is often uncomfortable while it’s happening; just ask STEM students trying to master the principles of organic chemistry or calculus! Scientific research conducted by universities like ETH Zurich points to the benefit of productive failure as a teaching tool. Or as Yale researchers put it, “We only learn when there is uncertainty.”
The most useful gamified edtech tools provide thoughtful scaffolding, such as a psychologically safe space, self-pacing, targeted feedback, encouragement, and opportunities to replay until mastery is achieved. It helps the student to be challenged to understand, “Why did I get that wrong? What was it that I didn’t understand?” and to compare and contrast results for a deeper understanding. “Why did I get this one right, but not that one?”
Creating friction
Streamlining is not uniformly effective for engaged learning. User experience developers may consider reintroducing a little friction into user flows to stimulate engagement and learning. It’s possible to speed a student too quickly towards a particular stage of the learning journey. When the student reaches that level, if they don’t have the right amount of onboarding or product education, they may become easily discouraged and drop off, as noted in a 2022 Pennsylvania State University research study on introductory STEM courses.
A gamified scenario should challenge the student player to reflect on their choices and think critically about their options. If the student feels a sense of investment effort in the learning experience, it becomes more meaningful, memorable, and useful. A game design that is balanced well in terms of sound pedagogy along with the fun, absorbing aspects of playing, can produce remarkable results.
Related: 8 things pushing the growth of game-based learning
Michael Bodekaer Jensen is the CEO and co-founder of Labster (www.labster.com), whose interactive virtual training simulations have reinforced the exciting connection between science and the real world for millions of students in high schools and universities across 100 countries, empowering the next generation of scientists. He can be reached atmichael@labster.com.
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