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Learn MoreGamification is the creation of a unique game system aimed at achieving real goals and is actively used in education for both children and adults. The introduction of game elements makes the process of completing tasks more engaging and increases students' motivation to complete the course. However, gamification also has its drawbacks. It is criticized for potentially replacing true intrinsic motivation for learning with an artificial one, as well as for the fact that interest in game mechanics often quickly fades.
The essence of gamification lies not simply in adding games to the educational process, but in integrating game elements into the entire curriculum, both individual lessons and entire courses. Gamification does not necessarily require a compelling storyline; it can function without one, since its core element is excitement. It's important to create a learning environment that engages and motivates students, which promotes more effective learning.
Trendy English Games, a company that develops educational games in English, held an online meeting dedicated to gamification of the educational process for children and adolescents. Educators discussed how game elements help achieve educational goals and make classes more engaging. Speakers shared successful examples of using gamification in English language teaching, but the proposed mechanics and recommendations are universal and can be adapted to various courses and subjects. In this context, it's important to note that gamification helps increase student motivation, improve learning, and create a more interactive learning environment.
World Rescue Squad
The Novosibirsk School of Foreign Languages "InoText" implemented gamification four years ago in an effort to increase student motivation and reduce dropout rates. Academic Director Natalia Ivanova noted that during that period, a game-based concept was developed aimed at engaging children in learning. The game has become a tool that not only promotes regular class attendance but also motivates students to complete the curriculum. Gamification also helps students complete their homework assignments consistently, which significantly improves their academic performance and retention.
In its first year, the school decided to introduce gamification into the educational process, involving seven experienced teachers and approximately 200 students aged 6 to 12. This innovation is aimed at improving student engagement and motivation, which will positively impact their learning and development.
Natalia initially developed the game concept, in which the main goal is to save the world from evil forces. However, she recommends not acting alone: "If possible, it is better to discuss ideas with others." During the project, the details of the gamification system were developed jointly with a team of teachers. This collaboration facilitates a deeper understanding and improvement of the game mechanics, which ultimately improves the quality of the educational process.
The story and set of rules were developed for the purpose of assessing children's academic performance. Throughout the school year, each student earns points for completing homework, tests, and dictations. By earning a certain number of points, a child receives a special badge and title, which promotes motivation and the development of study skills.
Our educational system has implemented a unique system of privileges. Students who earn 280 points receive a biweekly homework waiver. Other privileges include the right to choose a game at the end of class and access to teacher assistance during assessments. This system is aimed at increasing student motivation and improving their academic performance.
The school has implemented not only an individual points system but also group rewards. At the end of each lesson, the teacher evaluates the points earned by the group as a whole. A maximum of four points can be earned in each lesson: two for excellent behavior and two for homework completed by all group members. This approach promotes teamwork and increases student motivation to complete assignments.
Natalia cautions that caution should be exercised when making this decision. If a group lacks cohesion, it's possible that members may begin to blame a classmate for the lack of points for the entire team. In such situations, it's important for the teacher to intervene and help resolve the conflict.
In the original version of the program, students could use points earned for group assignments to purchase Lego pieces. Younger children created superhero figurines, while older students built airplanes to save the planet from villains, as the game's plot unfolds. This approach not only develops children's creativity but also promotes teamwork and problem-solving through play.
The game story is divided into three key stages. While creating their superhero or airplane, the group held a celebratory event. The end of the school year was marked by a large, shared celebration, where children from different groups gathered to celebrate the victory over the forces of evil. Such events promote the development of team spirit and creativity in children, and also create vivid memories of shared successes.
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In modern educational institutions, such as schools and universities, the zombie apocalypse is becoming a popular topic For various events and projects. These active games and simulations help develop team spirit, creative thinking, and problem-solving skills. Participants, immersed in a zombie apocalypse scenario, work in groups to survive in an environment where resources are limited and threats surround them on all sides.
Zombie apocalypse activities in educational institutions can take various formats, from role-playing games to educational quests. These activities are not only entertaining but also help teach important skills such as collaboration, strategic planning, and quick decision-making. Teachers use this theme to create engaging lessons in which students can apply theoretical knowledge in practice.
Thus, the zombie apocalypse becomes not just an entertaining event, but a powerful tool for the education and development of students in schools and universities.
In the first year of the system's implementation, the results were positive, and children showed significant interest. In the second year, the decision was made to expand gamification to the entire school, reaching over 700 students and 20 teachers. However, as Natalia notes, this process proved more challenging. The school lacked the budget to purchase Lego sets for all groups, forcing them to consider alternative solutions. For younger children, the Lego sets were replaced with coloring books: after class, students could color in as many fragments of a drawing as they earned for group work. However, this approach proved ineffective, as coloring took a long time and didn't generate much interest among the children. Meanwhile, older children assembled a puzzle from cut-up maps, which, according to the teacher, contributed to greater engagement and interest in the lessons. All information for parents, including group and individual student results, is published by teachers in the class diary on the ClassDojo platform. However, not all parents are willing to register for this service, which necessitates duplicating information in WhatsApp chat. This ensures that all interested parents have access to important updates and results, even if they don't use ClassDojo.
The school decided to return to a traditional paper diary system due to the inconvenience associated with digital solutions. Teachers use stickers to indicate "ranks" and points that students earn for their achievements. Children also take notes on what they learned in class, which promotes better learning and active participation in the learning process. This approach helps create more personal relationships between students and teachers and develops self-reflection skills in children.
In March 2020, with the transition to distance learning, it became necessary to adapt the game to an electronic format. The final battle with the evil forces was held online, which allowed for the preservation of interaction and engagement among participants. Adapting the game for distance learning opened up new opportunities for interactive learning and collaborative participation.
Natalya Ivanova emphasized the benefits of using construction sets and puzzles in education. These activities engage children, allowing them to develop motor skills and creative thinking. Collaborating on projects fosters group cohesion and builds team spirit. Furthermore, the sticker system in the diaries serves as an effective tool for keeping parents informed of their children's achievements, strengthening the connection between home and the learning process.
Natalia suggested refining the structure of the scenario by increasing the number of parts in the system. She believes that instead of three parts, it's worth doing more to maintain children's interest, which begins to wane approximately every three months. It's important to introduce new ideas and formats to maintain students' attention and engagement. Natalia also emphasized the importance of collaboration between teachers. She recommends organizing monthly meetings, and even more frequently at the initial stage. This will allow them to discuss successes and challenges, as well as exchange experiences and best practices.
Around the World
English and French teacher Elena Kudinova shared her unique gamification system for teaching children aged 5-8. This method is successfully used in both individual and group lessons, making the language learning process more engaging and effective. Using game elements, Elena creates a motivational atmosphere that promotes better learning and the development of language skills in children. Teachers believe that one of the main challenges in working with elementary school students, especially preschoolers, is maintaining their attention for a 40-minute lesson. It's important not only to engage the children but also to motivate them to use English throughout the lesson, avoiding switching to Russian. Furthermore, when developing the gamification program, Elena focused on helping children track their progress and achievements. This helps increase their engagement and interest in the learning process. Elena created a captivating story that included every action and task the children completed during the lesson. According to the plot, a small alien, represented by a stuffed animal in the classroom, embarks on a space journey but loses control and crashes on Earth. The fuel for his spaceship is English, and the controls are controlled in English. The students' task is to refuel the ship and help the alien return home. This approach not only develops language skills, but also makes lessons more interesting and engaging, which promotes better learning.
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CRAFT/ED is a powerful tool created for instructional designers, CRAFT/ED is a tool that simplifies the development and optimization of educational materials. It offers a wide range of features, enabling the creation of interactive elements, graphics, and animations, making the learning process more engaging and effective. CRAFT/ED supports collaboration, allowing teams to share ideas and quickly make changes. Thanks to its intuitive interface, instructional designers can focus on content and design, minimizing time spent on technical aspects. Using CRAFT/ED, instructional designers can improve the quality of their materials, making learning more accessible and engaging for students. When children complete a task, the alien can send a signal to parents indicating its well-being, after which it begins its journey and invites children to join it. At this point, a map appears, showing the character's route. Students follow an alien from one point to another in a spaceship, making the learning process engaging and interactive.
At the beginning of each lesson, children actively practice dialogues on previously learned topics—this process can be compared to refueling a spaceship. If any students begin speaking Russian during the task, the fuel level, symbolizing their linguistic activity, decreases. Thus, maintaining the use of a foreign language becomes an important part of the learning process, contributing to the development of communication skills and self-confidence.
After completing the review, students navigate the map to a new location, where they will meet another character. This character offers a task related to the lesson topic. Upon successful completion of the task, students receive a book with a fascinating story as a gift. The lesson ends with reading this book, which helps reinforce the material covered and develops an interest in literature.
The game characters provide children with "superpowers" - unique roles for the duration of the lesson. For example, a student with "superspeed" is responsible for ensuring that their classmates focus on completing assignments without getting distracted or wasting precious time. These roles help develop team spirit and responsibility in children and make the learning process more engaging and effective.
Elena notes that due to its simplicity, the program does not cause fatigue in students. It can be easily adapted to various curricula and materials. Moreover, the program functions effectively both in the classroom and online, as it does not require complex visualization—PowerPoint presentations are sufficient. This makes it a universal tool for the educational process.
Educational Currency
A gamification system does not always require a plot; its main driver is excitement. Anastasia Beysova, senior teacher of English and German at the Smart School of Foreign Languages in Ulyanovsk, shared her experience using game currency in the educational process. This approach makes learning more engaging and motivating, promoting student engagement and increasing their interest in the languages they study. Game currency can be used to reward students, which in turn promotes more active participation in classes and improved learning.
Anastasia discussed the goals of implementing gamification, highlighting the issues that had already been raised by other speakers. She emphasized the need to increase student engagement and improve the educational process. Gamification, as a tool, not only makes learning more engaging but also promotes deeper learning. It's important to note that successful gamification requires a thorough analysis of audience needs and the creation of appropriate game elements that will motivate and encourage active participation.
We all face the same challenges: it's important for children to speak more English than Russian and to show interest in test and dictation results. Since our school is private, we don't have diaries or annual grades, which can lead to children being indifferent to their results. We need to create conditions that encourage more regular homework and provide incentives for completing additional assignments. This will help increase student motivation and improve their English language skills.
The school has implemented a new virtual in-game currency system called Smart Coin. This currency is designed for students aged 9 to 16, creating a unique gaming environment and stimulating learning through game mechanics. Smartcoins can be used for participation in various events, rewards, and educational activities, promoting skill development and increasing motivation in students. Smartcoins are awarded for completing homework and additional assignments, and can only be earned in a group. For example, if everyone in a class of ten students is prepared for a lesson, the group receives ten smartcoins. If only five students complete their homework, five smartcoins are added to the account. Test and dictation results are also converted into this currency: the teacher calculates the average of all student grades. It is important to note that if rules are violated during the lesson, such as switching to Russian, using phones, or not having notebooks and textbooks, the group is subject to a penalty—a portion of the accumulated smartcoins will be deducted. The use of smartcoins helps improve the learning process and develop responsibility in students.
Reading is an important aspect of personal and professional development. It not only broadens horizons but also helps improve critical thinking skills. Regularly reading books, articles, and research papers helps you stay up-to-date on the latest trends and innovations in various fields. It also improves vocabulary and writing skills, which is especially useful in today's world, where communication plays a key role.
Furthermore, reading fosters imagination and creativity, allowing you to immerse yourself in different worlds and perspectives. It becomes a source of inspiration and motivation, helping you find solutions to complex problems. It is important to set aside time for reading not only to enjoy the process but also to gain new knowledge that will prove useful in your life and career.
Reading a variety of materials, from fiction to popular science, enriches your inner world and creates a basis for deep reflection. Therefore, regular reading is not only entertaining but also an integral part of successful self-development.
Various alternatives to traditional assessments exist that can more accurately reflect students' knowledge and skills. One such alternative is the use of formative assessment, which focuses on the learning process rather than just the final results. This allows teachers to provide timely recommendations and adjust the learning process.
Another alternative is project-based learning, where assessment is based on the completion of specific projects. This helps develop critical thinking and practical skills.
Also worth noting is the use of portfolios, where students collect their work and achievements, which allows them to evaluate their progress and the diversity of their skills.
The introduction of self-assessment and peer assessment between students can also be an effective tool for promoting the development of self-awareness and responsibility for their own learning.
All of these approaches can be an excellent alternative to traditional assessments, creating a deeper understanding of the learning process and individual achievements.
The teachers have implemented a "random event" mechanic into the learning process. Each month, the teacher rolls the dice, and depending on the result, the group either loses or receives a certain number of smartcoins. This innovation adds an element of surprise and encourages students to actively participate in learning activities.
The assessment system takes into account not only group results but also individual student achievements. For example, if a student completes 100% of their homework assignments three times in a row, they will receive the Mr./Ms. Perfect badge. Two error-free dictations earn the Spelling God title. There are also other badges that can be earned. A student who achieves any two titles gets the opportunity to ask the teacher a question during the exam and receive an answer. This encourages students to achieve high results and actively participate in the learning process.
All calculations are performed in a paper spreadsheet, which is posted in the classroom for convenience and clarity. A special price list is also posted on the wall, allowing children to see exactly what they are accumulating smartcoins for. This not only helps teach financial literacy but also motivates students to actively participate in the accumulation process.
Earned currency can be used to play games such as "Casino," where players roll a dice and increase their savings depending on the number rolled. Flip Flops is also available, where participants roll a dice and have the chance to take a certain number of SmartCoins from another group. Students also have the option to purchase protection against negative random events, minimizing risks and preserving their progress in the game. Educational rewards can be purchased with SmartCoins. These rewards provide the opportunity to gain valuable knowledge and skills in various fields. By purchasing rewards with SmartCoins, you not only invest in your education but also open new horizons for personal and professional growth. Thus, smartcoins are becoming not just a currency, but a tool for achieving educational goals.
- a lesson with a foreign teacher;
- 100% credit for the exam task the group completed the worst;
- assignment immunity (a fee to remove a specific task from the exam);
- a video lesson instead of a regular one.
The group can use smartcoins to purchase the Tea Party service, during which the teacher organizes tea and snacks during the lesson. This will create a unique atmosphere and help students better absorb the material in a relaxed environment.
According to Anastasia, the implemented system has proven its advantages. Children actively strive to speak only English and enthusiastically anticipate dictations and tests that allow them to earn smartcoins. One of the key advantages of the program is its high flexibility - the teacher has the ability to adapt the system of rewards and sanctions in accordance with specific educational goals. To successfully use the program, no additional materials or financial investments are required.
Anastasia, like her colleague from Inotexta highlights the risk of conflict within a group when one student loses points due to failure to complete homework. Furthermore, the teacher noted that student interest in the learning process declines with prolonged use of the system. It is important for teachers to carefully monitor point allocation, as even minor forgetfulness can lead to frustration and decreased engagement. Maintaining student interest and distributing points fairly are key to creating a productive learning environment.
Wizards and Dragons
The Respect Language Center organized an engaging fantasy adventure for teenagers using the Miro interactive whiteboard. The main goal of the event was to encourage students to actively use English and regularly complete homework. Yulia Mekhovich, director of the language center and English teacher, shared information about this project.
Nine groups, consisting of eight students aged 12 to 15, participated in the program. The groups were divided by language levels: A2, B1, and B1+, ensuring a level playing field for teams with similar language skills.
The course began with a team-building activity, after which Yulia invited each group to create their own avatar or find a suitable image online. Participants were informed of the exciting adventure ahead and asked to write down their desired rewards at the end of the training. "Some wanted to play Kahoot! during every lesson, while others wanted to watch cartoons, sing songs, or receive candy for every correct answer," Yulia shared. This approach helps increase participant engagement and creates a positive atmosphere in the group, which promotes better learning and the development of team spirit.
The adventure was visualized in Miro using a map of a fairytale land, on which the route was represented by individual squares. The teacher wrote down the students' suggested rewards on the same board and "placed" them in a treasure chest. The goal of the game was to complete the course faster than the other groups and find the chest. According to the rules, the team that reaches the finish line first would receive four rewards, the next team would receive three, and the third group would only be able to take the remaining two rewards. This approach not only makes learning more engaging but also develops team spirit and competitive skills among participants.
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A branched quest is an interactive learning method that allows participants to actively participate in the process, creating unique scenarios and making decisions that influence the further course of events. This approach not only helps increase student engagement but also develops critical thinking, creativity, and teamwork skills.
The use of branching quests in educational institutions makes learning more engaging and productive. Participants can progress through various levels, facing tasks and questions that require them to apply their acquired knowledge in practice. This develops a deeper understanding of the material in students and promotes information retention.
Furthermore, branching quests can be adapted to various topics and skill levels, making them a versatile tool for teachers. Learning through play stimulates interest and motivation, and also creates the opportunity for an individual approach to each participant. The introduction of such quests into the educational process can significantly improve the quality of education and make it more accessible and interesting.
Team avatars are placed on the map in the form of figures, like in board games. Before starting to move, the group must choose a speed of movement—one, two, or three steps at a time. The final speed depends on the average score the team received for completing the homework assignment. This creates an element of strategy that encourages participants to work more efficiently and improve their results.
- one step—from 4 to 4.4 points;
- two steps—from 4.5 to 4.8 points;
- three steps—from 4.9 to 5 points.
The situation is complicated by the fact that if a team chose, for example, three steps, but earned only 4.5 points, then its position will remain unchanged. If, however, the group completed the homework assignment at a high level, but initially chose only two steps, then that is the distance it will advance. This emphasizes the need to find effective game strategies. The map contains points that allow teams to change the set speed, opening up additional opportunities.
A team earns extra steps if all students communicated exclusively in English during the lesson or if everyone submitted their homework on time. This reward promotes the development of language skills and responsibility in students, which in turn improves the overall learning process.
As teams move along the map, they encounter various obstacles that are pre-placed along the route and hidden under squares. For example, if a huge elephant appears on the path, the team will be unable to continue until it leaves the area. The team rolls a dice: on a 1-3, the elephant remains in place and movement is stopped. On a 4-6, the elephant leaves, and the team is given the opportunity to move on.
The journey to the treasure chest is a team competition, but the system also includes a mechanic for individual achievements. Each student has the opportunity to develop their own dragon, which will ultimately help the team defeat the evil sorcerer. Students can draw or choose images of their dragons and create unique abilities to develop: flight, claw strength, fire breath, and more. Points earned for completing homework, tests, and dictations can be distributed among the chosen parameters. For example, if a student receives four points, they can allocate two points to flight and two to strength. To illustrate, the teacher created a ranking system on Flippity that shows which dragon has the most power. This game mechanic not only motivates students to learn but also develops creativity, allowing each member to feel valued within the team.
At the end of the game, all the characteristics of the dragon forces are combined, and the team fights the sorcerer. The sorcerer uses a dice to calculate attacks and counterattacks, similar to traditional tabletop role-playing games. The dice rolling system adds an element of chance and strategy, allowing players to adapt to different situations during battle. This makes the game more engaging and dynamic, and also promotes the development of tactical thinking in participants.
Yulia noted the high level of children's engagement in the process. In the future, she intends to improve the system by adding codes, riddles, and other quest elements to increase interest and interactivity.
From Complex to Simple
These examples are truly inspiring and encourage action. However, it is important to remember that implementing a gamification system can lead to undesirable consequences, especially if the system is highly complex. Elena Peresada, game educator and head of the Trendy English community and Trendy English Games, shares her experience working with similar programs. She emphasizes the need for careful analysis and planning to minimize risks and ensure the effective implementation of gamification in the educational process.
Elena shares her experience, talking about the first gaming program, which was similar to Natalia Ivanova's system. In this program, students earned points known as "spaces." They could use these points to obtain Lego spaceship parts, which, according to the story, were needed to save humanity after the explosion of the Sun. This approach not only stimulated students, but also contributed to the development of their creativity and teamwork.
Individually, participants competed for ranks on the ship, from private to captain. Elena noted that at the beginning, the system showed positive results, and even those who had previously been passive in class began to actively participate in the process. However, over time, certain shortcomings in the system became apparent.
We focused on "achievers" and "killers"—those who strive to earn points and climb the rankings. However, we soon noticed that many participants were losing interest in this race. After 2-3 months, it became clear that this strategy was leading to a dead end: we relied on external motivation to support the students. Moreover, some participants began to borrow ideas from each other, which only exacerbated the situation.
The game was successfully completed, and the ship launched into space. By the next school year, Elena and her team had developed a new system. In this game, students received a distress signal from another planet, and they had to travel there to rescue the local inhabitants. Unlike the previous game, where personal rewards, such as the ability to skip homework upon earning a certain badge, were the primary incentive, this new system makes the desire to escape the game the primary motivator.
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An Unusual Practice: "Sweet Road" and Using Bubbles for Intrinsic Motivation
The "Sweet Road" practice is a unique approach to intrinsic motivation. Instead of focusing on external rewards like prizes or recognition, this technique emphasizes the internal satisfaction of achieving goals. It involves creating visual images, such as bubbles, that symbolize progress and success.
Using bubbles in this practice helps focus on personal achievements and the positive aspects of the path to the goal. Each bubble can represent a step taken or a skill learned. This creates a sense of joy and satisfaction from the process, which significantly increases intrinsic motivation.
Thus, the "Sweet Road" and bubbles become a powerful tool for those striving for self-improvement and achieving their goals, allowing them to find joy in every step of the way.
The teachers completely abandoned individual assessment, and students worked exclusively in groups throughout the program. According to the plot, in order to fly from one star system to another, the team needed to collect fuel for the spaceship. A fuel formula was developed for each topic of the curriculum: at each stage, a certain number of units of "vocabulon," "ridium," "spicium," "raitin," and "grammarium" were required to accumulate. These elements directly correlated with the types of tasks the students completed, including learning new words, reading, practicing oral and written communication, and mastering grammar rules. This approach promoted teamwork and deepened knowledge in various aspects of the language.
Despite the advantages of non-material motivation, this system also has its drawbacks. Students focused on personal success may find this system uninteresting. Another subtle drawback is that this system awards points for all activities, which can diminish the value of each individual achievement. It's important to consider that for some students, motivation needs to be more focused and results-oriented to maintain their interest and drive for success. Students who had previously shown no interest in grammar began to express dissatisfaction and say, "We don't have enough grammar to make progress, let's work on that." Or, "We lack writing skills, let's write an essay." However, they performed at a high level in other aspects of their learning. This was a mistake—one shouldn't reward something people enjoy doing. As soon as you introduce a payment system for such activities, motivation decreases.
Elena rethought the game mechanics and assigned an equivalent value of one unit to activities that interest children, such as learning new words and reading. This decision is aimed at increasing children's motivation and engagement in the educational process.
According to the game educator, the main difference between a gamification system and a traditional game is its fixed rules. Unlike games, where the rules are clearly defined, gamification systems are characterized by their fluidity. To maintain their effectiveness, Elena recommends regularly analyzing the system's performance every two weeks, identifying its strengths and weaknesses, and making any necessary adjustments. This approach allows gamification to be tailored to user needs and ensures its relevance and engagement.
Elena uses a minimalist system tailored to specific metrics. Her group has difficulties with spelling and also lacks exposure to audio recordings of dialogue in English. At the beginning of the lesson, the teacher asks the students about their desired rewards, such as playing a computer game, watching a cartoon, or participating in a quest. She records all the students' suggestions on paper and places them in a box covered with six layers of tape. Each time a group successfully completes a spelling test with a score of at least 90%, one layer of tape is removed. This motivation system helps students to be more actively involved in learning and improve their skills.
The box disappears from the classroom, and the teacher offers Students are given an engaging task. They need to create videos with dialogues, which requires multiple listenings to an audio recording. Students upload their completed projects to a private YouTube channel, accessible via a link. In the comments below the videos, the teacher leaves clues to help the children find the box with rewards. This approach not only develops creativity and multimedia skills but also promotes teamwork and attention to detail.
Elena recommends clearly defining the goals you want to achieve before developing a gamification system. It's important to start with a simple system, but remember that it's not a static product. You'll need to make changes and improvements based on the results. This approach will ensure the effectiveness and adaptability of your gamification strategy.
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