Gamification and Game-Based Learning
Games can introduce goals, interaction, feedback, problem solving, competition, narrative, and fun
learning environments, elements that can increase learner engagement and sustain motivation. This
teaching tip discusses the difference between gamification and game-based learning, the pedagogical
values these two strategies can bring to instruction, and game elements appropriate for face-to-face and
online courses.
Gamification vs. game-based learning
Gamification and game-based learning are similar in that both strategies promote engagement and
sustained motivation in learning. However, gamification and game-based learning can also be usefully
distinguished:
Gamification is the integration of game elements like point systems, leaderboards, badges, or other
elements related to games into “conventional” learning activities in order to increase engagement and
motivation. For example, an online discussion forum for a Physics course might be gamified via a badge
system: students might be awarded a “Ptolemy” badge after they have made 10 postings, a “Galileo”
badge after 20 postings, “Kepler” after 30, “Einstein” after 40, and so on. In ideal gamified learning
environments, students can see the online badges that their peers have earned to create a sense of
comradery or competition.
Game-based learning, in contrast, involves designing learning activities so that game characteristics and
game principles inhere within the learning activities themselves. For example, in an Economics course,
students might compete in a virtual stock-trading competition; in a Political Science course, students
might role-play as they engage in mock negotiations involving a labour dispute.
In short, gamification applies game elements or a game framework to existing learning activities; gamebased learning designs learning activities that are intrinsically game-like.
Gamification and game-based learning both promote engagement and sustained motivation in learning,
but they do not necessarily result in improved learning outcomes. For a detailed explanation between
these two approaches, and for helpful videos and other resources, consider looking at GOBLIN (Games
Offer Bold Learning Insights Nowadays) Education.
Game elements and their pedagogical role
Most games feature elements such as rules, goals, interaction, feedback, problem solving, competition,
story, and fun (see Vandercruysse, Vandewaetere, & Clarebout, 2012). Though not all of the elements are
needed to successfully gamify a learning activity, carefully selecting those elements that help meet the
learning objectives of the course can be useful. The pedagogical value of game features often associated
with gamification are discussed below.
Points or experience systems
Similar to conventional grading schemes, game points or experience (XP) systems reward students for
completing various tasks, assignments, or assessments. Game or XP points can introduce some useful
affordances to learning environments, including:
Limitless points: whereas traditional grading schemes collect artifacts of learning which accumulate to
100% of a course’s grade, points or XP systems accumulate points with no fixed end in sight.
Flexible goals: students are presented with a wealth of possibilities to earn points, and instructors can
structure the course so that they either accumulate as many as they want, or they complete a certain
number of tasks to reach a desired point total.
Student choice: choice is crucial to the success of a points-based system. For example, students might be
able to earn points by focusing on reflection activities, or by opting to complete a number of tests, or any
other activity relevant to the course.
Tracking: you can track points by using LEARN’s gradebook feature with points instead of percentages, or
Google Drive to share the results with the entire class.
Points can also be supplemented by academic rewards: when a certain point threshold is reached, a
student might be given an extra week to submit an assignment or bonus questions on the next test.
Badges
Badges are a digital way to acknowledge student work. For example, students might receive a badge if
they achieve certain levels of success on assignments, or if they do additional work, such as submitting a
draft or sharing notes with another student. They may even be the result of simple participation: accessing
the course through the LMS five times a week over the course of a semester could earn a badge. Student
badges may be displayed to other learners in the class as a means to encourage competition or to
demonstrate the variety of badges which can be earned.
Create your own badges for your course with free programs such as Credly or OpenBadges.
Leaderboards
Competition can motivate students and can be leveraged by leaderboards that showcase the distribution
of point totals that students have accumulated through various learning activities. However, caution must
be taken when constructing leaderboards because displaying all students in order of point totals can be a
disincentive for students at the bottom (Farzen, DiMicco, Millen, Dugan, Geyer & Brownholtz, 2008;
Landers & Landers, 2015). Consider using a system in which students see only the two students who are
directly above them and below them, in order to foster a healthy sense of competition without
discouraging students who are performing poorly.
For examples as to how to create a leaderboard, see How to Create a Leaderboard for eLearning with
Google.
Online gamification strategies
Discussion boards
Students may be incentivized to discuss readings before or immediately after class by making them
optional but allotting XP points for each post or reply to another post. Points earned could go towards
additional help on an assignment (such as allowing a draft to be reviewed first, or having an automatic
extension granted), or to completely bypassing an assignment (if the student reaches a certain number of
points, they no longer have to complete a specific assignment in the course). You can also facilitate real-
time discussions using tools like Padlet or Todaysmeet, each of which allow students to make anonymous
contributions.
Quizzes
Rather than presenting a set of seemingly unrelated questions, consider creating a narrative or quest that
draws learners in and helps them see the consequence of their responses. Think of your quiz as an
interactive narrative: each question leads into the next, and may build upon previous answers, all the
while being part of a larger narrative or story that compels the learner to remain engaged. You may even
include hints that the learner can choose to use or not. Be cautious of making these high-stakes
assessments – the game-like features of the task will be mitigated and potentially impaired should
learners be focused too much on the grade attached. An alternative method is to have students complete
a quiz in the online environment, and then come to class, form groups, and complete the same quiz, but
now try to convince one another of the correct answer. This can be facilitated through Immediate
Feedback Assessment Technique (IF-AT) cards too.
In-class gamification strategies
Jeopardy
Creating Jeopardy-style games for review of chapters or in preparation for a midterm can provide
enjoyment and interaction with others in a familiar game structure. Create a game using PowerPoint, or
use a free Jeopardy game creator like Instant Jeopardy Review.
Classroom response systems
Gathering responses from an entire class can be difficult, but doing so with classroom response systems
like Kahoot or TopHat can encourage participation through game elements like points and competition
between individuals.
Out-of-class gamification strategies
1. Game-based learning environments
These include any game designed for educational purposes such as Trivia Crack. As an instructor, you can
make learners aware of these educational games, but the game itself acts as the educator.
2. Game-enhanced learning environments
These environments employ commercially-available games that are designed with entertainment in mind.
Learners play these games for fun, and must then be provided or find means by which to discuss gameplay
experiences with like-minded individuals. As an instructor, your role can be to provide or invite examples
of games that are related to the discipline, and importantly, provide the space for learners to reflect on
their gameplay. Massively Multiplayer Online Role-playing Games like World of Warcraft or Second
Life are great for immersing language learners in another language, or games like SimCity can help
understand economic principles.
Some final notes
Incorporating games, gamification, or game-based learning into your teaching doesn’t require a
monumental shift in your teaching. Many activities or active learning strategies that you already use likely
contain some of the game elements listed above and, with some modifications, can be modified into even
more effective learning tools. At the same time, gamification and game-based learning should not be
implemented in a cavalier manner, but should be thoughtfully integrated into a course.
Some gamification and game-based learning tools
Duolingo – gamifying language learning by having students complete drill-and-kill grammar and
vocabulary exercises while receiving experience points to gain levels and access more difficult exercises
Minecraft – a vernacular game that has been adapted for learning environments by giving students a
sandbox to build and construct their own virtual worlds
Second Life – a virtual world where students can create their own avatar and embody a 3D space, which
can in turn promote easier communication through text and reduce anxiety to speak
Coursera – a platform that provides free educational courses for anyone who is interested, but to promote
interactivity and retention, badges and other reward systems are implemented for participants
Brainscape – improved flashcards that promote retention of knowledge using what they call “confidencebased repetition”, designed to be more appealing and fun to use to also assist in retention
Kahoot – a classroom response system that is free to use and doesn’t require student sign-up; simply
create a game of Kahoot, enter in questions, and supply the provided pin to your students, who will then
use their phones or laptops to play the game and answer questions
Credly – an open-source badge making tool to create badges for tasks in your course, with the ability as
well to distribute badges to students as well
OpenBadges – another open-source badge making tool, like Credly, but is more complex to create badges
with
Immediate Feedback Assessment Technique (IF-AT) – the IF-AT provides immediate feedback to learners
on multiple choice questions by having a card that learners scratch to determine the correct answer;
allows for collaboration when answering questions and provides a sense of excitement when scratching
the card
TopHat – a classroom response system, like Kahoot, that allows students to provide responses to
questions in the class anonymously; unlike Kahoot, this has a fee associated with it, but it allows for better
integration in the LMS for grading purposes, and has a tournament mode to encourage competition inclass
References
Farzan, R., DiMicco, J. M., Millen, D. R., Dugan, C., Geyer, W., and Brownholtz, E. A. (2008). Results from
deploying a participation incentive mechanism within the enterprise. In Proceedings of the SIGCHI
Conference on Human Factors in Computing Systems, ACM, 563–572.
Landers, R. N., & Landers, A. K. (2015). An empirical test of the theory of gamified learning the effect of
leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785.
Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012). Game-based learning: A review on the
effectiveness of educational games. In M. M. Cruz-Cunha (Ed.), Handbook of research on serious games
as educational, business, and research tools (pp. 628–647). Hershey, PA: IGI Global.
Benefits of Game-Based Learning
Assume you're in a classroom where the teacher does nothing but stand in front of the smartboard,
project their notes, and read them verbatim. You're likely to be bored out of your mind, and your mind
will soon wander off to distant places as you lose interest and concentration.
But classroom education does not have to be like this! Using game-based learning in the classroom
engages students by involving them directly in the learning process. What is the end result? Improved
retention of material learned, increased student engagement, increased attention span, improved
concentration, and an overall enjoyable learning experience with few stressful situations.
The term “game-based learning” encompasses a broader range of issues. What activities are considered
“play”, the benefits of game-based learning on a child's cognitive, behavioral, and psychological
development, and the role of the instructor in play to facilitate maximum learning development?
Two distinct types of play have been the primary focus of research into the benefits of game-based
education. Free play, which is directed by the children themselves, and guided play, which includes some
level of teacher guidance and involvement.
Free play is typically defined as child-directed play. It is self-motivated and voluntary. Not to mention the
enjoyable and entertaining aspect of this division of play. One type of free play that is frequently observed
is socio-dramatic play, in which groups of children engage in imaginative role-playing with materials at
hand, sometimes creating social situations and adhering to social rules such as pretending to be different
family members, a classroom set up, or a day at the grocery store.
The term guided play, on the other hand, refers to play activities that include some level of adult
involvement in order to facilitate and extend additional learning opportunities within the play itself.
However, determining who has authority over the play activity is critical.
Whatever type of play the child engages in, there is a growing body of evidence in favor of using gamebased or game-based instruction to support multiple areas of learning and development in children,
particularly in the classroom environment.
Advantages of Game-Based Play
A well-designed game and supporting materials in the classroom can make education more relevant by
allowing students to assume different roles, confront problems, make meaningful choices, and investigate
the consequences of these choices.
Teachers are now confronted with larger classrooms with widely disparate capabilities. These types of
learning materials and educational board games allow children to take on various challenges, fail in a safe
environment, and eventually succeed and Level up at their own pace. The use of games in the classroom
allows children to develop an emotional connection to learning and subject matter. It gives them the
chance to get feedback and practice. The games can also be tailored to fit specific teaching situations.
Furthermore, games encourage students to participate more actively in their classes, and healthy
competition can boost their motivation. As students feel more capable of achieving their interim goals,
they feel more successful and can see their progress. They also learn about the availability and value of
alternative procedures for gaining a better understanding of their subjects. All of this helps students
become more confident, independent thinkers who are better prepared to take on large projects and see
them through to completion. While we have accepted that games in class are beneficial in key aspects of
a child's learning, let us now look at how games work to improve multiple aspects of a child's learning.
Enhanced Recall and Retention
Classroom games, particularly video games, foster creative thinking and problem-solving. If all you ask
students to do is read 20 pages of a history book or study flashcards once a week, they are likely to forget
everything they have learned. To be honest, it's a little boring, and students are likely to lose interest
before they get to page four. Believe it or not, for some children who feel inadequate or incapable of
retaining information, this process can be distressing.
A better approach would be to combine readings and traditional lecturing with interactive classroom roleplaying to help students remember information better for exam day. For example, you could divide your
class into two groups of governments (democracy, monarchy, dictatorship, etc.) and present a relevant
social issue to each group. Then ask them to create a short enactment of how their type of government
would respond to that issue based on what they learned from their readings. Students can even present
a bill and debate its merits and drawbacks before it is passed into law. These kinds of enjoyable and
memorable experiences will stay with children long after they have left the classroom.
Improvement of Problem-Solving Ability
Good games assist children in developing and honing their problem-solving abilities. This is an important
skill for children and teenagers to learn early in life so that they can use it throughout their lives.
Perhaps you're teaching measurement and weights in class and showing the students videos of various
materials with varying weights, masses, and shapes. and show them falling from a great height. The
children will not have a fair understanding until they interact with actual physical objects. Using an actual
scale designed for safe play in the classroom can help students better understand the weight differences
of various objects, regardless of their shape and size. For example, the kids will be surprised to discover
that an empty lunch bag weighs less than a tiny but sturdy chalk huge box with chalks. You could still teach
the same topics this way, but with a greater emphasis on practicality. Whatever you teach, the key is to
get students thinking and answering questions rather than just reading and memorizing.
Prompt Feedback
How do you know if the students understood the subject matter after your lectures or their readings? The
traditional method is to test them with a quiz. But some students have shown to be so intimidated by this
method of assessment or are so uninterested in this traditional approach that they end up
underperforming on these types of tests. Classroom games not only improve student engagement but
also provide instant feedback on how well the students understand the topic under study—-because fun
games help open even the most reserved students and get everyone actively engaged.
Selecting the Best Games for The Class
Obviously, the games you choose to include in the classroom must be relevant to the lessons and teaching
objectives. For maximum effectiveness, certain characteristics must be kept in mind.
The games should be age-appropriate and simple to use so that children do not have to sift through
manuals or watch YouTube tutorials to figure out what the game is about. Effective classroom games are
easy, simple, to the point, and enjoyable.
Games can be classified and distributed for class activities, or they can be saved for a rainy day.
Engaging classroom games also have meaningful and measurable objectives for students to achieve. In
other words, games are not given to students solely to entertain them; rather, the games should be fun
and challenging, with deliberate coordination with the lesson plans.
A blend of educational games, role-playing group activities, or exploratory materials in the classroom can
transform it into a learning haven for the children.
Everyone is having fun outside, so why not have some fun in the classroom as well? After all, the primary
goal of education is to remind students that learning can be enjoyable and worthwhile. Classroom games
help students develop valuable literacy and social skills, retain more content, and, most importantly, come
to class excited to learn.
Pros n cons
Gone are the days of textbook-only learning. As an educator, you’ve likely experienced firsthand how
challenging it is to meet the needs of different types of learners — all while trying to keep student
engagement high.
Game-based learning is one teaching strategy that’s growing increasingly popular to help students achieve
their learning objectives. Especially as:
Students are becoming tech savvy at an earlier age
Educational technology companies are developing more products
And rightly so. In a 2018 study, researchers found “evidence that the use of educational games
could support and increase the mathematics learning outcomes.” Another 2018 systematic review of
game-based learning highlighted research that found “educational games play a successful role in terms
of both a better understanding of the course content by the students and the participation of the
students in this process.” Since then, the amount of research on game-based learning has continued to
soar.
Below, we’ll dive into what game-based learning is, the benefits and drawbacks, as well as types of gamebased learning educators like you can use every day.
What is game-based learning (GBL)?
Game-based learning is a teaching method that uses the power of games to define and support learning
outcomes.
A GBL environment achieves this through educational games that have elements such as engagement,
immediate rewards and healthy competition. All so that while students play, they stay motivated to learn.
The great thing about game-based learning is everyone can reap its benefits, from preschool all the way
up to post-secondary education and beyond. Where and how doesn't matter, either — students can learn:
With online games
In person with physical objects
Independently or as part of a team
Game-based learning vs. Gamification
If you're experienced with GBL, chances are you’ve come across the terms “gamified” or “gamification.”
And while they’re similar, the two applications are distinctly different.
In game-based learning, teachers incorporate learning activities through games to refresh old concepts or
solidify new ones.
By leveraging today’s students’ intimate knowledge of gameplay, teachers can create exciting learning
environments that increase student engagement.
Gamification is about bringing aspects of game-design into the learning process. This includes features
like:
Earning badges
Using points systems
Getting on leaderboards
Collecting other rewards
However, the biggest difference between game-based learning and gamification is its application in nongame settings. In your classroom, gamification could mean creating a leaderboard for students who finish
their homework on time every day, and getting some kind of prize for the longest streak every month.
Game-based learning vs gamified learning
Here's an example to illustrate the differences between GBL and gamified learning:
Scenario: Teaching mathematics to students in 3rd grade.
Game-Based Learning: You would use an application like Prodigy Math. In this game, players explore a
fantasy world where they complete quests, take part in magic battles and collect in-game "Pets". To
progress, students must answer standards-aligned questions set by their teacher.
Gamified Learning: Students earn points or badges for completing problems or math worksheets for third
graders. A leaderboard could be used to track progress and create a sense of competition.
Digital game-based learning (DGBL)
In an increasingly tech-filled world, DGBL takes things one step further and harnesses technology to help
make game-based learning even more engaging and effective. As defined in our digital game-based
learning article, it:
“Offers a delicate balance between in-class lessons and educational gameplay. Teachers introduce
students to new concepts and show them how they work. Then students practice these concepts through
digital games.”
A good DGBL platform should seamlessly track progress as students work through subject matter and help
identify where students are excelling, as well as where they need support.
Example of DGBL: Prodigy Math
Prodigy Math is an engaging, standards-aligned, digital game-based learning platform that checks all those
boxes. Success in the game requires students to correctly answer math questions which adapt to their
learning needs, and gives teachers the ability to differentiate!
Educators, get full access for free
Combined with your teaching style and continued lesson plans, you’ll likely have a lot of success when you
implement digital game-based learning in the classroom.
Traditional game-based learning
GBL wasn’t always digital, of course. Take formative, non-digital childhood games like Simon says or DuckDuck-Goose, for example.
Teachers would — and still do — pepper the traditional learning environment with them to help teach
students how to understand classroom rules, the importance of paying attention and to improve motor
skills. All while having fun.
Top benefits of game-based learning
Some educators and researchers still argue that game-based learning can be detrimental to educational
experience.
However, studies continue to show that games can positively impact things like students’ math and
language learning in many ways. Game-based learning:
1. Helps problem-solving — Game-based learning can help students solve problems by fostering
skills like understanding causation, logic and decision making they can use in life outside of school.
2. Encourages critical thinking — Research has shown that GBL can improve students’ critical
thinking skills, “including the development of independent beliefs prior to engaging in
collaborative discourse and providing opportunities for guided reflection.”
3. Increases student engagement and motivation — A 2019 research paper found when teachers
incorporated digital game-based learning elements such as feedback, choice and collaboration
into their instructional design, students become more engaged and motivated to learn.
4. Introduces situational learning — Learning doesn’t only occur in our heads; it in fact, it’s a
fundamentally social process. Proposed in 1991 by Jean Lave, anthropologist, and Etienne
Wenger, a computer scientist, situated learning helps students understand new concepts in the
context of their social relationships.
5. Addresses special education needs — GBL positively impacts special education classrooms, too,
according to this 2020 literature review. Researchers found that for students with individualized
education plans, “game-based learning is a must to help guide instruction, create a positive
environment, and generate academic success… [And students] with autism [are] more successful
and motivated when using computerized games for academic lessons.”
Potential drawbacks of game-based learning
As we mentioned above, not everyone is convinced of game-based learning just yet. GBL’s purpose was
never to replace teachers and traditional learning, but to help positively augment it.
Depending on your personal teaching approaches or a student’s individual learning style, there can be
drawbacks to game-based learning:
Too much screen time
Games aren’t always created equally
Games can be a source of distraction
It requires a technology learning curve
Doesn’t replace traditional learning strategies
Not always aligned to teaching or learning goals
Researchers still have much to study about GBL and, if not implemented effectively, teachers and students
can have a poor experience.
However, we hope resources such as the one you’re reading now help empower educators and students
alike to benefit from game-based learning — in school and beyond!
7 Types of game-based learning
Exploring the world of GBL will open the door to many types and examples of games, whether you teach
pre-kindergarten, elementary or high school students.
Compared to games outside of the education space, “serious games” are ones designed to teach or help
students practice specific skills or content.
Some of the most common game-based learning examples include:
Card games — A game that uses a traditional or game-specific deck of cards. “War” is a traditional card
game that can have a mathematical twist. Check out our list of classroom math games to learn how to
play.
Board games — A game you play on a board that usually involves the movement of pieces. Chess and
checkers are popular ones, but there are hundreds if not thousands of board games for kids to explore.
Simulation games — A game designed to closely simulate real-world activities. The Sims, which launched
in 2000, is one of the most popular series of life simulation games that involves creating and exploring
virtual worlds.
Word games — A game that’s typically designed to explore the properties of language or the ability to use
a language itself. Scrabble is an example of a traditional word game while the app Words With Friends is
a more modern one.
Puzzle games — A game that emphasizes puzzle solving through one’s use of things such as logic, word
completion, sequence solving, as well as spatial and pattern recognition. For example, Sudoku and 2048
are popular math puzzles.
Video games — an electronic game wherein players can manipulate what appears on the screen with, for
example, a joystick, controller or keyboard. A couple that might pop into your head are the decades-old
classic Pac-Man, or, more recently, Fortnite.
Role-playing games (RPGs) — a game in which players assume the role of imaginary characters who
engage in adventures. A popular fantasy tabletop RPG is Dungeons & Dragons and was first introduced in
1974. Prodigy Math is also a massively multiplayer online role-playing game (MMORPG) where 1st to 8th
grade students go on exciting adventures and correctly answer curriculum-aligned math questions to
progress.
Of course, the types of game-based learning you choose to use may depend on the students to have in a
given year. But you have plenty of options if GBL is something you want to try this year!
Learn more about Prodigy for teachers
How game-based learning drives a strong learning experience
Do you remember the first time a new concept finally clicked after learning through play? Maybe you
experienced something similar as a student or in an effective professional development session.
If you have, you recognize the power game-based learning can have on one’s personal learning journey.
As a company rooted in game-based learning, we witness it every day: students who play Prodigy Math
and develop a love of math that wasn't there before.
Whether you’re planning to apply it to in-person learning or e-learning, do so with an open mind. You may
be surprised how much you — and your students — love game-based learning.