The term gamification was coined in 2002 by Nick Pelling, a British born computer programmer and inventor of many 80s computer games such as Arcadians and Frak!
However, gamification has been around for much, much longer. Gamification involves taking something that already exists and applying to it the kind of game principles and mechanics that motivate and inspire an audience, in order to create deeper engagement and greater loyalty and learning.
Gamification has been around for hundreds of years and in many forms. In 1908 the scouts introduced their badge system. Once knowledge or a skill is gained, a scout will receive a badge confirming this. Other than skills and knowledge, nothing is really gained by receiving the badges. However, a satisfying sense of accomplishment is often received.
Pokémon Go, the mobile game that became popular in 2016 with around 1.1 billion downloads, used game mechanics like the scouts. Instead of earning badges, users are rewarded with powerful and rare Pokémon after walking for significant distances.
Gamification uses several types of game mechanics in order to motivate and engage the participant. We have discussed the use of badges above.
Other types of game mechanics can include the use of:
Leaderboards – These can be used with learners, with some consideration. You may choose to have a leaderboard for learners who are having private practice. Whoever has the most hours of practice in that week gets to be at the top of the leaderboard. Fake names might be considered to keep anonymity between learners that might know each other.
Badges – Introducing badges into lessons can be a great way of motivating learners in a positive way. If learners complete a specific task or skill independently, a badge is given for this. They can then be applied and kept on the learner’s progress report.
Experience points – Similar to badges, these can be awarded to learners for completing specific tasks or goals helping to provide a sense of achievement and progress. In some ways, scaling can be used in a similar way, learners appointing themselves a higher scale after completing a goal.
Progress bars – These can be good for visual learners as they represent progress. Allowing the learner to fill in their own progress bar with coloured markers can give a real sense of achievement.
One of the main reasons for adding gamification into lessons is to help create a fun environment. Having fun is not only important for our happiness but also our mental health. Having fun can help reduce cortisol levels (stress hormone) and can be a great way to help learners to relax and take their mind off their stress or anxiety.
Having fun can also increase serotonin levels which regulates processes like sleep, mood, and memory. Think back to your school days, which lessons were fun? Do you remember some teachers more than others and was this because they made learning fun?
Winston Churchill once said “Personally, I’m always ready to learn, although I do not always like being taught”. This is something I very much relate to. I enjoy learning but I’m reluctant to learn things if I don’t enjoy them.
So how can we make lessons fun?
Other than the options discussed above, adding in games that are designed to achieve a specific goal (These are called “Serious Games”). Let’s pick a learner who needs to improve their observational skills at identifying road signs.
Introducing a point-based game where both you and the learner must identify road signs ahead. I like to give the learner a little help as they are concentrating on driving.
As soon as I spot the sign, I count to 3 before calling out the sign. The learner needs to call the sign as soon as they spot it, and a point is awarded to the person who calls it out first. This method uses points and encourages a small level of competition into the task.
The person with the most points at the end of the game goes onto the leaderboard. Learners love it when they beat me.
Another game I play, albeit very simple, is very successful. If I have a learner who feels they need to look at the gear level every time they change gear, I play this game with them.
Every gear change they look at, they pay me £1. For every gear change they make without looking, I pay them £1. When a monitory value is introduced, it is amazing how little they look at the gears!
One of my favourite games to play is designed to help the learner develop their skill of moving off more confidently and progressively. Risk management is a must in this game.
We find a quiet road where the learner can prepare the car as if they are a roundabout waiting for a gap. Once I call “GO” I start the timer on my stopwatch. The learner must then move off, without rushing, and as soon as they reach second gear, the timer is stopped.
On each attempt, the learner must beat their previous time. This is another game that has a very high success rate with my leaners and once we put these skills into real life, their confidence in moving off has increased.
As mentioned above, risk management is always present on lessons but is something that needs extra consideration when using games on lessons.
Safety cannot be compromised, and road rules must not be contravened. With that said, go out and make lessons and learning fun, not only for your learners, but you might be surprised, you might even enjoy it yourself.
© Tom Stenson
drive-up-training.co.uk
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