Gamifying an online course - should I or shouldn't I?

I am still tossing around the idea of gamifying an online course.  I see pros and cons, and I am pretty sure how to do it...but just because I can do it, does it mean that I should? My training keeps whispering to me, "What  does the research say?"

So, I listened to that voice, and read, and thought, and wrote, and read, and thought, and wrote......and, even talked to a few current students, and, well......this series of blog posts follows my journey, my literature review as I explored this topic to decide whether or not I should gamify an online course...

NOTE: I process as as I write, so for me, crafting a literature review afforded me a great opportunity to read,peruse, and ponder.

Ready, Set, Go! ?

Chances are many of us have played games at some point in our lives, possibly even in a classroom setting. Games are not limited to recess, but teachers have used spelling bees, educational bingo, memory games, crossword puzzles, word searches, role – plays, ice breakers, and a variety of puzzles as a method of assessing knowledge, delivering content, and even encouraging students to interact with the content. Game show-based activities, such as Jeopardy (Simkin, 2013), Wheel of Fortune (Buckmaster & Craig, 2000), and Deal or No Deal (Chow, Woodford, & Maes, 2010) have integrated technology into classroom game play, used as teaching games, while offering a framework to guide class discussion. Using games as an instructional method has grown in popularity and has been linked to motivation, engagement, bridging the digital divide, learning from mistakes in a gentle environment, and even increased learning (Aldrich, 2009; Dignan, 2011; Kapp, 2012; McGonigal, 2015; Prensky, 2005, 2005/2006, 2008). If using games as an instructional technique has such positive results, perhaps taking this a step further would be even better: gamifying a course. As this idea shows much promise, the concept of gamifying an online course is worth further exploration.

Gamification is not about building a full-fledged game. It is about using some of the elements of games, offering more flexibility than a game. Werbach and Hunter (2012) define gamification as “the use of game elements and game design techniques in no-game contexts” (26). Kapp (2012) adds to this definition: “Gamification is using game-based mechanics, aesthetics, and game-based thinking to engage people, motivate action, promote learning, and solve problems” (10). Gamification should not be confused with game concepts such as gaming, game theory, serious games, or simulations (Brigham, 2015). Gamification is often used to enhance goals outside of the context of a game, such as the goal of healthier living. Gamification does differ from a game, however. A game is a self-contained unit with a definite beginning and end. Unlike a game, gamification lacks a clear beginning, middle, or end. Instead, gamification uses game-based elements and strategies to increase engagement, motivation, learning, and even solve problems. Gamification in education often includes games, game-like activities, or game elements to enhance learning, 
motivate students, or increase course engagement.

Obviously the goal of gamification is to create a game or series of activities in which people want to invest their time and energy - to remain engaged, to persist. Mechanics may involve levels, earning badges, point systems, scores, even time constraints, all frequently used in courses already. Alone, game mechanics are not sufficient to turn a boring experience into an engaging one, but they are essential building blocks of gamification. Aesthetics also add to the game or learning experience. This could include graphics, usability of the interface or LMS, and clarity of presentation. How a game experience is aesthetically perceived impacts one’s acceptance of the experience. Game thinking requires one take an everyday experience (or concept to be taught/experienced) and convert it into an activity that includes elements of competition, cooperation, exploration, and storytelling. To teach computer software skills, for example, an instructor or course designer could craft a story line for the course where the students are interning and are given specific tasks to complete using various software. This could also be the management of a virtual factory where students not only have to deal with manufacturing, but budgeting, inventory, and human resource issues. Students learn leadership skills while guiding others on quests. To motivate learners, the tasks need to be neither too difficult nor too simple. Driving participation in an activity is a vital piece of gamification.

Gamification promotes learning as many of the game elements are based on educational psychology and instruction design techniques. Faculty have long assigned points for activities, have provided corrective feedback, and have encouraged collaboration. The change here is that gamification adds another layer of interest while finding new ways to combine these elements to create an engaging activity that engages, educates, and motivates learners (Kapp, 2012). According to Mohl (2014), “Gamification is just plain fun” (24).

So....why can't learning be fun?  What other benefits to gamification are there?
  

References

Aldrich, A. (2009). Learning online with games, simulations and virtual worlds. San Francisco: Jossey-Bass.

Brigham, T. J. (2015). An introduction to gamification: Adding game elements for engagement. Medical Reference Services Quarterly, 34(4), 471-480.

Buckmaster, N., & Craig, R. (2000). Popular television formats, the student-as-consumer metaphor, acculturation, and critical engagement in the teaching of accounting. Accounting Education (9)4, 371-387.

Chow, A. F. Woodford, K. C., & Maes, J. (2010). Deal or No Deal: Using games to improve student learning, retention, and decision-making. International Journal of Mathematical Education in Science and Technology 42(2), 259-264.

Dignan, A. (2011). Game frame: Using games as a strategy for success. New York: Free Press.

Kapp, K. M. (2012). The gamification of learning and instruction: Game based methods and strategies for training and education. San Francisco: Pfeiffer.

McGonigal, J. (2015). It’s time to think like a gamer. Psychology Today, 48(5), 82-89.

Mohl, L. (2014). Serious fun - How HR can up the game. Workforce Solutions Review 5(3), 24-27.

Prensky, M. (2005). “Engage me or enrage me.” Educause Review, 40(5), 60-64.

Prensky, M. (2005/2006). Listen to the natives. Educational Leadership, 63(4), 8-13.

Prensky, M. (2008). Turning on the lights. Educational Leadership 65(6), 40-45.


Simkin, M. G. (2013). Playing Jeopardy in the classroom: An empirical study. Journal of Information Systems Education, 24(3), 203-210. 

Werbach, K, & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.