Higher education enrolment rates are declining at a rate of 6 per cent for undergraduate and postgraduate studies in the UK, research shows. Lower continuation rates are also an issue, with students from the most deprived areas continuing on at 88.2 per cent compared with 92.8 per cent for those from the least deprived areas. As a result, universities are developing student-centred initiatives to enhance the learning experience. Here’s how they’re applying gamification and game-based learning.
Gamification
Gamification refers to the application of game-based elements and aesthetics in traditional or digital learning activities through the use of badges, quizzes and leaderboards, by which students will gain points when answering questions correctly. Some examples of gamification include quizzes or polls (such as Poll Everywhere Competitions or Kahoot) where students can see their results and points on a leaderboard. Other examples include using a badge system that acknowledges the completion level of activities on a discussion board, or when students develop a board game as part of their assessment.
Game-based learning
In contrast, game-based learning focuses on using actual games or simulations to achieve a goal following some rules, receiving rewards and rapid feedback. In this scenario, the game represents the learning environment and failure is not seen as an end but as part of the learning process to improve performance. Examples include Duolingo (enhancing their grammar and vocabulary skills when learning a new language) and Second Life (where nursing students can interact with virtual patients, diagnose conditions and apply clinical skills in a simulation).
Similar advantages and risks
Both approaches aim to make learning more enjoyable and effective through feedback and active participation. They offer similar advantages such as enhancing engagement, collaboration, problem-solving and self-confidence. However, potential risks include poor curricular integration, including lower student internal motivation that is replaced with external motivation (such as gaining points or badges), addictive or compulsive behaviour, overemphasis on competition over collaboration, and short-term engagement.
Tips to embed gamification in courses
Having used a variety of games, including quizzes, simulations and virtual reality for more than 10 years, we offer these key tips for educators seeking to maximise their pedagogical benefits while minimising potential drawbacks.
Defining purpose
Before embedding games in courses, it is important to assess how the games are aligned with the module learning outcomes. The games can be part of once-off or recurrent learning activities, or they can be linked to assessment. For example, some quizzes or polls at the end of the class can be used as a class assessment technique to assess prior or a posteriori knowledge. In addition, it is important to ensure the game will enhance active participation, peer learning and collaboration rather than solely competition.
Understanding available resources and added value
Adopting games doesn’t require unlimited resources. Some games and their functionality might be free, depending on the number of participants. The time spent training and the human involvement required can also be very flexible, and educators should consider all these elements when selecting the games they’ll use. More importantly, focus on the added value provided by the game, based on cost and the number of participants, but also student satisfaction and completion.
Customisation
The selection of the game will depend on the module discipline, learning environment and teaching mode. For example, some games are developed for specific disciplines such as science, technology, engineering and mathematics (STEM). There is no unique game that is suitable for all educational contexts. Additionally, consider the game’s level of authenticity before implementing it – for example, compare a board game against a solution or virtual reality one.
Implementation
When implementing the game, decide the number of interactions, constructive feedback, whether it should be carried out in some classes or in all of them, the duration of play and if it will be implemented at the beginning, middle, end or after the class.
- Go beyond play and engage students with game-based learning
- Ready, player one? How video games can help engage students
- Serious play: boosting engagement in online courses through games
For example, a simulation game about care manufacturing companies can be played by teams outside the classes. But provide the feedback for improvement during classes.
Continuous evaluation
To assess the impact of the game on the student learning experience, we should consider student satisfaction and progression and its alignment with the module learning outcomes. This evaluation requires the participation of different stakeholders, including students, educators, learning designers and employers, to improve the pedagogical integration of games and the development of employability skills.
Future trends
Emerging technologies such as artificial intelligence, virtual reality and augmented reality are reshaping the gamification landscape. They can create a virtual and safe learning environment, where students can apply concepts and develop practical skills. For example, using VR in a simulation game that recreates a client meeting, business students can practice their negotiation and presentation skills.
One of the exciting frontiers is the integration of generative AI into gamified course design. GenAI can reduce workload for educators by generating content, including quizzes, puzzles, storylines or case study prompts suited to specific subject areas. For example, educators can use tools like ChatGPT to efficiently create discipline specific questions or scenario-based simulations, saving hours of work.
GenAI also has a role in adaptive game design, where the challenge adjusts in real time in response to student performance. Additionally, GenAI can help create interactive virtual characters that act as clients, patients or historical figures in role-play scenarios, enhancing authenticity and interaction.
Just as social media platforms are leveraging GenAI to maintain engagement through gamified aspects, higher education can potentially learn from such models to track student engagement and provide timely interventions to help sustain activity and motivation.
The implementation of games in higher education through gamification and game-based learning enhances students’ engagement and collaboration. However, successfully doing so requires balancing opportunities, risks and the pedagogical and practical justification. With emerging tools like GenAI, educators now have better support to develop rich, adaptive and more meaningful game-based experiences that were previously much harder to build at scale. These five tips will guide course designers before they start on a gamification journey.
Gustavo Espinosa Ramos is senior lecturer in management and marketing and Gunter Saunders is associate director of digital engagement and library services, both at the University of Westminster.
If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.
comment