"A study of the effectiveness of game-play techniques and the 'gamification' of education for 1st grade students"
Classroom study overview document
Through the use of game-play techniques within an educational setting, first grade students will be able to understand and complete second, and possibly, third grade mathematics lessons. The increase in mathematics skill will be attributed to the use of tangible rewards, effort-based achievement systems and interactive game-centered scenarios. These physical and virtual acknowledgments of successes, when delivered through a balanced reward system, will increase a student's involvement within the classroom and lead to a greater absorption of the information taught.
Games, competition, and general "score keeping" can be an interesting incentive for participation in any exercise or activity. When one adds physical rewards to the mix, such as trophies, ribbons, and monetary earnings, the stakes and incentives increase even further. When these rewards and goals are involved as an intrinsic part of a game-centered curriculum model, student engagement should become more involved than within a traditional setting. In order to effectively integrate games within a classroom setting, one must look well beyond the scoreboards and ribbons and develop specific opportunities for rewards to be earned. Cashing in points for school supplies, recess time, classroom environment changes, and new opportunities not only give students goals to work for, but create a sense of challenge and competition among peers to strive for the next "prize".
When one compares a game-centered classroom setting to a traditional classroom with its standardized learning methods such as lectures, worksheets and assignments, the learning opportunities between the two classroom types are quite different. Within a game-centered model, students should not be forced to follow a specific paradigm for learning. A forced, didactic, single-track method of traditional education is not wholly designed for all individuals. As such, there are students on either end of the spectrum that either, become bored with the ease of the topics, or struggle with the content delivered. Structured game-centered activities, both digital and analog, that utilize scaffolding and differentiation techniques to target each student's ability not only assists with involvement and participation issues, but they tailor the learning scale, as needed, to keep a student on track at their own specific pace.
A critical component of this game-centered model is within the reward system itself. In order for the rewards to entice the participants into the game, and encourage them to push themselves further than normal, students should not be given just virtual versions of prizes. Tangible, physical prizes, along with positive environmental changes (first/last in line, first/last to leave, a "comfy chair", teacher's desk, window seat, etc), offer the student the opportunity to experience their rewards first hand. This real-world cause and effect will help build a foundation of accountability, as well as show the benefits of hard work and effort.
Badges show where a student has been, and scores show how well they have performed. Leader boards, badge/achievement boards and other virtual reward systems can help establish a student's placement within the whole group. However, individual rewards must be offered to each student as well in order to encourage continuous growth. Reflection on past accomplishments or efforts are nice markers for setting a track-record, but low scores from a struggling student may create a sense of defeat within the first few tests if results are broadcast to the whole class. An opportunity to earn free computer time, extra recess play, or a "free lunch" for their individual efforts, regardless of other student's efforts, could encourage any student to try harder and become more involved.
In developing a "better" reward system for a game-centered educational model, game-play balance must be considered. Effort prizes and accolades must not be co-mingled with performance related ones. A student who doesn't understand may try twice as hard as one who "gets it". A difficult balance must be maintained so as to target, and reward, every student's efforts and abilities equally. It is within this refined reward system that the power of a game-centered curriculum model truly takes from. Penalizing an incapable student for not understanding a topic is not fair, just as rewarding a fully capable student for whizzing through a simple exercises is unbalanced.
A balanced reward system should follow these guidelines:
With the development of an effective game-centric rewards model, one where intrinsic, physical rewards enhance classroom life, students will experience a more robust learning opportunity. They should retain information better, and feel more engaged, as well as empowered. These esteem building traits allow for students to succeed easier than they would with a traditional educational model. This thesis shall focus on the development of a reward system that would be a core component of a game-centered curriculum.