6 | JADE
LOUISE ROBINSON
to demonstrate how well the learning objective has been met( postgame feedback / goal achievement). When goals are completed, the player / learner then progresses to a higher level and faces a more difficult task. The individual is also expected to take what was learnt from the previous achievement and apply it in a different situation to help attain the new goal. The adoption of gaming structure and language has been seen to be successful in engaging students by setting‘ quests’ and gaining‘ experience points’- therefore in some instances turning a task into a challenge can provide a greater level of motivation( Hannify, 2012; Stott, & Neustaedter, 2013).
Arguably the most important factor which games bring to an educational environment is the freedom to fail( Stott, & Neustaedter, 2013; Dichev et al., 2014). Often in higher education there is little room for error without having the potentially drastic consequences( as seen by students) of having no results to write about or having to admit that our approach or conduct was flawed. One of the greatest ways we learn is through experiences which did not go to plan, but how can someone learn from their mistakes if they are not given the freedom to fail? The psychological impact of not achieving results in an academic setting is most often negative, either towards the subject as a whole or more damagingly, towards the individual themselves. These negative emotions are far less likely to occur if the experience is one of a game and often the desire to try again in order to‘ win’ is greater. The students which are most engaged with an assessment are those who believe that they can do well; the students who are aiming for the‘ high score’ and believe that it is achievable. This level of determination can only occur through positivity of which this behavioural change is something games can help to promote. The adoption of game elements within a classroom can be instigated in many ways and the experience can be private, with only the learner knowing their‘ score’ and observing progress; competitive, with each individual knowing the achievements of others and determining their ranking; or co-operative where teams or perhaps whole classes are working towards a shared goal. Tasks developed with a gameful design can be played outside of contact time and provide virtual instruction and feedback to a deeper level than an online test can achieve whilst maintaining the determination to succeed.
The power of games to quickly develop skills, create a‘ hook’, and promote a feeling of success should not be taken lightly nor be seen as‘ time wasting’ or‘ switching off the mind’. Many games involve a level of concentration, cognition, and strategy development which are viewed as an enjoyable way to spend free time. The key to effective gamification is to understand why games are successful and what makes them enjoyable to play. The factors that allow a