Nelson G. Balneg Jr.

MSIT - 11788135
Prof. Cecille Genuino

Gamification

Presently, technology has influenced the way human live their lives. Undeniably, technological

advancements changed the typical ways of human in dealing business, social interaction, and

education. These days, usage of smartphones, tablets, and personal computers are staggering.

Video games found its place and users are dwelling on it. According to (Entertainment Software

Association, 2015) there are 155 million Americans who played video games. Statistics clearly

showed that four out of five United States of America households own a device used to play

electronic games. Given the promising forthcoming of video games as a root of leisure and

inspiration (Rigby & Ryan, 2011 as cited in Sailer, Hense, Mayr & Mandl, 2017) which motivated

the author to discuss the notion of gamification. Nick Pelling, a British developer and designer

established a firm known as Conundra in 2003. This was the first-time gamification put its

significance (Werbach, n.d.). The term gamification is referred to as the application of game

mechanics (points, badges, rules, levels and leaderboards) (Tolentino & Roleda, 2017) to a non-

game (lecture, recital, quiz, laboratory, etc.) framework. Gamification can be found in various

circumstances like education, social media, health and business. However, in this paper, the

author will discuss gamification in the field of education. Specifically, on the examination and

deliberation of the five known benefits of gamified learning to the students.

Gamification have various known advantages to learners in the field of education that can

leverage their learning environment and capacity. First, gamification learning can amplify

students enlistment. Students that are fully committed to the learning environment can leverage

their enthrallment and instigation. As soon as the learners perceives certainty about the learning

processes, immediately, they will become jaunty and engaging actors. In the recent study
concluded by Kaymbaolu, Oktekin, & Hac (2016) which provided two (2) assessment

methods: traditional instructional strategy (classroom based) and technology integrated teaching.

These were the techniques used in the research. During trial one (1) and two (2) result indicated

23% and 43% with poor performance when learners engaged in a conventional school room

based instruction. However, when researchers applied gamification as instructional strategy to

students, outcome shows significant increase of 75% and 81% with high performance. Lepper et

al. (1993); Lieberoth et al. (2014); Ryan & Deci (2000) (as cited in Pederson, Svenningson, Dohn,

Lieberoth & Sherson (2016)) also conducted a study with regards to learning physics through

gamified mathematics. The result strongly suggested that gamification galvanized learners to

engage in the activity. The engagement of students learning in a classroom can be addressed

by integrating the concept of gamification. This concept is evidently hand focus and motivation to

the learners as fuel to amplify the students enlistment.

Second, no matter how much the instructor set goals and aspirations for learners, it is difficult to

execute if the participants itself is not enthusiastic about what they are schooling. Gamified

learning lesson if fun and interactive. Hatten (n.d.), a professor of education psychology in St.

Mary's College of California, she posted her instructional material in study.com. It defines the

interactive learning as practice and participating avenue to education. Some students will only

act and participate to the learning environment when they feel it fun and satisfying. Lombardis

(2012) paper found out the main goals of every video game; this is to provide fun and satisfaction

to the users. This scenario is true when a specific game was a hit to the gamers because it met

the psychological needs of the end users. Using gamification, learning lessons in school if no

more tiresome but fun which then resulted to interactive learning student and the learning

environment.
Third, conducive learning process as suggested by neurochemistry is regulated by chemical

compounds perspire by human body. It helps knowledge retention to a long-term memory. Wroten

(2014) sporting an electronic simulation, our body responds by secreting specific hormones. This

hormone is called endorphin also known as endogenous morphine. Endorphins are puissant that

mirrors excitement, success, and achievement. These are true when engaging video games. In

this regard, developers and researchers are augmenting these capabilities of endorphins through

gamification. According to Burke (2013) a well-planned gamification can be a contributing factor

in success of captivating people. Moreover, the catalyzed endorphins while playing game can

boost memory which can heavily affect the learning status of a student. Lombardi (2012) studied

language acquisition through gamification, when a gamified approach executed and designed

accordingly generates affirmative feeling. This will likely improve the input (acquisition) of

knowledge to a long-term memory (retention).

Fourth, Ericson (2013) stressed that electronic or computer games are widely condemned by

myriad like guardians and experts because of its bad effect to human brain and health. Despite

of its negative implications, Ericson (2013) suggested that there are definite types of games that

can help improve brain capacity to strategic decision making. Decision making is a process of

taking response among all possible substitute present. Video game like StarCraft manifested a

comprehensive breakthrough in cognitive flexibility. It is the capability to revamp your mind

(Mental Health Blog, n.d.). This ability is useful for learners in various ways in school. Learners

who are trained such skills can manage changes and transition smoothly. Gamified learning will

benefit these advantages since gamification is derived from game design approach applied to the

education. For example, Eichenbaum, Bavelier, Green (2014) in a real-world scheme, you're

heading to train station to have a safe ride going to office, suddenly, a pal yelled at you that caught

your attention. In a span of time, there are relatively many tasks to be achieved like you need to

converse with a confidant, buy a ticket and identify the right train to ride on. The entire task should
be done in noisy and uncomfortable surroundings. This is an example of cognitive flexibility in a

work. In the same manner, students given numerous assignments, projects, lessons to study and

activities. As mentioned earlier, these traits are achievable through keen selection of appropriate

activity to prioritize. Prioritization of activities a form of decision making skill at work. Gamification

has seen a bright side of developing student's cognitive flexibility and decision-making ability to

give solutions to problems.

Lastly, Doig (2012) wrote an article Can Gamification Increase Student Productivity?, his

iterations state that gamification can adjoin components in undertaking students combatting

difficulties to some tedious subjects. In addition, Doig (2012) stressed that gamification can boost

student's performance, hence, increase productivity. It is also a tool to record learners

development and progress over time. Which later a basis of providing rewards to the learners

showed competitive milestones. Gamification is known to its principality of reward system.

Usually, these dividends are so called intrinsic rewards. Tolentino and Roleda (2017) discussed

intrinsic dividends which derived directly from business perspective that eventually applied to the

field of education. Gamification intrinsic rewards are points, badges and leaderboards which

trigger learners to aspire to do more. Past research of Srivastava and Barmola (2011) believed

that motivation (reward) is factor to higher productivity. Generally, when engaging games, users

are more sophisticated to the task when there is reward(intrinsic) in the end. Finding of Ryan and

Deci (1999) in self-determination theory illustrated the intrinsic impetus persuade human urgency

for competence, relatedness, and autonomy. When these are met applied to gamification,

learners are presumably to achieve their intentions. Thus, if goals are met, productivity is the

outcome.

In conclusion, gamification suggests five known benefits to the learners. The prior researches

provide significant results of using game framework to a non-game set-up specifically in the field
of education. Gamified learning assists learners in leveraging their engagement to the classroom,

interaction between them towards the lesson, improves stillness of knowledge absorption,

acuminate intellectual resilience and escalate their productivity. However, these deliverables are

impossible to obtain if the gamification itself is not well-designed and executed properly to allure

users (Burke, 2013; Lombardi, 2012).

References

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