Gamification in Everyday Classrooms: Observations From Schools in Hong Kong

Abstract

Gamification refers to the use of game elements in non-game context to improve user experience and engagement (Deterding et al., 2011a). The potential of games to make learning more engaging has been widely noted by educators and researchers. Many of the applications and research studies in this area focused on non-customizable digital games that are designed for a specific group and a narrow range of subject content. In actual classrooms, however, non-customizable digital games may not be flexible enough to enable teachers to adapt gamification into practice. Hence, teachers sometimes use a mixed set of strategies to flexibly embed game-based mechanics into their teaching. How can different gamification tools be applied in classrooms? Based on classroom observations and teacher interviews from schools from primary to secondary level in Hong Kong, this paper explores the role of gamification in real practice. We frame the discussion based on the following approaches with ranging levels of flexibility: versatile gamification, gamification platform, and rigid gamification. Versatile gamification was seen as more feasible compared with the other two approaches. We also examine how game-based mechanics such as competition, rules, graphics, and achievements are used to enrich classroom interaction. It was found that gamification is already popular in the classroom. Follow up interviews with teachers suggested that game is a powerful way to engage students. Good practices in game-based lesson design and potentials for further development of gamification tools are discussed.

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

“…Due to this reason, it is delved into such common situations in the digital classroom, in addition to interconnecting the output of students with writing and reading actions at an early age. Indeed, it employs digital tools for literacy classroom in set learning conditions while proving its effectiveness and scope (Lam and Tse, 2022). Being these activities in which meaningful relationships are created, and social skills are forged in order to achieve L2, students with skills corresponding to their learning level.…”

“…Attributable to this line of research, similar intents on student's motivation focus to ensure achievement can benefit from personality traits found in the classroom analysis, hinting a direct instruction in some cases. Indeed, engagement-led endeavours are advantaged in workflows' automatization, which are employed in elearning methodologies, without relinquishing learner engagement for effortless scoring and timing activities (Lam and Tse, 2022).…”

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

“…Due to this reason, it delved into such common situations in the digital classroom, in addition to interconnecting the output of students with writing and reading actions at an early age. Indeed, it employs digital tools for literacy classrooms in set learning conditions while proving its effectiveness and scope [72]. These activities in which meaningful relationships are created, and social skills are forged in order to achieve L2, students with skills corresponding to their learning level.…”

“…Attributable to this line of research, similar intents on student's motivation focus to ensure achievement can benefit from personality traits found in the classroom analysis, hinting a direct instruction in some cases. Indeed, engagement-led endeavours are advantaged in workflows' automatization, which are employed in e-learning methodologies, without relinquishing learner engagement for effortless scoring and timing activities [72].…”

Gamified Classroom Acceptance among Undergraduates in Malaysia

“…It is said that by dramatically altering the roles of educators and learners, game-based learning has unquestionably changed conventional teaching methods (Kottob & Ibrahim). Researchers and educators have long recognised that games have the power to increase student engagement in learning (Lam & Tse, 2022). Gamification gives players feedback to track their progress toward goals, but players can also affect progress by their actions the way they play the games (Bayerl et al, 2019).…”