Gamification of Learning

Going Beyond Game-Based Learning

I have always been a gamer.
Driven by story and competition, I have been drawn to games of all formats since I was very
young. Whether on a board, using cards or as part of an entertainment system, gaming has
been an important part of my life and I have happily given over countless hours of my time
to this area of interest.
I am not alone. Spend a few minutes observing the hallways, at lunch, in any middle school
and you will see what I mean.
Im now an adult, with children of my own, and I continue to find myself longing for a night
of Killer Bunnies or spending some time in front my television with other players from
around the world, blasting aliens (and each other) until my thumbs hurt. What is it about
games that keeps pulling me back?
First and foremost, its the competition. I have to admit, I can be the guy at the table that is
ruthlessly enforcing the rules and taking advantage of the misunderstandings or weaknesses
of my friends, and Im sure they sometimes wonder if its worth the effort after one of these
sessions. I absolutely love the interactions that are caused by competition within the
controlled environment of a game. It allows me to indulge this aspect of myself in a way that
doesnt interfere with the rest of my life.
Not all the games I choose to play, however, put me in direct competition with other players.
This is where the story comes into play, particularly those found in video games. The story
keeps me moving forward in my mastery of a game, simply so I can find out what happens
next. At times, the story is my only reason for engaging in a game; I find it to be such a
powerful tool that I can overlook other flaws in a games design.
If youve ever played Uno, youve had a lesson into the last major part of games that keeps
me engaged: unpredictability (If you havent played Uno, wikiHow has a great tutorial called
How To Play UNO). Uno is a great example of unpredictability within a game as, when you
think youve got the edge on your opponents, other players can use cards to alter the flow of
the game just enough to shift the advantage to another player. If you have ever been hit
with a Draw Four, just after announcing youre holding your last card, you know exactly what
Im talking about. This unforeseeable nature plays a huge role in keeping a game interesting
and yet a well crafted game allows you to have an extent of control and influence over the
final outcome. While this is at war with my competitive side, unpredictability keeps my
interest high and my mind fully engaged in the play.

Enter Gamification
Last year, when working in a system role for my school district, a colleague of mine began
talking about the idea of gamification of learning. At first, I have to admit, I dismissed the
term as another catch phrase that would pass by soon enough. I had no clear vision of the
implications of the term but seemingly dismissed it from my mind. The idea, however, kept
returning to the forefront as a I began thinking about my return to a classroom position.
Having felt the connection a person can have with different games, how could we harness
the power of games to support learning? Was there a way to go beyond the educational
games widely available to my students in order to bring game elements into the classroom?
This idea stuck with me enough to dive into it as the topic of this chapter and in my early
days of resource gathering, I found an article from Edudemic entitled 25 Things To Know
About Gamification. At this point I had begun to form my own ideas on the topic, based on
the readings I had completed, and was curious to see such a succinct break down of the
concept.
Here are the first two points the article by Dr. Fioriello:

1. In a school setting, Gamification is simply the use of educational

games for kids.
2. In the marketplace, Gamification is the use of game-thinking in
non-game contexts to encourage participation.
Do you see the discrepancy here? Why does the term mean something different in the
marketing world than it does in education? Gamification in education, as presented here, is
no different than game-based learning. In this chapter, I will propose that the application of
gamification in learning environments can mean more than the use of pre-made games to
teach skills or content. I believe educators can, much like those in marketing, apply game
mechanics and design principles to increase engagement, motivation and understanding in
their classroom, whether it is a face-to-face or online environment.

What makes a game?

Playing a game is the voluntary attempt to overcome unnecessary obstacles.
Bernard Suits - The Grasshopper: Games, Life and Utopia (2005)

Definition of a Game
Throughout the years, much work has been done to create a definition of a game and for
the purpose of this chapter, I will turn to the work of Jesper Juul, a game designer and video
game theorist from Denmark. In his paper, The Game, the Player, the World: Looking for a
Heart of Gameness, Juul creates a definition of game by reviewing, comparing and
synthesizing the similarities between seven popular definitions created between 1950 and
2003 by theorists and philosophers, such as Bernard Suits and Salen & Zimmerman, whose
definition is commonly cited in different works pertaining to games, game-based learning
and gamification.
Through this analysis, Juul comes to define a game as having six main features:
1.
2.
3.
4.
5.
6.

Rules
Variable, quantifiable outcome
Value assigned to possible outcome
Player effort
Player attached to outcome
Negotiable consequences

These features were then used to create his final definition:

A game is a rule-based formal system with a variable and quantifiable
outcome, where different outcomes are assigned different values, the player
exerts effort in order to influence the outcome, the player feels attached to the
outcome, and the consequences of the activity are optional and negotiable.

This definition of game has been chosen for this work as it provides a logical breakdown of
key elements required for a game and is a synthesis of ideas from across several
generations, which is key to see the connections between digital and non-digital game and
game systems.
Take the time to think about your favourite game, either electronic or not, and compare it to
the definition above. Does it fit? Think carefully about each of the features; I think you will
find this definition, or model, will be quite accurate.

Lets go back to an example from earlier in the chapter, Uno, and conduct another brief
comparison in order to roughly test the validity and accuracy of this definition before
moving on:
Rules
Uno, if you looked the WikiHow link earlier, has a clear set of rules that are to be used by all
players to ensure fairness and equal opportunity. If a player chooses not to follow the rules,
others are put at a disadvantage and the game becomes unfair.
Variable Outcome
This is where those pesky Action and Wild cards come into play. Cards such as Reverse,
Draw Two, Wild and Wild Draw Four can greatly change the flow of the game, making it
somewhat unpredictable and difficult to reliably predict who the winner of a hand might be.
Value Assigned to Outcome
In Uno, the primary goal, or desired outcome, is to be the first to play all the cards in your
hand. The value assigned to this goal? The first to do this is the winner of the hand. This
outcome is designed to be challenging because, as Juul states, a game where it was easier
to reach the goal than not to reach it would likely not be played very much.
Player Effort
Uno is not won without effort on behalf of the players - you have to do your best to plan in
advance. Relying on blind luck wont bring you success in reaching the desired outcome.
Player Attached to Outcome
Juul states that attachment of the player to the outcome is a psychological feature of the
game activity which means that there is a convention by which the player is attached to
specific aspects of the outcome. A player may actually feel happy if he/she wins, and actually
unhappy if he/she loses. If youve ever won a game OR been beaten just as you thought
you had things under control, you know what hes talking about.
Negotiable Consequences
Normally, Uno does not carry any real-life consequences but you could choose to play for
money or other rewards for winning the game. These consequences are negotiable and
defined by the players based on their unique situations and desires and on a case-by-case
basis.

A Very Brief History of Games

Games, as defined above, have been a part of our lives, as humans, for a long time. The
Royal Game of Ur, which dates back from before 2600 B.C.E, is one of the earliest known

board games and there are examples of a large number of games across many different
cultures and times since that point. In recent years, the world of gaming has rapidly
changed with the creation of video games, starting in 1972 with Pong. This movement has
changed the way games are being played and have brought in new levels of interactivity,
story and socialization that could never be achieved through more traditional formats, such
as board and card games.
I dont feel we need to dive into great detail on the history of games and gaming to
understand that they have been an integral part of our lives since some of the earliest
civilizations. Whether through athletic competitions, board games, card games or video
games, these are tasks and challenges that we eagerly dive into for a variety of reasons.
Before we get into this reasoning, through a perspective of motivation theory, it is important
to create and explore another definition: gamification.
(Insert YouTube video - http://www.youtube.com/watch?v=e5jDspIC4hY)
Why Do We Play games? (Vsauce, 2013)

Gamification: An Introduction
I want gaming to be something that everybody does, because they
understand that games can be a real solutions to problems and a real source
of happiness. I want games to be something everybody learns how to design
and develop, because they understand games are a real platform for change
and getting things done.
Jane McGonigal - Reality Is Broken (2011)

A History of the Term

Gamification. If you have been following technology news, watching YouTube or reading the
blogs of various technology websites, designers or theorists, the odds are that youve seen
the term gamification used in a variety of situations.
(Insert YouTube Video - http://youtu.be/zSiHjMU-MUo)
Bottle Bank Arcade (Thefuntheory.com, 2009)
Commonly cited as being coined in 2002 by Nick Pelling, a claim which is asserted by Pelling
himself, gamification is a relatively new term that was originally used to describe the
application of game-like accelerated user interface design to make electronic transactions
both enjoyable and fast. Much like The Fun Theory, developed by Volkswagen, Pelling
wanted to turbo charge ordinary consumer devices and make them fun to use through the
application of game user-interfaces.

So as far as gamification goes, I devised [I believe] the term,

tried to make money from it, failed miserably, pulled out long

before anyone else used it, and that was pretty much the end of
my involvement.
-Nick Pelling
As far as I can discover, as was pointed out above, the term seemed to disappear for several
years before becoming more widely used again in 2010, at least according to the Google
Trends data on the term. It was during this year that speakers such as Jesse Schell and Gabe
Zichermann presented talks to different audiences which, in a very TED style, were recorded
and presented through YouTube and other streaming services.
(Insert YouTube video - http://www.youtube.com/watch?v=6O1gNVeaE4g)
Fun Is The Future: Mastering Gamificaiton (Zichermann, 2010)
Since this time, the use of the word has increased and has created a stir in many different
sectors, including marketing, education and personal health. As Sebastian Deterding says, in
his article Gamification: Designing for Motivation, gamification has ignited the imagination
of marketers, human resources professionals, and others interested in driving
engagement. You can now find an exhausting number of sources online, such as the
Gamification Wiki and Gamification Co, that directly relate to gamification.

Reaching A Definition
So, what does gamification even mean? Thats actually a tricky question to answer as, in the
past few years, there have been many different definitions created by many different people
and businesses that each reflect their own perspective on the topic.
Bunchball, a provider of online gamification systems, suggests that at its root, gamification
applies the mechanics of gaming to non-game activities to change peoples behaviour while
Gabe Zichermann defines the term as the process of game-thinking and game mechanics to
engage users and solve problems. Andrzej Marczewski, a gamification blogger, builds on
this by saying that it is the application of gaming metaphors to real life tasks to influence
behaviour, improve motivation and enhance engagement.
Karl M. Kapp, whose work on the gamification of learning was a primary source of
inspiration for this chapter, identifies several other relevant definitions and synthesizes
these to create his own. Before identifying his own take on the term he refers the work of
Amy Jo Kim, who defines gamification as using game techniques to make activities more
engaging and fun and The Gartner Group who defines it as the broad trend of employing
game mechanics to non-game environments such as innovation, marketing, training,
employee performance, health and social change (Kapp, 2012).
By now, I hope you are beginning to see the similarities and differences between all these

different definitions. Through this, you can also begin to see why Zichermann once said that
gamification can mean different things to different people (Zichermann, 2011).
The final definition, but certainly not the only other one out there, comes from Karl M.
Kapp. Kapps definition is drawn from an analysis and synthesis of the above mentioned
definitions and is presented as thus: Gamification is using game-based mechanics,
aesthetics and game thinking to engage people, motivate action, promote learning, and
solve problems. This is the first of the explored definitions that includes learning as a core
component and, as the focus of both Kapps work and this chapter is the gamification of
learning, this is the definition that will be used as I continue through this chapter.

Applications and Examples

If youve taken the time to conduct a quick web search for gamification, youll find that
within the resources and websites listed, many of the examples come from the business
world, in which companies use gamification for different purposes, from selling products to
increasing the use of a social media service.
In order to support your understanding of the concept, I will turn to some of the most
commonly cited examples of the application of gamification: Zombies, Run!, Microsoft
Ribbon Hero 2.0 and FourSquare. From these examples, I hope you begin to develop an
understanding of how designers create gamified experiences for different audiences and
markets.
Zombies, Run!
You strap on your shoes, plug in your headphones and step out the door. Not long
afterwards, you collect the first of many supplies that are needed by the secure base in
which you are currently living. Whats that sound behind you? A quick glimpse backwards
and a warning from your partner on the other end of the radio lets you know: ZOMBIES,
RUN!
Zombies, Run! is a solid example of game mechanics and thinking being used to engage and
motivate users in what is traditionally a non-gaming activity: running. By creating a rich
story, a clear and purposeful reward system (collect supplies for survival) and providing the
opportunity to track progress and goals, Zombies, Run! has attracted over 450,000 users
who have, together, recorded over 11,000,000km of running. As you can see, this example
fits our chosen definition like a glove. What problem is it solving? For most people, it solves
the issue of getting out the door by making an activity more fun and engaging.
Ribbon Hero 2
The next example, Ribbon Hero 2, has been designed by Microsoft as an engaging training
tool for its MSOffice suite that helps users discover new Office features in a fun and

motivating way.
Comparing this program to our definition shows a clear connection to the principles of
gamification. Using story, points, leaderboard and a leveling system, Ribbon Hero 2 was
designed using game mechanics and theory in order to teach users about different features
of a highly intricate software suite. It aims to provide motivation and increase user
engagement in order to learn new skills through a slightly more entertaining method than
reading a tutorial or getting help from Clippy.
FourSquare
Until recently, FourSquare, a location-based mobile social network, was built on the
foundations of certain game elements: badges and points. Users of the service could
check-in at certain locations in order earn badges based on specific requirements, such as
attending an event or checking-in at a location with certain tags or titles, such as a coffee
shop. Points were also awarded for these check-ins for a variety of different reasons and
the system was, as you can see, designed to engage and motivate users through game
elements and mechanics using extrinsic rewards.
This reward system helped support a 3400% growth in the service during 2010 (check out
this great infographic outlining their data from that year). An interesting change, however,
is the recent decision of CEO Dennis Crowley to remove these elements from the
FourSquare model in order to move away from the perception that Foursquare is only
about points and badges (You can watch the interview from SXSW 2013 in which Crowley
speaks about these decisions, if you wish to learn a bit more).

Criticism of Gamification
The major gamification elements of FourSquare that helped make it so successful are also
the source of much of the criticism about the application of gamification. Accused of taking
the thing that is least essential to games and representing it as the core of the experience,
critics have implied the gamification is mislabeled as it is missing or watering down many of
the main elements that make up a well-designed and engaging game. Margaret Robinson, a
game designer, suggests, in her blog post entitled Cant Play, Wont Play, that most
applications of gamification are missing the things that make games something more than a
points system. This includes goals that are interestingly hard, meaningful choices that
meaningfully impact on the world of the game, and offering fail conditions as well as win
conditions. She claims that, without these, gamification does not provide the emotional
connection that games can elicit.
Another source of criticism comes from the heavy use of extrinsic rewards within gamified
applications and systems. Zichermann points out that if intrinsic motivations are ignored in
gamified design, the resulting product is likely to be shallow, with engagement loops to
match. He contends that gamification designers need to strive for balance between

intrinsic and extrinsic motivators in order to support the success of the product or lesson.
So, how do we achieve all this while avoiding oversimplification when looking at gamification
and specifically the gamification of learning? Before diving into the process and examples of
gamifying education, we need to look briefly at motivation and game design in order to gain
an understanding of what makes up a successful gaming situation before we can apply it to
learning.

Intrinsic and Extrinsic Motivation

While I know that motivation theory is not the only aspect of learning psychology that could
be connected to gamification, it is something directly mentioned in our definition so it bears
exploring before continuing on.
While I will present a brief outline of these concepts, I recommend that, if you choose to dig
deeper into the topic, you turn to Jason Sands chapter on Intrinsic Motivation found within
this book.

Extrinsic Motivation
When critics discuss the badges/reward/points systems of gamified platforms, they are
really talking about extrinsic motivation. Extrinsic motivation is shown when a person
completes a desired outcome for a reward such as money, points or even a gold star. While
working for an external motivator can be engaging for a time, there are concerns that
reinforcement of this nature actually works against the development of internal motivation.
As providing rewards only for participation in an activity has generally led to decreased
interest in the activity, (Driscoll, 2005) the designers of gamified learning experiences must
take caution when building systems such as these into their instruction. This is, of course,
not to say there is no room for external rewards within a learning and/or gaming
experience. We all need a little recognition now and then, no matter how internally driven
we might be. Leaderboards, levelling up and points are all possible extrinsic game elements
that can be applied; the designer just needs to ensure these are not the only source of
motivation.

Intrinsic Motivation
In Mary Driscolls text entitled Psychology of Learning for Instruction, she dedicates an
entire chapter to motivation as a key element to successful instructional design. The true
focus of her chapter? Intrinsic Motivation.
Defined as motivation that is driven by an interest or enjoyment in the task itself, and exists
within the individual rather than relying on external pressures or a desire for reward,
intrinsic motivation is pivotal to the engagement of your learners. After all, isnt

engagement without motivation just plain old compliance?

So, how can you harness and develop intrinsic motivation within a gamified learning
experience? Thomas Malone and Mark Lepper outline, in their work Making Learning Fun: A
Taxonomy of Intrinsic Motivations for Learning, a clear taxonomy of individual and
interpersonal motivations that apply directly to learning and specifically to learning games.
Built upon Malones previous studies of motivating factors, they studied the effects of
several video games that were deemed as motivating in order to create their taxonomy. It is
not to say, of course, that all the games contained ALL of these elements - they synthesized
their findings based as many common elements as possible.
The individual motivators they identified are broken into the following categories:
1. Challenge:
a. Goals
b. Uncertain Outcomes
c. Performance Feedback
d. Self-Esteem
2. Curiosity:
a. Sensory Curiosity
b. Cognitive Curiosity
3. Control:
a. Contingency
b. Choice
c. Power
4. Fantasy:
a. Emotional Aspects
b. Cognitive Aspects
c. Endogeneity
Adding to these motivators they also identified three major interpersonal motivations:
1. Cooperation
2. Competition
3. Recognition
Malone and Lepper developed this taxonomy as a set of proposed guidelines for the design
of intrinsically motivating instructional environments that were to be treated not as a
checklist for successful design but as way of guiding and sharpening intuitions in regards
to creating successful and motivating instruction.
ARCS Model of Motivation
Another design model you may wish to use during the gamification process was developed

by John Keller. ARCS, which is an acronym for four conditions of motivation, stands for
Attention, Relevance, Confidence, and Satisfaction. These four conditions, Keller proposes,
must be met to have a motivated learner. For the purpose of this chapter, I will only briefly
discuss each conditions. I encourage you to turn to Driscolls text or Kellers own articles for
a deeper understanding.
Attention
Essentially a prerequisite to motivation, attention must be gained before learning can occur.
Using a variety of techniques, such as humour or surprise, gaining the attention of learners
is not the challenging part. Its the long term maintenance of attention that can be a
challenge. Games, especially video games, do this through the use of elements which vary
as the player progresses towards the desired outcome. Teachers maintain attention
through the use of varied instructional techniques. Gamification can harness both of these
throughout an experience.
Relevance
The learning experience must provide opportunities for learners to match their motives for
learning with their own personal values and belief so that content becomes personally
relevant.
Confidence
By providing clear expectations and success criteria, teachers and game designers can help
alleviate fears of failure that prevent motivation. Confidence allows learners to engage in
work without having to have direct support at all times. In video games, this is provided by
onboarding mechanisms that teach while the player makes progress through the early
stages of the game. In the classroom, teachers support confidence by building their
instruction on concepts the student already understands in order to provide a foundation
for further learning.
Satisfaction
Provided through natural and positive consequences, student satisfaction comes from
different internal and external factors and is a vital component to motivation and future
interactions with learning activities. Verbal praise and building a sense of accomplishment
are two things an educator can do to support self-satisfaction but, in my opinion, it is
providing opportunities to use gained understanding in real-world and personally applicable
situations that go further towards creating long lasting feelings of satisfaction.

Game Design and Game Mechanics

Since youve taken the time to read this far, I have no doubt that you have determined that

at the heart of gamification is the word game. As you remember, our definition of the
concept refers directly to the use of game-mechanics, aesthetics and game thinking to
support the achievement of the desired learning outcomes. So, in order to begin
experimenting with gamification within whatever learning environment you work in, you
must first have a basic understanding of the major game mechanics and elements used in
game design which can be easily harnessed to bring a game-like experiences into your
learning environment.
While many books have been written on the art and skill involved in game design, for the
purpose of this chapter, I will narrow our look to a brief look at just a few key mechanics and
design elements that directly support motivation and the gamification of learning, as
identified by Karl Kapp: rules, goals, feedback, storytelling, flow and failure. Again, this is not
an exhaustive list - there are many factors of game design that can be featured in your
efforts but, really, in your first attempt are you really going to try to effectively use complex
multiplayer dynamics? I applaud you if you do but I humbly suggest starting with the basics,
much like any well designed game makes you do in order to provide scaffolding (think of it
as a tutorial level).

Rules
A game without clear rules will inevitably end in argument and frustration. This is made
especially clear if youve ever watched students invent new games outside at recess, which
often end in hurt feelings or every player clearly believing they are the winner. As Kapp
claims, without rules, games would not exist.

A Typical Game of Calvinball (Waterson, 1990)

Goals
As with instructional goals, the goals of games define the success criteria or desired
outcomes for the players. After all, a game without a goal is really just play. It takes a goal
to make play something more than it is; a goal provides purpose and challenge for the
players. Goals define the necessary obstacles of Suits definition

Feedback
In learning and in games, persistent and timely feedback on performance is vital to the

development of concrete skills and abstract understanding. Within a game, feedback can be
given in a variety of ways (as is also the case in a learning environment) and with a variety of
intensities. This feedback is what allows the player to feel like they are making progress in
achieving the desired success outcome. Without feedback a player does not know what they
are doing wrong or how they can improve, making the game a frustrating or pointless
exercise.

Storytelling
In his highly engaging book called Level Up! The Guide to Great Video Game Design, Scott
Rogers proposes that all games have a story, just not always one that is overt or obvious. By
simple engaging in the game, the player becomes a part of a narrative the centres on
themselves as the hero. So, whether or not you use a story to drive the game or the game
to drive the story, it is a vital element that should not be overlooked. As I mentioned in my
own reflections (and admissions) as a gamer, story can keep players motivated when other
elements have failed to do so.

Flow
We have all experienced flow at some point in our lives. Its that moment when you forget
that time exists. That moment when you are so focussed on a task that you tune out the
world around you. Developed by Mihly Cskszentmihlyi, the concept of flow is the goal of
good level design in games, at least according to Rogers. It is finding the balance between
skill and challenge level to bring your players, or students, to a place where they become
enraptured by the experience. Easy to do? Not really but you will definitely know when
youve reached it...

Optimum Game Flow (2004 Noah Falstein from 2009 Jesper Juul - Fear of Failing?)

Failure
Now that Ive shown you the concept of flow in game design, you may wonder why failure is
a part of the game mechanics that you should be harnessing. According to Kapp, allowing a
player to fail with minimal consequences encourages exploration, curiosity and
discovery-based learning. Failure teaches lessons but should be supported by the ability
for the learner to start again. Also, it must be remembered, while failure is important, you
cant make your gamified learning experience so crushingly hard that all the players

experiences is failure in whatever devious form youve developed. You have to give them a
break and ensure success early in the game to build confidence and maintain motivation.

Gamification of Learning
Games have always had a place in education. Every time a teacher says
something like Bob has a problem. He needs to measure the height of a
telephone pole, but he cant climb it. What should he do? they have created a
game. The entire educational system, with its scores, points and grade levels
is a game system, already. The key is to figure out how to best integrate
games into education.
Jesse Schell (Whitton and Moseley 2012)

So, after all this, what is the gamification of learning? How do you even begin to gamify your
lessons? These are questions for which there are no right answers; there is no single
process or model to follow in order to achieve gamification success. In fact, I have yet to
find such a model or process so I actually feel that Im going alone right now. Every
comprehensive resource I have used during my own period of discovery leads, essentially,
to the design of an actual digital or concrete learning game, discussing design teams and
process for highly complex (and high budget!) projects.
Bear with me on this.
The gamification of learning is the application of gamification within learning environments,
whether it is a traditional classroom,an online setting or any other learning environment.
Harnessing the methods of game designers, educators apply basic game mechanics and
design elements to create engaging, motivating experiences that support students in the
learning of desired curricular outcomes.
As you will recall from the beginning of this chapter, there are those that believe that the
gamification of learning is simply the use of computer-based learning games or Game-Based
Learning (GBL). While learning games are concrete and valid examples of the process at
work, I stick to my contention that gamification is something more than the use of games,
no matter how well designed they are or how creatively they support student learning.
For the typical educator, working within the constraints of time and budget, the principles of
gamification can be still be used to create dynamic, engaging and motivating learning
situations. It doesnt take programming skills or even computers to achieve; it takes a
willingness to take a risk in your design and the thoughtful application of all the ideas
presented thus far.
I hope I have made it clear that I can not lay out a structure, model or process for creating a
gamified learning experience. I dont propose to be knowledgeable enough to design such a

thing. Instead I will provide three examples that demonstrate the concept in practice, in
different ways and with different required levels of technological support. This will allow you
to draw your own conclusions about how to best take your first steps in the gamification of
learning.

Example 1: DIY.org
The heart of DIY.org is not gaming, which, perhaps, is what makes it such a great example of
the gamification of learning. Aimed at youth interested in the Maker Movement, and armed
with the slogan of Get Skills. Be Awesome, DIY.org is an online community for kids to
share what they do, learn new skills and meet others with the same interests. Users select
different skills sets in which they complete challenges in order to progress towards mastery.
Wheres the gamification? Clear rules and goals (you must complete challenges and share
your results to progress), a great system of levelling (the challenges within a skill set are
organized by difficulty) and a rewards system that includes physical badges and peer
recognition. Add in an active community as the feedback system and you can clearly see
how it fits in with my suggestion of what gamification of learning can truly achieve; its not
simply a game and does not solely rely on extrinsic motivations. Really, it hits on the
majority of the individual and interpersonal motivations outlined by Malone and Lepper.
And, if youre wondering where the story is, just go back to my section on that and spend a
few moments thinking about it. Ill think youll see where it lies.
(Insert video - http://vimeo.com/61164608)
DIY Brothers (DIY.org, 2013)

Example 2: Codeacademy
Ive chosen to include Codeacademy for a number of reasons but mainly because they
describe themselves as an education company over and above anything else; a company
that is teaching the world to code through a dynamic online environment. Users are able
to select various programing languages they want to learn and have their progress tracked
as they complete logically sequenced lessons that teach specific skill sets. Again, wheres the
gamification? Featuring extrinsic rewards, such as badges and points, Codeacademy has also
built in a system of feedback which rewards users with immediate response to their efforts
and a safe, secure environment for both success and failure. This is backed up by a
developing community in which experts are invited to further develop their content.

Example 3: Math Pickle - $1,000,000 Problems

Ive tried to save to most potent example for the last; one that doesnt even require a
technology platform in order to use within a learning environment. Dr. Gordon Hamilton is
a mathematician, educator and game designer from Calgary, Alberta. He crafts free-for-use
math puzzles and problems that are soundly rooted in the principles of gamification,

although I believe he would simply say he is helping to make learning into hard fun. His
problems and puzzles reflect many of the game mechanics that were discussed earlier
including story, rules, goals, feedback and failure.
Take, for example, one of his $1,000,000 problems that is based on the legend of Icarus and
Daedalus. Introduced through an engaging story, the problem is really a reinterpretation of
the Collatz conjecture. Students are guided to their first failure as they set out to save the
lives of both Icarus and Daedalus (the goal) through mathematical procedure (the rules). He
has also set it up so that students can quickly achieve success by saving one of the two,
providing motivation to attempt the unsolved Collatz conjecture. There is a very good
balance between skill and challenge as students can use basic math to attempt their
solutions. Adding to the motivation are the extrinsic rewards of solving an unsolved problem
and potentially winning a million dollar prize, although Hamilton himself admits that this
prize is a bit mischievous - obviously a publicity stunt.
This is just one of several problems that reflect the principles without relying on complex
back-end technology systems to run or implement. It is also exactly what I mean when I say
that gamification can be so much more than just the use of educational video games. I can
personally attest to the feeling of flow, high engagement and motivation, and the richness of
learning that these well crafted puzzles and problems achieve in a classroom. Check out his
website, Math Pickle, if you want to see more of his gamified problems.

Conclusion
The gamification of learning can be and should be more than the use of learning games.
While the implementation and creation of learning games reflects the principles of
gamification, the cost of such systems and reliance on specific technology provide limits to
the possibilities presented by gamification.
From the background information and examples Ive given, you have now begun to see the
potential impact gamification can have in your learning environment, wherever it may be. It
is the ultimate learning approach? Probably not (and I hope you dont feel that is what I am
suggesting) but it is a powerful tool that should be considered when you are planning for
instruction. Just remember, not all gamification is great learning and not all learning should
be gamified. With careful consideration to learning outcomes, resources and time, I know
you will begin to see the possibilities of gameness in your curriculum.
Thank you for taking the time to stick with me to the end. I appreciate your attention - it
means alot to me that you respected my thoughts and ideas enough to read my work, even
without the offer of points or badges.
For this I award you the Intrepid Reader badge and 10 points.

References
About - DIY. (n.d.). Retrieved from https://diy.org/about
Bunchball. (2010, October). Gamification 101: An introduction to the use of game dynamics
to influence behaviour. Retrieved from
http://www.bunchball.com/sites/default/files/downloads/gamification101.pdf
Collatz conjecture. (n.d.) In Wikipedia. Retrieved on June 21, 2013 from
https://en.wikipedia.org/wiki/Collatz_conjecture
Denmead, K. (2013, June 03). Why the maker movement is here to stay. Retrieved from
http://makezine.com/2013/06/03/why-the-maker-movement-is-here-to-stay
Deterding, S. (2012). Gamification: designing for motivation. interactions, 19(4), 14-17.
Retrieved from https://dl.dropboxusercontent.com/u/220532/p14-deterding.pdf
Driscoll, M.P. (2005) Psychology of learning for instruction. Pearson.
Fioriello, D. P. (2013, May 20). 25 things to know about gamification. Retrieved on June 12,
2013 from
http://www.edudemic.com/2013/05/25-things-teachers-should-know-about-gamification

Green, W. (2008, June 19). Big game hunter. Retrieved June 12, 2013 from
http://www.time.com/time/specials/2007/article/0,28804,1815747_1815707_1815665,00.ht
ml
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and
strategies for training and education. Pfeiffer.
Killer Bunnies and the Quest for the Magic Carrot. (n.d.). In Wikipedia. Retrieved June 12,
2013 from http://en.wikipedia.org/wiki/Killer_Bunnies_and_the_Quest_for_the_Magic_Carrot
Kuo, I. (2013, March 15). Foursquares removal of gamification: not a mistake but a mature
design decision. Retrieved on June 19, 2013 from
http://www.gamification.co/2013/03/15/the-removal-of-foursquare-gamification
Lopez, J. (2011, April 26). Microsoft unveils ribbon hero 2.0. Retrieved June 19, 2013 from
http://www.gamification.co/2011/04/26/microsoft-ribbon

Juul, J. (2009). Fear of failing? the many meanings of difficulty in video games. The video
game theory reader, 2, 237-252.
Juul, J. (2003, November). The Game, the Player, the World: Looking for a Heart of
Gameness. Keynote at the Level Up conference, Utrecht, Netherlands.
Mackey, B. (2011, August 09). Five books you should read about game design. Retrieved on
June 19, 2013 from http://www.1up.com/features/five-books-video-game-design
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic
motivations for learning. Aptitude, learning, and instruction, 3, 223-253. Retrieved from
http://ocw.metu.edu.tr/pluginfile.php/2340/mod_resource/content/0/ceit706/week3/Making
LearningFun-ATaxonomyOfIntrinsicMotivationsForLearning.pdf
Marczewski, A. (2012). Gamification: A Simple Introduction. Andrzej Marczewski.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change
the world. Penguin books.
Mihaly Csikszentmihalyi. (n.d.) In Wikipedia. Retrieved June 21, 2013 from
http://en.wikipedia.org/wiki/Mihaly_Csikszentmihalyi
Motivation. (n.d.). In Wikipedia. Retrieved June 20, 2013 from
http://en.wikipedia.org/wiki/Motivation#Intrinsic_and_extrinsic_motivation
Onboarding. (n.d.). In Wikipedia. Retrieved June 20, 2013 from
http://en.wikipedia.org/wiki/Onboarding
Pelling, N. (2011 August 09). The (short) prehistory of gamification... [Web log post].
Retrieved June 17, 2013 from
http://nanodome.wordpress.com/2011/08/09/the-short-prehistory-of-gamification/
Pong. (n.d.). In Wikipedia. Retrieved June 11, 2013 from http://en.wikipedia.org/wiki/Pong
How to Play UNO. (n.d.). In WikiHow. Retrieved June 12, 2013 from
http://www.wikihow.com/Play-UNO

Robinson, M. (2010, October 06). Cant play, wont play. Retrieved on June 20, 2013 from
http://hideandseek.net/2010/10/06/cant-play-wont-play/
Rogers, S. (2010). Level up! The guide to great video game design. Wiley.

Suits, B., & Hurka, T. (2005). The grasshopper: Games, life and utopia. Broadview Pr.
The Fun Theory. (n.d.) Retrieved on June 17, 2013 from http://www.thefuntheory.com/
Uno (card game). (n.d.). In Wikipedia. Retrieved June 12, 2013 from
http://en.wikipedia.org/wiki/Uno_(card_game)
Watterson, B. (Artist). (1990, May 05). Calvin and Hobbes [Comic]. Retrieved from
http://www.gocomics.com/calvinandhobbes/1990/05/05
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game
mechanics in web and mobile apps. O'Reilly Media.
Zichermann, G. (2011, June 15). Gamification has issues, but they arent the ones everyone
focuses on. Retrieved on June 21, 2013 from
http://radar.oreilly.com/2011/06/gamification-criticism-overjustification-ownership-addictio
n.html