1 Gamification Project Design EdTech 597 T.

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The cases I have chosen to review are: Begona Gros article, Digital Games in Education and
Mary Green and Mary Nell McNeeses article, Using Edutainment Software to Enhance Online
Learning.
Both articles give a brief review of the existing literature regarding games and gamification of
education. In Begona Gros article she discusses the different approaches of the American and
British education leaders. The British look at computer games and how they can be used to
reenact historical experiences for the user. While the American researchers look for the benefits
to the social process around the educational experience (Gros, 2007). Green and McNeese
discuss how games have been in use and used by the military and other institutions as they are
part of their training regime and point out that if there is a lack of research it is in regards to
games in the k-12 environment as most popular games, such as Grand Theft Auto are not
friendly to that environment.
Green and McNeese and Gros all describe the fact that games have been used for educational
purposes for many years. Simulations have been a regular aspect of the k-12 environment and
technical school and training have employed them to simulate real life situations but without the
dangers to the player and in the case of medical situations, the patient. The authors discuss the
evolution of gaming to the point where now all commercial games provide complex
environments in which, content, skills, and attitudes play an important role during the game
(Gros, 2007).
In terms of the design that makes games successful, the literature from these authors as well as
others clearly indicate that when game players are having fun, they are more willing to pay
attention, participate enthusiastically, and more open to learning. (Green, & McNeese 2007).
Video games that are engaging they are more likely to create learning environments the help to
develop a players skills, such as complex problem solving, application of previous learned skills
in a new environment, scaffold of skills and development of cooperative learning skills. The
challenge stated in both articles was the fact that teachers had a difficult time trying to get off the
shelf video games that supported the curriculum that fit in time wise as well as provided a
foundation for testing and expected educational learning skill development (Green, & McNeese
2007). Teachers found that they struggled to develop lesson plans that would integrate the
games into lessons that supported learning. However the research shows that when games are
used in support of learning that certain skills are improved, for example problem solving, multi-
tasking and research skills, skills that are important in various fields in school and in the work
site (Green, & McNeese 2007). Part of what Mary states is that games should provide feedback
to the player, that the user can achieve visible and intangible rewards and achievement status.
For many users this is one way that they keep tabs on their progress through the game and their
development and learning. Its important to remember that not all players are motivated by this
form of input but many games use it as a way to move their character through game levels and
2 Gamification Project Design EdTech 597 T.Dumais

allows the player to develop skills needed to complete various levels and to keep them interested.
Each new level must be challenging but not overwhelming but new levels and learning is needed
to maintain player involvement and interest.
Many of the games the authors researched cover the fact that learners must often interact with a
community in order to accomplish individual results, that team efforts are needed for all
individuals to succeed. This form of game play works well with many of the new curriculum
outcomes, certainly for social studies that is or has moved towards an inquiry style teaching and
learning model. Video games that require cooperation, shared learning and group input to
achieve success enable various learners to provide individual expertise in order to facilitate the
groups success. The goal is to prepare students to learn to solve problems, to rely on others
expertise to fill in knowledge gaps and most importantly, learners are prepared for the work site
where many people often are required to work as a team to solve complex issues or problems
(Gros, 2007).
In the end, the development of edutainment type software that will be effective in the classroom
will require a development of national educational standards. Then game developers will have a
guideline that will allow them to spend the time and money to develop games for a much broader
market, thus increasing their ability to make a profit. This is the only reason the military can
develop such complex and educational games, because they have a set standard that developers
can work with. The use of games in school will require the collaboration of educational
psychologists, working with other professionals as a team to formulate educational content.


References:
Gros, B. ( 2007). Digital games in education: The design of games-based learning
environments. journal of research on technology in education, (40), 1, 23-38.

Green, M., & McNeese, M. N. (2007). Using edutainment software to enhance online
learning. International journal on e-learning, (6), 1, 2007-1.