Annotated Bibliography

A Survey of Classroom Gamification for Preservice Teachers:
An Annotated Bibliography

Abrams, S., & Walsh, S. (2014). Gamified vocabulary. Journal of Adolescent & Adult Literacy,         58(1), 49-58. doi:10.1002/jaal.315

In this article the authors examine how incorporating a gamified method to online learning may increase vocabulary development and students’ attitudes toward learning vocabulary by engaging them in instruction beyond word definitions. The platform discussed, The Challenge, uses adaptive technology to determine words students need to learn, and offers independent and flexible learning opportunities providing visual context and relevant schema for reinforcement of information. The platform provides a 100+ word passage that appears after the student has selected the answer, further explaining the word while adapting to players’ skill levels.

In two different settings, students developed vocabulary knowledge by interacting with words supported by images, sounds, and full explanations resulting in student-centered learning. Emphasis on interaction, challenge, and immediate feedback illustrates the active learning opportunities that help students learn by doing and not just memorizing, aspects integral to most gaming experiences. Additionally, students maintained engagement and interest while in a state of “flow,” described as the joy, creativity, and process of total involvement with life in Mihaly Csikszentmihalyi’s theory of flow.

This approach offers a motivating environment for students to practice and engage with other students, including English language learners. The new educator may find flexibility in instruction and the opportunity to scaffold emerging skills. For students with specific reading disabilities, the reader functions can increase student success.

 Boris, B., Kamen, K., Bill, K., Reneta, P., & Michael, J. (2017). Integrating technology-enhanced collaborative surfaces and gamification for the next generation classroom. Journal of Educational Technology Systems, 45(3), 309-325. doi:10.1177/0047239516671945

The authors explore ways that modern technological classroom enhancements and pedagogical techniques can facilitate collaborative learning through the use of surfaces such as smart boards or tabletop computers. Additionally, mobile applications on student smartphones offer individualized augmented reality (AR) views to enhance differentiated learning opportunities. To complement this approach the authors describe Internet-based learning (IBL) through the use of gamified educational networks (GENs) in which a community of learners within a collaborative work model have the ability to share and critique work, creating a stimulating environment for teamwork. The authors describe the functionality and implementation of these technologies within this pedagogical approach.   

The use of mobile devices and tabletop computing will increase within contemporary educational models, but how will we, as educators, embrace and implement these technologies to provide the future education system. Digital literacy and citizenship, privacy concerns and classroom management with mobile device usage will need to be addressed. Adequate professional development is essential for classrooms to evolve within current technological trends.

Brunvand, S., & Hill, D. (2019). Gamifying your teaching: Guidelines for integrating gameful learning in the classroom. College Teaching, 67(1), 58-69. doi:10.1080/87567555.2018.1518893

In this article, the authors provide underlying principles of gamified teaching and outline the elements of this instructional method.  These elements, just-in-time learning, fostering collaboration and teamwork, and facilitating player autonomy and choice, provide the catalyst for good game design and, in turn, can be used as guiding principles when designing a gamified learning environment. Several game categories and associated attributes such as assessment, conflict/challenge, control, human interaction, and rules/goals are considered when developing a gamified classroom. The authors discuss these course elements and associated features of gamification as well as outcomes for integrating gamification. Additionally, guidance is provided on how to convert a traditional course into a gamified class. In doing so educators are guided through a reflective process to determine if gamification should be included in their pedagogy.

Aspects of implementation include the comparison of gamified and traditional course elements such as feedback, grades, choice, collaboration, and structure to provide a clear description for educators researching gamified pedagogical methods, as well as the realities of a gamified classroom. Among those are managing students’ freedom of choice when given those freedoms of submissions. Individual choice and the ability to learn by failure allows students to build on mistakes and make better-informed decisions as they continue to progress through the game. The opportunity to learn through trial and error without the fear of causing damage to their grade presents the freedom to take chances. Moreover, players are routinely working at the peak of their abilities and knowledge, demonstrating Vygotsky’s zone of proximal development, which may open up new areas of research in gamification and mastery.

G. Cooper., H. Park., Z Nasr., P. Thong., & R. Johnson. (2019). Using virtual reality in the classroom: Preservice teachers’ perceptions of its use as a teaching and learning tool. Educational Media International, 56(1), 1-13. doi:10.1080/09523987.2019.1583461

Immersive virtual reality, or VR, is a tool allowing the user to interact within a three-dimensional world of images and audio by utilizing their body movements to navigate throughout the virtual environment. With an emphasis on STEM education, the authors predict VR may become a transformative educational tool used by schools, and has the potential to inconceivably change teaching pedagogy.

Pre-service teachers (PSTs) are important stakeholders in the implementation of VR. To address a significant literature gap the authors examine PSTs’ perceptions of VR, particularly as a teaching and learning tool. The study addresses prior use of VR; the levels of self-efficacy in VR and comparison of confidence levels in other digital technology use; and perceptions as a learning and teaching tool or potential barriers to its use. Although two-thirds reported they did not use the technology, PSTs held a favorable view of the use of VR technology in their classrooms, see its potential to engage learners, and agree it may offer students new experiences they might not have access to without VR.

  Hämäläinen, R., Aro, M., Koskimaa, R., & Äyrämö, S. (2018). Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities. British Journal of Educational Technology, 49(4), 596-607.

The authors assert that literacy and mathematics content games have the potential to enhance student engagement, promote skill reinforcement and empower perception of their own literacy learning. However, a call for the reexamination of current empirical studies on game design for people with learning difficulties is suggested. The authors claim that current research may not indicate what types of games are beneficial to assist students with learning challenges, or how the games foster learning. Pedagogical principles and elements regarding accessibility should be of interest to game designers so that students with disabilities can experience desired learning outcomes and successes.

Included in those elements should be motivation, skill mastery and performance feedback. The authors investigate the main characteristic and learning outcomes of studies where the achievement is enhanced basic reading and math skills; vital game design principles should be identified and implemented around that objective. Lastly, an evaluation of the beneficial elements to support learning are addressed. Researching these three elements may be advantageous for the preservice teacher considering gamification in the classroom. New technologies have the potential to provide dramatic advances for students with disabilities. Yet, many educational games may not meet the needs of twenty-first-century learning environments creating a gap and reducing motivation and engagement.

Hanus, M., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. doi:10.1016/j.compedu.2014.08.019

The authors present a longitudinal study addressing the methodological concerns of previous studies on gamification while testing the effectiveness of specific gamification elements. A substantial body of research suggests that caution should be taken in how we attempt to increase intrinsic motivation. The authors’ results suggest the combination of leaderboards, badges, and competition mechanics do not improve educational outcomes and can harm intrinsic motivation, satisfaction, and empowerment. Interestingly, using rewards, badges, and other incentives to perform in class may backfire and decrease intrinsic motivation for those already interested in the class. Use of these elements may also facilitate constructive or destructive competition depending on the student and social conditions of the classroom environment. Suggestions for future researchers include exploring how voluntary participation in gamified classrooms influences outcomes, who may benefit the most from gamification, and the different conditions in which gamification is effective for individuals.

Motivational rewards and the social component of leaderboards is another crucial factor for the preservice teacher to consider. When the reward is present the student may be interested in completing the task, but once the reward is removed the student may no longer be motivated to perform. Leaderboards allow students to view their standing among class peers and may be inclined to engage in obsessive behavior when viewing in private and away from the social barriers of a classroom. In this case, the use of leaderboards may create a more pervasive impact, and preservice teachers should be aware and monitor these possible negative aspects of gamification in the classroom.