Gregory, Sue

Reiners, Torsten

Wood, Lincoln C

Teras, Hanna

Teras, Marko

Henderson, Michael

2015

Teachers want their lessons to be enjoyable, immersive, productive and full of learning. In this regard, digital games have everything they want. Successful digital games maintain players' attention, require them to solve problems, acquire new knowledge and learn new skills. Moreover, despite the considerable amount of learning, emotional investment (including frustration) and often monotonous labour (for example, working back through levels each time you 'die'), players will not only persist but also call it 'fun'. It is not surprising then that the idea of incorporating digital games into the classroom has taken hold of teachers for decades. More recently, educators have realised that they can also learn from the success of digital games and use game principles to 'gamify' learning activities. However, digital games are not a 'magic bullet' for education. Giving students a digital game does not ensure that they will be learning in the classroom; the teacher will still have to resolve behaviour management and motivation issues. This chapter aims to explain how digital games and gamification can be used in education, while also pointing out some related concerns.

Teaching and Digital Technologies: Big issues and critical questions, p. 127-141

9781107451971

https://hdl.handle.net/1959.11/17988

en

Cambridge University Press

1

Gamification and digital games-based learning in the classroom

Book Chapter

Publication