The Power of Play in the College Classroom: Embracing the Possibilities of Game Design in Teaching and Learning

Introduction

Teaching in the 21^st century seems harder than ever. Because networked technologies are ubiquitous, many instructors must compete with computer games, cell phone apps, or social media for students’ time and attention. While digital systems enable learning that is flexible and convenient, they don’t always align with more traditional approaches to teaching (Hitchens and Tulloch, 2017). Consequently, educators are challenged with developing a pedagogy that meets the needs of learners who have come to expect instruction that is immediate, entertaining, and personalized.

Although creating interactive teaching methods may feel overwhelming, Hitchens and Tulloch (2017) assert that there is great “pedagogic potential” in embracing the game mechanics that underly mediated technologies. Integrating gameplay into “traditionally non-game tasks to make the experience [of learning] more fun, engaging, or meaningful” offers a strategy for increased student motivation and improved engagement (Hitchens and Tulloch, 2017).

When designed intentionally and aligned with clear learning objectives, gameplay extends far beyond superficial rewards to provide valuable learning opportunities for students.

Understanding Game Design in Pedagogy: What It Is and What It Isn’t

Although sometimes used interchangeably, gamification and game-based learning are two distinct approaches to game design in teaching and learning:

• Gamification integrates some aspects of game design into familiar teaching techniques or assessments. However, it is far more than just awarding points and badges. (“Gamification and Game-Based Learning,” n.d).
  • Classroom Currency
    • Example: Students earn tokens by completing formative assessments. These tokens can be “cashed in” for special privileges or extra credit.
  • Short Quests
    • Example: Learners complete missions or short quests that have unique backstories to meet specific learning objectives.
  • Leaderboards
    • Example: Teams earn points that determine class ranking on a board that is visible to all members of the class. The identities of the participants may or may not be visible.
  • Avatars
    • Example: Students create characters to represent themselves. The avatars grow and evolve as the students master new skills or learning objectives.
  • Feedback Circuits
    • Example: Just as in video or computer games, performance evaluation is instantaneous by completing online quizzes that show correct responses to quiz questions in real-time.
• Game-Based Learning involves creating learning activities that intrinsically function as games in and of themselves (“Gamification and Game-Based Learning,” n.d.).
  • Role-Playing Simulations
    • Example: Students participate in a mock trial simulation where they choose the character they will role-play.
  • Educational Computer Games
    • Example: Students play a real-time strategy (RTS) or action role-playing game, where they are presented with challenges that require critical thinking and strong decision-making skills.

When considering which (if either) approach to adopt in the classroom, keep in mind that careful planning is necessary. Both methods require active participation from students and instructors to be effective (Jack, et al., 2024). For this reason, time constraints and learning outcomes are necessary to consider ahead of time because not all learning is conducive to a gamified or game-based context (Groh, 2012; Schell, 2011; Deterding, 2011; Deci & Ryan, 1985).

Although both strategies present possibilities for increased motivation and engagement, they differ in terms of scope. While either can be adapted to use in online or face-to-face courses, adding game-design elements to challenging course content may add an unnecessary layer of complexity that distracts students from meeting learning objectives (“Gamification and Game-Based Learning,” n.d.). Further, some students simply do not prefer a game-based or gamified approach to learning (Hitchens and Tulloch, 2017). For these reasons, gamification and game-based learning aren’t cure-alls for disengaged students; rather, they are tools to promote active learning in the classroom (Jack, et al., 2024; Hitchens and Tulloch, 2017; Papp, 2017).

Tips for Success

• Review Course Goals and Objectives
  • Elements of game design should enhance personal pedagogy, not replace it. Align game mechanics with course objectives to ensure a meaningful learning experience for students.
• Start Small
  • Begin by incorporating one game element into a unit or module:
    • Use visual progress tracking for skill mastery by incorporating progress boards or levels into a larger assessment.
    • Frame frequent, short assessments as challenges and assign points to each challenge. Issue a digital badge when students earn a specific number of points.
    • Use digital tools, such as Metimeter, Kahoot, or Poll Everywhere, to ask questions and display answers immediately during lecture or class discussions.
• Be Inclusive
  • Present multiple pathways for students to earn points to recognize learner preference. Alternate available challenges and increase novelty by providing unexpected chances to accumulate points.
  • Avoid rewarding only speed or extroversion in task completion. Fostering collaboration and avoiding inequitable competition between students is an important aspect of successful gameplay.
  • Explain the rules and procedures of any game or gamified class elements before beginning. Expectations should be verbally articulated and clearly outlined in the course syllabus.
  • Ensure that all digital tools are not overly complicated to use and are compatible with screen readers. Visual elements should include alternative text.
• Reward Reflection
  • Build reflection into gamified aspects of the course by encouraging students to assess their mastery of course outcomes and objectives. Offer rewards when students give their feedback.

Teaching Techniques to Implement

Game mechanics can take many different forms in the classroom: high tech to low tech, graded or ungraded, and everything in between (Papp, 2017; Wang, 2021). As a result, instructors don’t have to completely change their personal pedagogies to use gameplay in their teaching. The techniques below from the K. Patricia Cross Academy demonstrate diverse examples of how to incorporate game design into pedagogy:

Gamification

• Group Grid
  • In Group Grid, group members are given pieces of information and asked to place them in the blank cells of a grid according to category rubrics, which helps them clarify conceptual categories and develop sorting skills. This learning activity is structured like a puzzle game and uses game dynamics through problem-solving and collaboration.
• Analytic Teams
  • In Analytic Teams, each team member assumes a different role with specific responsibilities to perform while listening to a lecture or watching a video. Structured like a rule-based game, this technique teaches the importance of interdependence and accountability.

Game-Based Learning

• Team Jeopardy
  • Team Jeopardy is a game in which student teams take turns selecting a square from a grid that is organized vertically by category and horizontally by difficulty. Each square shows the number of points the team can earn if they answer a question correctly, and more challenging questions have the potential to earn more points. This game is strategic, competitive, and provides instant feedback, key components of game-based learning.
• Online Resources Scavenger Hunt
  • In an Online Resource Scavenger Hunt, students use the Internet to engage in fact-finding and information processing exercises using instructor-specified library and Internet sources. Framed as a time-based game, it encourages collaborative learning, discovery, and progression. These elements are hallmarks of game-based learning.

Final Thoughts

A gamified approach to learning is one way to implement active learning in the college classroom.

It provides increased opportunity for learner engagement, motivation, and satisfaction. However, research indicates that effective gamification requires careful planning and oversight to ensure alignment with learning objectives (Jack, et al., 2024; Hitchens & Tulloch, 2017; Papp, 2017). Therefore, it is best conceptualized as one of many evidence-based strategies to use when creating an engaging and interactive learning environment.