Playing our way back into learning: Using the motivational elements of gaming to motivate disengaged learners

by Penny Doyle

http://thinkspace.csu.edu.au/pd541/

Introduction

Despite the changing society in which our modern students live, surrounded by multimodal forms of information, education has stuck primarily with text based forms of instruction (Kovacevic, Minovic, Milovanovic, Ordonez de Pablos & Starcevic, 2013). The attention span of learners in the twenty-first century is limited and needs to be focused in a way that engages the student (Kapp, 2012). Young people are already embracing video game technology and learning problem solving skills that could be adaptable to the classroom (Gee, 2005).

Why are students becoming disengaged from learning?

Willis (2013) is an experienced neurologist and teacher. She has made the connection between the increasing number of students being referred for neurological problems within the last ten years and the growing level of disengagement amongst students. In a speech she made at a TEDx conference (see video below) in Mumbai, India; Willis (2013) explained that the brain’s response to overwhelming stress is to either act out or zone out. She narrowed the cause down to the crowded curriculum and culture of testing that is resulting in large numbers of students either experiencing test related anxiety or disengagement due to lack of challenge from teachers teaching to the test (Willis, 2013). This focus on testing of content-oriented curriculum means that students are not able to acquire the twenty-first century skills through their formal education settings (Galarneau & Zibit, 2007).

Government policy involving the implementation of standardised tests means that teachers are spending time focused on mastery of skills related to the tests and students’ ability to remember facts (Willis, 2014). This reduces the focus and amount of time that can be spent on more engaging forms of inquiry based learning (Willis, 2014). Presenting a uniform curriculum leaves students’ intellectual needs unsatisfied, leaving the brain to experience boredom and relate that boredom back to the subject material at school (Willis, 2014).

Boredom encompasses feelings of sadness, emptiness, anxiety and anger (Eastwood, Frischen, Fenske & Smilek, 2012). Negative effects experienced during a period of boredom can have lasting impact on cognitive function (Eastwood et al, 2012).

Wang and Liu (in Kovacevic et al, 2013) recognise that motivation is a dominant factor, which influences a student’s ability to learn. Kovacevic et al (2013) maintain that intrinsic motivation to learn has an impact on both a learner’s persistence and enjoyment. Twenty-first century students are not matched to the system that is designed to teach them, since it is disconnected to the world in which they inhabit which is interwoven with technology (Kovacevic et al, 2013).

Not only are students being stifled by the style in which they are being taught at school, but they are having their digital literacy dismissed as digital game play is seen as a time wasting activity rather than an avenue to develop their knowledge and skills (Galarneau & Zibit, 2007).

What is motivational about digital game based learning?

Engagement is increased when there is relevance in the learning, which requires teachers to differentiate their instruction (Willis, 2014). Willis (2013) advocates the use of digital game based learning (DGBL) as a way forward that provides students with appropriate level of challenge that increases naturally as they master skills. In addition to relieving anxiety by providing challenge at an appropriate level, it also has links to a learner’s neurological response as the release of dopamine that occurs when progressing through these levels leads to an increase in motivation to continue in the game (Willis, 2013).

Csikszentmihalyi (in Hancock 2011)

This diagram from Csikszentmihalyi (in Hancock 2011) shows the ideal level of challenge where a learner flourishes depending on their skill level. Csikszentmihalyi (in Hanock 2011) describes the “flow” area as the optimal place to learn, where you feel absorbed in an activity and feel effective.

Users of massively multiplayer online games (MMOG) require and nurture the development of their cognitive and social skills through gameplay even though this is not their purpose of playing (Galarneau & Zibit, 2007). Outside of school, children are willingly paying money to makers to video games to provide them with challenging complex problem solving scenarios (Gee, 2005). Learning through games is already happening in the entertainment context and has motivational potential for students if successfully adapted to an educational context (Galarneau & Zibit, 2007).

Iacovides, Aczel, Scanlon, Taylor & Woods (2011) conducted a study to ascertain the motivational merits of DGBL. The study was launched due to conflicting claims found in literature either generically spouting the motivational merits of DGBL for all learners, or those questioning these claims saying that they cannot be universally applied (Iacovides et al, 2011). A varied methodology was designed to investigate claims of experts within the arena of DGBL. This study challenged Gee’s (2004) assertion that DGBL provides deep learning through gamers taking on an identity within the game. Gee (2005) believes that a player will inevitably become committed to an identity within a new virtual world and act accordingly in that identity. Iacovides et all (2011) question whether this is a universal principle of DGBL if a learner is not able to immerse their identity into the social construct of the game. While this may be true for some gamers who are ready to adopt an identity within the game, other less convinced students may not come to this level of agreement with the game’s social construct and associated identity adoption.

Therefore, the motivational claims of DGBL are valid, however, not universally applicable to all games and all learners. Squire (2005) believes that DGBL has motivational benefits for those students who lose interest in school due to a preference for hands-on learning. This type of learning that requires them to problem solve themselves is not usually available at their school (Squire, 2005).

Even if games could be universally engaging, it is difficult to provide a game design that would be universally attractive to all users; this impacts the skills that users are learning from these games. Game choice often varies due to gender. A study by Hamlen (2011) found that while boys often favoured action genre games, girls tended more towards simulations. This raised an interesting discovery that due to their difference in game genre, they were also developing different learning skills through their game-play. While action games encouraged learning through repetition, those who favoured simulation games were more likely to adopt observation strategies  (Hamlen, 2011).

What characteristics do games have that motivates learners?

There are characteristics that are common in games that are motivational to players that are consistent with good teaching practice. Some of these characteristics include goals, challenge, outcomes, competition, fantasy, safety and interaction.

Goals are used throughout education to set achievable targets for students. Within gaming these goals can be set with the element of challenge in mind (Whitton, 2010). Providing students with a level of achievable challenge and incremental steps towards harder problems ensures they are working on their level (Whitton, 2010). Working at a level that is not relevant to a student’s goals or appropriate level of challenge could lead to boredom or disengagement (Willis, 2014). However, providing the perfect level of difficulty and achievable goal provides the player with the motivation to continue the game and therefore the learning (Whitton, 2010).

The use of failure within games, differs greatly from how failure can be seen in a traditional educational context. Failure within a game touches on the gaming characteristics of interaction and safety (Whitton 2010). Games have an element of safety as the failure is kept within the gaming world. Within digital games failure is often seen as a necessary step towards reaching the goal within the game rather than as a judgement on an individual’s ability (Squires, 2005). Players often have to solve complex problems through finding different solutions before finding one that will work (Beedle & Wright, 2007). This is the characteristic of interaction within the same, where players receive feedback on their performance and alter their behaviour in the same accordingly (Whitton, 2010). Since it is an accepted part of the gaming process, the shame associated with failure in a regular classroom environment is not evident within gaming so encourages more students to be risk-takers in their learning.

While for some students competition can be seen as a demotivating factor as there is the possibility of failure, some students thrive on competition. For these students a game that uses competition as a motivating factor would be ideal in keeping them engaged in the learning (Whitton, 2010).

The use of fantasy in game enabled students to take on a persona in a simulated scenario by inserting themselves into the content that they are tryng to master (Whitton, 2010). In order to be a motivational force in a game, it is important that the role-play is realistic so that it encourages students to engage and also is transferrable to the real world (Whitton, 2010).

The outcome of many any games are a reward system, which is built-in which provide players with extrinsic motivation (Whitton, 2010). This could come in the form of something as simple as experience points or promotion to a new level (Alexe, Zaharescu & Apostol, 2013). However, it is the intrinsic forms of motivation that are accessible through game-play strategies such as challenge, curiosity, fantasy and role play that make games such a powerful learning tool (Alexe, Zaharescu & Apostol, 2013).

How can a game be used to motivate students?

Squire (2005) investigated the use of computer game Civilization III in world history classes. The primary concern of the teachers within the studied school was to find experiences to engage students who had become disengaged from school. The researcher was surprised that the students within the study were not immediately accepting of the use of games, but rather questioned the rationale for their use, inquiring into what they were supposed to learn (Squire, 2005).

The results of the study were mixed, with a quarter of the students dropping out of the class due to the game being either too difficult or not interesting (Squire, 2005). Another quarter of students had the opposite response, claiming it was an ideal way to learn historical concepts (Squire, 2005).

Analysis of individual students’ game-play after the project showed that all players approached the game in different ways and had varying new skills or understandings (Squire, 2005). So while the idea of game-play in order to learn history did not appeal to all students, the game itself enabled for differentiation for those students who did find this style of learning engaging.

Squire (2005) maintains that games are not a motivational tool for everyone and that many people under thirty do not find games appealing, despite common belief. Therefore, Squire (2005) raises the complicated theory that while DGBL can be a motivational factor for learners who have been alienated by school learning, its success relies on a combination of good game choice and a student having a preexisting openness to the use of games.

Motivation due to DGBL cannot be an automatic expectation but rather the result of a combination of “…students’ goals and life histories, the game’s affordances, and the institutional context” (Squire, 2005).

What is the teacher’s view on using DGBL to motivate learners?

Teachers in a study in United Kingdom schools (Williamson, 2009) said that they often used games as a way to make their lessons more enjoyable, as students find playing games fun. Others recognised that since games are relevant to students, it makes them more motivated when they are used in classroom learning. This report stresses that in order for games to become a respected part of the learning in the classroom, not simply used as a fun incentive to students, then the merits of the learning within the game as well its relevance within the curriculum need to be examined (Williamson, 2009).

Do educational theories support this view on motivation?

Educational theories such as constructionism support the use of games by giving students opportunities to test out ideas and construct their knowledge through investigation and experimentation (Williamson, 2009). Multi-player games require students to socially construct knowledge using prior knowledge, making connections and using the social construct to reflect and learn (Sandberg, Maris & de Geus, 2011). This makes the learning more meaningful for the students as they make their own conclusions and connections rather than be simple recipients of information (Squire, 2005).

Conclusion

There is evidence that suggests that there are beneficial outcomes for students engaged in digital game based learning (Gee, 2005; Squire, 2005; Whitton, 2010). Students are living in a world where digital technology is not an addition to their life, but seamlessly integrated. Schools cannot ignore that students are already embracing a way of learning through games that is building skills without them even realising (Gee, 2005). Continuing to teach for a world that no longer exists is losing relevance to students, leading to disengagement and consequences to cognitive functioning (Willis, 2014).

However, it cannot be seen as an automatic solution to disengagement in the classroom. Not all students are motivated by DGBL (Squire, 2005). Even those could be motivated by DGBL, it will only be successful if the game has relevance and is suitable to the level of the student. If the game is too hard, the player may quit, if it is too easy there is the risk that they player will find the game boring (Whitton, 2010). Elements that are harnessed by games such as challenge, fantasy, competition, goals, safety and interaction work together to provide a gamer with a motivational environment (Whitton, 2010). The trick to using DGBL to increasing learner motivation is matching the right game to the right student.

References:

Alexe, I., Zaharescu, A., and Apostol, S. (2013). Gamification of learning and educational games. In Conference proceedings of” eLearning and Software for Education“(eLSE) (No. 02, pp. 67-72). Retrieved from http://www.ceeol.com/aspx/getdocument.aspx?logid=5&id=96E6AE93-AA5E-460E-9551-865B8A6F24F9

Beedle, J. B. & Wright, V. H. (2007). Perspectives from multiplayer video gamers. In Gibson, D., Aldrich, C. & Prensky, M. (Eds). Games and simulations in online learning: Research and development frameworks (pp. 59-88). Information Science Publishing: London.

Eastwood, J. D., Frischen, A., Fenske, M. J. & Smilek, D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7(5), 482-495.

Galarneau, L. & Zibit. M. (2007) Online games for 21st century skills. In Gibson, D., Aldrich, C. & Prensky, M. (Eds). Games and simulations in online learning: Research and development frameworks (pp. 59-88). Information Science Publishing: London.

Gee, J. P. (2004). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Gee, J.P. (2005). Good video games and good learning. Phi Kappa Phi Forum,  85(2), 33-37. http://dmlcentral.net/sites/dmlcentral/files/resource_files/GoodVideoGamesLearning.pdf

Hamlen, K. R. (2011). Children’s choices and strategies in video games. Computers in Human Behavior, 27, 532-539.

Hancock, M. (2011, February 21). Enjoying Learning: Motivating adults through content (Part 2) [Blog post]. Retrieved from http://oupeltglobalblog.com/2011/02/21/enjoying-learning-motivating-adults-through-content-2/

Iacovides, I., Aczel, J., Scanlon, E., Taylor, J. & Woods, W. (2011).  Motivation, engagement and learning through digital games. International Journal of Virtual and Personal Learning Environments, 2(2), 1-16.

Kapp, K. M. (2012). The Gamification Of Learning And Instruction: Game-Based Methods And Strategies For Training And Education. John Wiley & Sons. Retrieved from: http://csuau.eblib.com/patron/FullRecord.aspx?p=821714

Kovacevic, I., Minovic, M., Milovanovic, M., Ordonez de Pablos, P. & Starcevic, D. (2013). Motivational aspects of different learning contexts: “My mom won’t let me play this game…”. Computers in Human Behavior, 29(2), 354-363.

Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning learning: An evidence-based study with fifth graders. Computers in education, 57(1), 1334-1347.

Squire, K. (2006). Changing the game: What happens when video games enter the classroom? Innovate Journal of Online Education, 1(6). Retrieved from: http://www.academiccolab.org/resources/documents/Changing%20The%20Game-final_2.pdf

Whitton, N. (2010). Learning with digital games: A practical guide to enagaging students in higher education. Routledge: New York. Williamson, B. (2009). Computer games, schools and young people: A report for educators on using games in learning. Futurelab. Retrieved from: http://archive.futurelab.org.uk/resources/documents/project_reports/becta/Games_and_Learning_educators_report.pdf

Willis, J. (2013). Video game MODEL for motivated learning: Dr Judy Willis at TEDxASB [Video file]. Retrieved from https://www.youtube.com/watch?v=i8TPRec6OCY

Willis, J. (2014). Neuroscience reveals that boredom hurts. Phi Delta Kappan, 95(8), 28-32.

Master of Education (Knowledge Networks and Digital Innovation).
Developed by the School of Information Studies, Charles Sturt University, 2015.

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