Gamification refers to applying attributes of games to encourage and motivate learners to achieve the predetermined outcomes of learning. On the other hand, gaming denotes an element of play-based incorporated into a course, for instance, bingo and puzzle games included in a particular lesson. Finally, game-based learning refers to gameplay, which contained well-defined learning outcomes (Figueroa-Flores, 2016). This study will extensively discuss the advantages and disadvantages associated with the application of; gaming, gamification, and game-based learning to enhance learning.
Advantages
First, gaming enhances an increase in the engagement of the learner. Application of games can improve engagement by transforming contents, which are dull into interesting and engaging experiences. Moreover, it enhances friendly competition exhibited among colleagues and stimulates learners' pride since they can complete a course after undertaking a series involving gamified tasks and challenges. This aids in content retention and reduces boredom caused by long lectures. In turn, it can allow learners to achieve the predetermined objectives of the course (Karagiorgas & Niemann, 2017).
Delegate your assignment to our experts and they will do the rest.
Besides, it aids in the provision of instant feedback. One fundamental characteristic of any game is to provide feedback instantly. The feedback might either be negative or positive, regardless of how they impact the learner. Games with educational value enhance the learners' progress by providing relevant responses and knowledge to a question or a scene. Similarly, incorrect response and inadequate knowledge prevent learners from moving forward. As a result, instant feedback enhances individual evaluation of the progress in the learning process. This makes learners be intrinsically motivated and thus complete the game (Karagiorgas & Niemann, 2017).
Finally, features such as badges boost the motivation of learners to continue with the educational scheme. Learners can earn stickers, prizes, and virtual ribbons after completing certain tasks or modules in the game. These badges play a vital role in motivating individuals since they cause them to feel very skilled and important. Besides, they provide learners with a complete sense and authority since they are signs of accomplishments (Karagiorgas & Niemann, 2017).
Disadvantages
First, the development of the programs is costly. Creativity is not the only challenge that designers encounter while developing gamified learning. The development may take ages compared to the conventional instruction design since every phase of the design process has extra demands to be gamified. As it is known, time is money; thus, a longer duration may drive over budgeting of the project. Similarly, some other additional resources like sound effects, graphics, and music, incorporate time and money (Al-Azawi, Al-Faliti & Al-Blushi, 2016).
Besides, games diminish their value over time. They involve a high cost in developing and maintaining but become out of date after a certain period. Furthermore, reviewing the content is difficult since there is a need to repeat the entire game; hence, learners are demotivated after exerting their effort and time to complete it.
Finally, games with a lot of poorly masked questioned are disliked by most learners. We all understand that games are subject to fun and enjoyment. Many people do not enjoy questions and tests; this makes it difficult to use games as a learning tool since most learners will not be motivated to apply it (Al-Azawi, Al-Faliti & Al-Blushi, 2016).
References
Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management, and Technology , 7 (4), 132-136.
Figueroa-Flores, J. F. (2016). Gamification and game-based learning: Two strategies for the 21st-century learner. World , 3 (2).
Karagiorgas, D. N., & Niemann, S. (2017). Gamification and game-based learning. Journal of Educational Technology Systems , 45 (4), 499-519.
