In generally, the gamification uses elements of games (i.e. game based mechanics, aesthetics, game thinking, problem solving, competition and cooperation) to motivate and engage the learners in non-gaming environments. On the other hand, in game-based learning a learner can study the topics concern by playing a game. Thus the games are integrated as a part of learning to learn some specific topics, skills etc. As well as gamification, also game-based learning can include competition and co-operation among other learners.
See also this short video.
And The Future of Creativity and Innovation is Gamification: Gabe Zichermann at TEDxVilnius
Some useful comparison of games and gamification can be found here:
“Games don't necessarily enhance the learning process.” It’s better not to use games, if you don’t have any good points of using them. However games can enhance the learning process, if the games fit into subject area or are somehow meaningful from learning process perspective.
On the other hand, studies have shown than playing video games (not necessarily educational games) may affect positively on sensorimotor learning (http://www.ncbi.nlm.nih.gov/pubmed/25318081) but also on attention and memory (http://www.ncbi.nlm.nih.gov/pubmed/18929349). Overall it appears that games can influence positively on player’s cognitive skills.
What about games and assessment based on games?
Shute and Ke [1] reflected, how learning can be assessed without interrupting the game and flow of playing. They observed evidence-centered design (ECD), that is “a conceptual framework that can be used to develop assessment models, which in turn support the design of valid assessments” [1]. Based on their observations, ECD framework fits with the assessment of educational games as it enables the estimation of student’s proficiency in subject matter. Overall in educational games, the actions of students can be reviewed as well as evidences of performance can be observed and assessed. However the competency model that lays the basis for assessment need to design carefully and appropriately.
Do games influence on learning?
Games and gamification have been utilized during last years into mathematics and science learning. For exmaple Shute et al. [2] have utilied games related to physics. In their study, they used NP, two-dimensional computer-based game, to explore “the effectiveness of NP as an assessment system for qualitative, conceptual physics understanding as well as its potential influence on learning physics in a game without any instructional support.“ They found that playing NP can improve and reinforce qualitative physics understanding. Moreover students that were engaged to play NP, performed significantly better in posttest than in pretest. Additionally, they observed that it is possible to use particular actions and accomplishments for assessment purposes.
Just trends?
In authors opinion, games and gamification are not just trends, even if gamification is one trend in education at this point. During centuries, different kind of games (not just video games) and competitions have connected and hooked up people. And they probably will continue to do it also in the future. That’s why we believe that the gamification is here to stay.
References:
[1] Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In Assessment in Game-Based Learning (pp. 43-58). Springer New York.
[2] Shute, V. J., Ventura, M., & Kim, Y. J. (2013). Assessment and learning of qualitative physics in newton's playground. The Journal of Educational Research, 106(6), 423-430.
Other resources:
Jaakko Stenros - Playfulness, Play, and Games
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