Gaming or gamification for k-12 teachers

The application of game-design elements and game principles in non-game contexts

An educational strategy that uses only game-based learning

The process of creating video games for educational purposes

A marketing approach to selling educational products to schools

To reduce the amount of time teachers need to spend on lesson planning

To create a more competitive and stressful learning environment

To motivate students, increase engagement, and enhance learning outcomes

To replace traditional teaching methods

Replacing textbooks with video games

Relying solely on educational apps for instruction

Providing students with unlimited computer time for independent study

Using leaderboards, badges, and quests to track student progress and achievement

To teach general concepts without any specific outcome in mind

To use games to teach specific skills and knowledge

To replace traditional teaching methods with games

To make learning experiences more boring and tedious

Lowered student achievement and test scores

Reduced collaboration and teamwork

Decreased student participation and interest

Increased engagement, motivation, and learning outcomes

Using a simulation to teach students about historical events

Having students play video games during class

Using games to distract students from learning

Teaching students how to cheat at online games

Lack of teacher training, lack of resources, and resistance to change

Too much focus on individual achievement, too much pressure on students, and too much testing

Too much teacher autonomy, too much student participation, and too much fun

Too much emphasis on competition, too much reliance on technology, and too much screen time

Game-based learning uses actual games to teach, while gamification applies game elements to non-game contexts

Game-based learning is more competitive, while gamification is more collaborative

Game-based learning is more entertaining, while gamification is more boring

Game-based learning is more expensive, while gamification is more affordable

By aligning game elements with learning objectives, providing feedback, and adjusting content as needed

By making gamification a one-time event rather than a consistent part of classroom practice

By implementing gamification without any teacher involvement or oversight

By ignoring learning objectives and using games for their entertainment value alone

Grand Theft Auto

Where in the World is Carmen Sandiego?

Madden NFL

Call of Duty

It has no role in gamification of lessons.

It can provide interactive and engaging tools to help students learn.

It can make lessons more boring and less engaging.

It can make gamification more difficult to implement.

It can provide interactive and engaging tools to help students learn.

It can make students too competitive with each other.

It can make students too focused on grades.

It can distract from the content of the lesson.

It can make students too focused on the content of the lesson.

It can distract from the content of the lesson.

By making gamification too difficult for struggling students.

By making gamification only available to high-achieving students.

By providing a variety of options and making it accessible to all students.

By making gamification only available to certain students.

By providing a variety of options and making it accessible to all students.

To allow students to make up their own rules

To make the game more exciting for students

To teach students how to cheat at the game

To ensure students understand the purpose of the game and how to play it

The game should only be played by top-performing students

The game should only be played by students who need extra help

The game should allow for customization of difficulty levels to match varying student needs

The game should not be used for differentiation