LITERATURE REVIEW

Research on Gamification in the Classroom to Enhance Comprehension

Christie Pinaud

University of West Georgia

LITERATURE REVIEW

Introduction

My school district has recently participated in a one-to-one chromebook roll out.

Teachers are being encouraged to utilize the chromebooks as much as possible and in as many

different ways possible in the classrooms. I am constantly seeking ways to do this in my seventh

grade life science classroom. I teach two classes of on level students and two classes of

advanced/gifted students. In my research, I came upon a concept called gamification.

Gamification is an educational approach to motivate students to learn by using video game

design and game elements in learning environments (Bruder, 2015). In 2016, Time Magazine

reported that the average “gamer” is thirteen years old and spends an average of six hours per

week playing video games. Considering these statistics, it is my hope that gamification of my

classroom would target my students and increase enthusiasm in my curriculum and learning. I

found three articles that focus on my subject area, my colleagues, and my approximate age

demographic.

Article One

“Investigating the Impact of Video Games on High School Students’ Engagement and

Learning About Genetics” by Leonard Annetta, James Minogue, Shawn Y. Holmes, Meng-Tzu

Cheng captured my attention due to the fact that it appeals to an area of my curriculum and that

high school is an area that I am interested in pursuing in the future. This study focused on the

impact that teacher made video games played on student engagement and acquisition of genetics

content. The article refers to the teacher created games as Multiplayer Educational Gaming

Applications (MEGA).

The author’s research was quite extensive. The research can be broken down into three

areas--learning through video games, student engagement, cognition, and general understanding
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of the genetics topics. They expounded upon the MEGAs concept and backed up this with the

fact that students found them more interesting over general lecture. MEGAs also allow for more

skill development in the areas of science such as problem solving and critical thinking skills.

They quoted several articles that pointed out the increase in level of student engagement when

competition and interest are increased with the use of gaming. They also used research from

cognitive Load Theory since video games promote active participation and from Multimedia

Learning Theory due to the visual and aural nature of video games. The aspect of the research

that I appreciated was the inclusion of research that pointed out that in “the construction of

scientific knowledge, scientific models and visualizations can help individuals make sense of

abstract concepts” (Treagust, Chittleborough, and Mamialo, 2002). Genetics is one of the most

abstract concepts to teach in my biology class. The research they provided supported this in that

“genetics remains conceptually and linguistically difficult to teach and learn” (Tsui and Treagust,

2007). Overall, the research was very inclusive and extensive.

The methodology of the study was very similar to laboratory experiments that students

would do in a biology class. They studied four general biology classes in a United States high

school setting. One class was the experimental group and three were the control group. The

experimental group was exposed to the MEGA in order to review genetics concepts. The Control

group reviewed the topics in a normal classroom setting via discussion, lecture, paper, pencil,

etc. Students in both groups were given a pretest and a post test to assess learning. To analyze

engagement, they assessed students using the Protocol for Classroom Observation from

Annenberg Institute for School Reform (2004).

The study found that students were more engaged with the use of the MEGA video

games in the classroom. Although the study pointed out that video games aided in student
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learning, they also noted that they should be used as a supplement or enhancement to the

classroom and not the only learning tool. The study also pointed out that in the design factor of

gaming, the game should be focused more on skill based learning and not on story lines or

choices such as avatars or clothing/themes. Students appeared to be caught up in the detail of this

and less focused on the education aspect of the game. The students who played the game were

more engaged. The study also pointed out that when designing or looking for a game, teachers

need to ensure the game design includes four principles: making science accessible, making

thinking and problem solving a forefront, help students work together and learn from each other,

and promoting engagement.

This article appealed to me because I teach seventh grade life science. I feel that the study

was done well. The only thing I would have changed is to note the males versus females tested

and had a balance in control and experimental group. This study helped me in the requirements

that I need to look for in gaming if I am to encorporate this into my science classroom. I want to

seek out games that promote the four principles listed and ensure that I use the games properly

and not as a time filler or substitute teacher activity. I appreciated the nod to the continuation and

importance of paper pencil notes and lecture. I would definately use gaming as a supplemental

activity and not the driving force to my lessons.

Article Two

The second article that I chose was “The Effects of Computer Games on Primary

School Students’ Achievement and Motivation in Geography Learning” written by Hakan

Tüzün, Meryem Yılmaz-Soylu, Türkan Karakus, Yavuz İnal, and Gonca Kızılkaya. The article

was primarily concerned with the lack of resources in geography and in the declining of interest
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in learning about geography. The study was intended to find ways to enhance the motivation and

curriculum of geography classrooms by the use of video or computer gaming.The study focused

on the nature of the motivation of “gamers” in the classroom in comparison to “non-gamers.”

The study cited numerous resources to support the growing need to resources in

geography and in the need to student knowledge of geography itself. In education there in

notable change in the “ student characteristics in the new era, and indicated the need for a shift to

a new pedagogy (Fitzpatrick, 1993; Hill & Solem, 1999; McNail, 1987). In these learning

contexts the characteristics of the new pedagogy are articulated through authenticity. This

authenticity sees learners deal with issues of local and global significance, using real-world data,

and building on personal interests, while taking responsibility for their own learning. (Castleford

& Robinson, 1998; Lemberg & Stoltman, 1999; McNail, 1987).” Although most of the literature

reviewed seemed older, the concepts still ring true for the classroom of today and for today’s

“digital natives” as our students are often called.

The researchers used a combination of quantitative and qualitative methods in the

study. Pre and post tests were given as well as observation, interviews,open-ended questions and

digital records were the sources for the methods. Students were selected based on academic

performance. The students were composed of twelve girls and twelve boys who had no prior

knowledge of the subject being assessed. A game known as Quest Atlantis (QA) was selected for

the study. This is a game that is similar to Second Life in that it is a virtual world that students

explore. Students were allowed to use the game for three weeks for an hour a day once a week.

The results of the study used a t-test to compare learning before and after the

intervention. A t-test was also used to compare intrinsic and extrinsic motivation. Students

showed significant gains in learning by the utilization of the game. The mean score for post
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achievement (Motivation=8.6 SD=2.4) was higher than the mean score for pre-achievement

tests (M=6.2, SD=1.0). The mean score for motivation also was higher in intrinsic motivation in

the game context than the mean score for intrinsic motivation in the classroom context. Students

played the game with great interest and teachers reported very little to no technical issues that

arose. Teachers also reported a need for basic skills on the behalf of the student and a day

requirement to introduction of the game rules of play.

Although this study focuses on a subject matter that is not my content specialization

currently, I will be teaching one section of Social Studies next year. This article appealed to me

in the choice of virtual worlds as the video game to implement in my classroom. When we began

this class and were instructed to use Second Life, there were many concerns of using virtual

worlds in my classroom. This particular program of choice was more education focused and

seemed easier to use in the classroom for younger students. I could alsos see how older students

would enjoy this video game and how it would enhance the geography aspect of Social Studies

content. I also enjoyed how the authors gave very detailed statistics to the findings. There was

nothing to this study that I would do to improve upon it other than include participants in higher

grade levels.

Article Three

The final article that I found on video games in the classroom was “Video Games in the

CLassroom: Pre- and In-Service Teachers’ Perceptions of games in the K-12 Classroom” written

by Raymond S. Pastore and David A. Falvo. In this article, the gentlemen survey teachers that

were still in school and teachers who were in the classroom for their feelings on the usage of

gaming in the classroom to enhance instruction. The hope of the writers was to use the results to

help fill a gap in the literature available on gaming in our new age classrooms.
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I feel that the authors had the foresight to assume that most teachers would be hesitant in

the use of gaming on the classroom because they presented a plethora of research on different

aspects of computer based learning. The research also included the effect of students designing

the games to use in the classroom. When games are used in this way, students take more pride

and ownership in their learning. “Well designed games included fantasy environment, player

control, goals, rules, elements of competition, and visual attractiveness (Dempsey et al., 1996;

Dickey, 2007; Dondlinger, 2007).” The research also stressed the importance of teacher “buy in”

on the use of video games in the classroom for education purposes. When teachers have a

positive attitude towards topics it is contagious to the students.

The study utilized a survey given to ninety eight teachers. There were 53 in-service

teachers (current teachers in the classroom) and 45 pre service teachers (those still in school in

pursuit of a teaching degree). There were 30 male teachers and 68 females total. The mean age of

participants was 26 years of age. The survey consisted of 22 questions. Eighteen of which were

Likert-scale and four open ended questions. Participants were also given a demographic survey

as well.

The study gave a very detailed statistical analysis of the survey results. Both pre and in-

service teachers agreed on the need of visual representation and the use of general games to

enhance student learning. Both groups also agreed that games should be user friendly and

address learning styles as well as knowledge. The majority opinion was that acknowledgement of

“winning” should take place as to increase motivation and interest of player/students. The survey

groups differed upon if students should be penalized for incorrect answers--in-service teachers

felt they should be penalized and preservice teachers felt they should not be penalized. Overall,

the perception of gaming was well received and there was interest in using it in the classroom.
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Most teachers were interesting and saw the value of gaming in the classroom, but shared the

concern of students facing distractions in the game and not focused on the overall message the

game conveys (learning outcomes).

A table in given that shows the questions that were asked of two groups. I found this table

extensive and valuable. The questions were well worded and clear. I liked how they surveyed

teachers in school and in the classroom. I would have thought the would be more of a margin

between the results, but they were surprisingly close. The survey was given to an adequate

amount of participants. At first, my hesitation was the male to female ratio, but considering the

profession, the numbers are understandable since it is a female dominated profession. Teacher

perception and buy in is vital to the implementation to the roll of of technology and techniques in

the classroom. I found the research the article gave relevant. I too was hesitant when I first went

to a STEM Symposium and attended a glass on gaming in the classroom. This article was helpful

in order to see that others in my profession express the same hope for gaming and concerns as I

do.

Final Reflection

When used appropriately and with the correct format chosen, I feel that that I could

incorporate gaming into my classroom to enhance my instruction. I feel like each article was

helpful in either content, appropriateness, age range, and perception. I actually tested this out this

week in my classroom on a smaller scale. We are covering body systems this nine weeks. I found

a game on BrainPop (an educational website) called Diabetic Dog. We have already talked about

the function of the pancreas, so students had the background knowledge. In the game, students

must feed and care for a dog that suffers from diabetes. Students figured out what diabetes is,

the effects of exercise on insulin levels and the importance of nutrition. I have one student who
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normally shows no interest in class. He comes to class and leaves. On the day that I allowed him

to play this game, he really connected and enjoyed himself. He was actually upset that his dog

died. When I asked him to explain what happened, he could clearly explain the causes of

diabetes and how to manage it. He knew where he went wrong to cause his dog to die. He asked

me after class if he could play this game at home over the weekend and how to access it. The

research definitely convinced me to give video gaming a try and it pleasantly surprised me. I am

convinced and can’t wait to try it again.

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References

Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the impact of
video games on high school students’ engagement and learning about genetics. Computers &
Education (In Press).

Pastore, R. S., & Falvo, D. A. (2010). Video Games in the Classroom: Pre-and in-service
teachers' perceptions of games in the K-12 classroom. International Journal of Instructional
Technology and Distance Learning, 7(12), 49-57.

Tuzun, H., Yilmaz Soylu, M., Karakus, T.,Inal, Y. & Kizilkaya, K.(2009). The effects of
computer games on primary school students’ achievement and motivation in geography learning.
Computers & Education, 52(1),68-77.