57 10.1 Introduction
Gamification in education is an emerging, powerful way to engage and motivate students by using game-based elements in conventional learning environments. Gamification is one of these changes that may present itself as a useful, cost-effective, and efficient tool for educators to improve learning outcomes (Sanchez et al., 2020). Over the past few years, gamification has become more popular among educators who realize the power of making learning more interactive, rewarding, and fun. Research shows that most of the papers report encouraging results from the experiments, including significantly higher engagement of students via forums, projects and other learning activities (Sanchez et al., 2020). Gamification combines specific elements, like points, badges, leaderboards and game mechanics, transforming instructional activities into experiences that generate curiosity and perseverance in students of all ages.
This chapter aims to summarize gamification and how it can be applied in the classroom to help benefit the students and teachers of K-12 education. (Kenny et al., 2017) It has been argued that gamification improves results in learning outcomes, with 53% of gamification self-effectiveness promoting student-led gamification initiatives. This chapter also explores gamification as a theme, its educational benefits, and how to use it to implement gamification in K-12 teaching. We also review real-world research-backed examples of gamification in use and how gamifying helps to reshape students’ feelings about playing, learning, and the game.
The chapter highlights not only what works for gamifying K–12 education but also what does not. It also provides teachers, curriculum designers, and school leaders with insights and tools to adapt gamified approaches for diverse educational goals and diverse learner needs. A problem highlighted by the lack of proper technological support is one of the major obstacles to applying game elements to education (Sanchez et al., 2020).
I would like to share a unique point of view based on my learning challenges and socio-economic barriers. Limited access to technology outside of school, along with my management of traditional education with ADHD, has very much shaped my understanding of inclusive education. From these experiences, I have learned, based on personal experiences, how to support students with exceptionalities as an educational assistant. Having this background, I can put myself in students’ shoes and feel motivated to offer them the various personalized resources needed to meet each of their diverse learning needs.