Gamifying formalised learning in Computing

Abstract

As reported by Camilleri (2012), there has been a decrease in the uptake of Computing as a subject. Thus, students need to be more engaged in learning. Kapp (2012) finds strong indications that learning through games and play may foster and encourage engagement. This research explores the impact of gamification techniques in the teaching of Computing. Gamification is defined as “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning and solve problems.” (Kapp, 2012). This research involved four secondary teachers who created their own gamified lesson based on the given gamification resource pack. By employing a qualitative approach to analyse the collected data, the results were more rich and in-depth. The data was gathered using observational logs which the teachers wrote after each gamified lesson. A number of interesting findings emerged from this research which indicate that the gamification experience had both positive and negative impacts on the students’ learning. Moreover, all the teachers who participated in this research agreed that while they will surely use gamification again in their future teaching, they would not implement it in every topic of the syllabus because students will eventually get bored of it. Teacher training and the integration of gamification techniques in the curriculum were recommended for incorporating gamification in our schools.