Gamification of Education

by

Brian Y. Lee
 Purpose

Education is an aspect of life that affects everyone. It is a contributing factor to expand

the width of activities one could partake in, whether it be through research, treatment, or
teaching, that allows him or her to interact and change the world for the better. However, many
students in this era are unable to reap the full benefits of education. While factors of economic
standing and social inconsistencies from student to student exist, the factor that this study aims to
address is how the motivation strategies of conventional school systems, specifically class
curriculums and structured styles, struggle to address the challenges educators face in contending
the lack of motivation found historically amongst 40% of high school students who find
themselves “disengaged” with their schoolwork (Crotty, “Motivation Matters”). This
disengagement phenomenon is often in stark contrast to a student’s behavior while playing video
games, as gamers tend to be more engaged and enthused by the prospects of long and repeated
experiences in their digital world. By juxtaposing the current reward systems within education
and video games, this study aims to identify the key factors that not only make video games the
motivation-sink pastime it is today, but also aims to establish guidelines for future conventional
classrooms to implement these factors in order to help resolve the “engagement” issue.

Hypothesis

Throughout the history of its industry, video games have produced iterations of reward
systems that ultimately increased the motivational drive of its consumers. Video game reward
systems can thus be translated into conventional education systems in order to increase academic
motivation within students.

Background

Since their beginning, video games have been on an incline of popularity. Starting with
one of the very first consumer video game products known as Pong, Atari, the creator of Pong,
became a household name. Now, nearly half of all Americans play video games and four out of
five American households own a console or gaming device. In terms of the industry’s worth,
from 2008 to 2017, the video game market grew from 78.61 billion dollars to 108.9 million
dollars and is expected to grow to 128.5 billion dollars by 2020, surpassing industries such as the
National Football League (“2018 Video Game Staistics”). The video game industry has evolved
over generations, driven by the yearning to create popular games through their ability to not only
grab the user’s attention, but also draw players back to the games in a system of repeat actions
(Conrad, “Video Games Addictive?”). This industry spends billions of dollars and gargantuan
amounts of time in research pertaining to creating an optimal rewarding climate for users to
engage and fall in love with. The video game industry has thus become professionals, revolving
around the ability to perfect systems that invoke gratifying experiences and rewards to keep
players satiated, in creating these addictive platforms (Krook, “The Business Of”). Because the
expertise of the video game industry falls upon its ability to create repeat action environments
within its games for its consumers, the industry’s mechanics imbedded within its creations serve
as templates that can be translated into different applications, like education, to make them more
appealing to their respective audience. Thus, it is logical to look through core mechanics within
video games engendered by the industry and translate said mechanics into the current system of
education in order to parallel the motivation environment created in video game sessions to
classrooms of orthodox education.

If the goal of the video game industry is to induce a motivation driven climate, the tools
that it utilizes in achieving that goal are reward systems. In particular, the intervals of rewards
within video games seem to be the driving force that induces players to return and repeat their
experience (Grieve, “Power of Rewards”). There is a large disparity between the industry of
video games and the industry of education in terms of a reward system. Gaining small rewards
consistently as done in video games promotes a stronger motivation to continue playing as
opposed to the spread out rewards in the current education system. Understandably, students
have a troubling time in realizing the importance of the rewards spawned from education​. ​There
are minute intermittent rewards that can come from within the student such as feeling good about
getting an A on a test, but the first universally coveted reward for the average student through
education is admission to college, the result of 4 years of high school. In games, however, the
player is rewarded in every session of play time through the completion of copious amounts of
completed achievements or challenges, daily login rewards, and special, limited time events. For
example, in League of Legends, a game presented in figure 1, there are 5 or more daily missions,
which grant a reward upon completion, refreshed daily, a leveling system which is indefinite and
a reward is given after each level up, and rewards given for being a loyal player of the game
(“Reward (BE/XP)”). The clashing cultures of fast-paced, instant-gratification rewarding
systems found outside of the classroom and the relatively slower-paced, delayed-gratification
reward system found inside in the context of youth can be easily seen as an uneven match.

Figure 5. A chart created through polls of which were distributed for responses on platforms
including instagram and reddit.
 Research Methodology

Based on their popularity, five games were chosen: League of Legends, Fortnite,
PlayerUnknown’s Battlegrounds, Hearthstone, and Counter-strike: Global Offensive and put
onto a chart. Within these five games, distinct and shared characteristics were found in each
game through online services including the ESRB (Entertainment Software Rating Board),
Steam Workshop​ ​(An official community page for the game company Steam which garners
reviews, games, and content ideas from the community and Steam faculty), and Forbes that
provided descriptions of each game. In addition, playthroughs and videos of playthroughs of
each game were vital in reinforcing the information granted by the online sources. These
playthroughs also aided in allowing further insight pertaining to the reward system within each
game through firsthand and secondhand interaction.

Video Game Titles with Listed Game Mechanics

Leaderboa Fortnite PlayerUnknown’s Hearthstone: Counter-Strike: Global League of Legends

rds Battlegrounds Heroes of Warcraft Offensive

Rankings/ Fortnite PlayerUnknown’s Hearthstone: Counter-Strike: Global League of Legends

Tiers Battlegrounds Heroes of Warcraft Offensive

Play with Fortnite PlayerUnknown’s Hearthstone: Counter-Strike: Global League of Legends

or against Battlegrounds Heroes of Warcraft Offensive
Game friends
Mechan
ics
Strategy Fortnite PlayerUnknown’s Hearthstone: Counter-Strike: Global League of Legends
involved Battlegrounds Heroes of Warcraft Offensive

Short and Fortnite PlayerUnknown’s Hearthstone: Counter-Strike: Global League of Legends

long term Battlegrounds Heroes of Warcraft Offensive
achieveme
nts

Rewards Fortnite PlayerUnknown’s Hearthstone: Counter-Strike: Global League of Legends

for those Battlegrounds Heroes of Warcraft Offensive
achieveme
nts

Figure 1. Chart listing the five most popular games and their shared components.

Analysis

After creating the initial comparison, all non-shared qualities of each game were omitted
and 6 shared video game traits between the five games were established. This was done in order
to focus on mechanics of video games that consistently drew in players. The six qualities were
then narrowed down into one: reward systems. This preliminary research was done to assess the
range of variables and then find which variables in video game mechanics were most successful
in producing the want to learn in players. Systems successful in inducing the desire to learn
generally contain three distinct appeals: vanity, progression, and a second chance. Thereafter,
two polls were created and shared on the social platforms of Reddit and Instagram in order to
collect responses from gamer students on whether they prefer a fast-paced or slow-paced reward
system. In total, 40 responses were recorded and compiled into data of which is presented in
figure 5.

Appeal of Vanity

When one reaches a high spot on the leader board or climbs through the ranks and tiers,
he or she is rewarded with feelings of pride from his or her achievement (“Pride”). In other
words, people climb the tiers to gain the reward of vanity. In games like League of Legends,
there is a ranking system that begins at bronze and climbs to challenger, the top 200 players in
the region. To be in the challenger tier is a highly coveted position amongst gamers, and anyone
in that tier is well respected by the entirety of the community. The reason why is because these
players show skill so high above the average player that many non-challenger players become
inspired to play like them and thus look towards them as a role model. The community’s view on
these challenger players as a role model has spurred a whole new side industry of pro ‘streamers’
who, in real-time, display their video gaming prowess through a platform called Twitch Tv. The
same goes with pro players. Pro League of Legends player Alex “Xpecial” Chu said, when
talking about his inspiration to go pro, “​I think Hai. When he pretty much brought C9 from
relegations team to world contender, I think that was pretty admirable”​. Chu shows that he
admires Hai because he was able to bring a team, C9, from the brink of being disqualified to
almost winning the entire tournament which was worth over five hundred thousand dollars.
Through his professional gaming career that was inspired by Hai, Chu was able to gain
24,346,236 views and 151,607 followers over the span of two years on his twitch account. In this
scenario, video games were able to give one player, Hai, the pride of being a top tier player and
almost winning a tournament and another player, Chu, the inspiration to become a better player
and consequently play the game more and stride to be at the level of Hai. In addition, showing
off the achievement of being challenger does not evoke the thoughts of a nerd in this day and age
of technology. Saying that one is challenger is ought to bring that person respect, friendship, and
even credibility in the eyes of other people.

Youtuber “Jay Sea” posted a video on his channel mentioning the fact that it is his “First
Time Reaching CHALLENGER” and a plethora of “congratulations” from admirers and fans of
the youtuber were published (Sea, “First Time Reaching”). One particular user “Gabriel
Sepulveda” mentions that he sees reaching challenger as “being in the NBA or Olympics”
because there are “491 NBA players out of hundreds of thousands of basketball players and 242
US Winter Olympians out of millions of athletes compared to 200 challenger League of Legends
players out of millions of other players. This comment received 212 “thumbs up” from other
anonymous users which goes to show the shared belief of this opinion. Unlike videos games
where there is a leaderboard differentiating the top players, the current education system conveys
no official means to determine whether or not one is a top performing student and thus no
motivation is inspired in students to become the top ranked student because the definition of a
top student cannot be qualified. The majority of schools have individual student grades available
to see, but not every school presents the class ranking of each student (“Aeries”). If all schools
presented the ranking of each student, students would know who is the strongest pertaining to
grade point average on a surface level, but there would be no further information for a student
who wants to improve upon themselves to become a better student other than a letter grade. In
the case of the commenters on Jay Sea’s video or the commenters on any gaming video, users
have the footage of the gamer playing and thus can attempt to emulate and improve themselves
based on the coveted skills of others. One means by which students are theoretically able to base
improvement off of that exists in the current education system is passed back tests. The students
should be able to profit knowledge off of reviewing their mistakes within their tests; however, in
the current education system, most teachers do not send graded tests home with their students.
Instead, the graded tests are passed back for a full or half of a period to the students for them to
attempt and fix what they did wrong, thus putting a time limit on the student’s self improvement
(Matthews, “Why Do Schools”). While not sending tests home is done to ward off students from
storing test answers, it disallows students the ability to learn from his or more mistakes in a
thorough manner. The resource of playbacks on one’s own games are easily accessible either
through a recording software that one can download or a built in replay system from the game
itself. Therefore, games allow players to review their own games, comparable to tests in a school
environment, at any given time and for as long as they want.

Appeal of Progression

Through leveling up a character, video games reward you for micro-progression.

Everytime players kill a monster or complete a quest within a video game, they will level up and
gain rewards in the form of new abilities, skills, or gratifying understandings, such as learning
the ending to a game’s epic saga--all of which are designed to induce the sense of progress. This
feeling of progress is what is highly contemplated and is the main challenge in designing a video
game, as its prevalence is the fundamental component in developing the appeal to play. Whether
it be progression through enabling players to improve their mechanical skills, such as improving
one’s aim and dexterity with a controller, or progression as simple as moving to the next chapter
or event in a story to see what’s around the corner for a beloved protagonist, video games at their
core arbitrate forms of challenges and/or experiences that dress progress in new and enticing
ways.

Progress, given its significance, is felt by the player not just from the intended experience
of playing itself, but also by overt cues baked into the design of the game to clearly convey and
reward those who play. An example of these cues is the sound of up-beat music beginning to
play after a player’s hard fought victory. This audio stimulus serves to further immerse the player
in his or her accomplishments that lead up to the music playing (22). Graphical cues are also
presented in the form of words being materialized on screen in bold letters “PERFECT!” or in
the form of items gleaming from what seems like rays of a divine sun. These visual cues serve to
embellish the actions pursued by the player or emphasize the importance of items by drawing the
player’s attention towards the items received. In doing so, these cues, in the form of visual and
auditory, further increase the feeling of progression felt by the player. These ephemeral cues are
only supplementary to the physically visible icons showing a new ability, skill, or item received
as a result of the players own actions and merit. These are added to that player’s inventory or
character, progressing him or her in the video game. By engendering game systems as such,
players are taught to repeat the actions taken that leveled them up because they are given
micro-rewards for their micro-progression that induced feelings of progression. Throughout four
years in high school, there are thousands of checkpoints or assignments that can be reflective of a
student’s progress in his or her education. However, there are only 8, 12, or 16 (depending on the
grading period of each school) points of progression with as much weight and motivation of
which is reflected in rewards in video game systems, semester, trimester, or quarterly grades. In
american culture, the focus of progression in the four years of highschool boils down to report
card grades because these are the grades which are unchanging and evaluated by colleges for
admission. The frequency of these marks of progression are in stark contrast with those in games
like Fortnite. Figure 3 depicts an in game screen of Fortnite seasonal rewards offered to players
who chose to level up and play the game within the time period of one season, a year. In one
season alone, Fortnite offers 13 pages which each hold a minimum of 1 mark of progression and
a maximum of 7 marks of progression. This means that in one season, players can receive from
13 to 91 marks of progression from the page per year, and, in four years, 52 to 364 marks of
progression. The minimum value of progression inducing rewards in video games like Fortnite,
52, is 3.375 times the maximum amount of marks of progression in education, 16. Granted,
micro progressions are also present in education as daily homework, quizzes, test scores, but the
micro-progression present in education is void of the cues that enlarge the importance of rewards
found in video games and thus have a decreased induced feeling of progression on its receivers.
In short, the system found within video games evokes the feeling of progression in players
through the physical distribution of permanent rewards embellished by ephemeral cues that stem
directly from actions taken by the players. The feeling of progression of which is felt constantly
while playing video games is lacking in prevalence within the orthodox system of education
because of a lack of perceived importance by the students towards rewards distributed by
education. The absence of the feeling of progression by students, therefore, leads to a lack in
students to repeat actions because there is no feeling of progression to gain from those actions.

Figure 2. A timeline from freshman year in highschool to senior year showing the universal
rewards encompassed in the four years.

In the game Fortnite, players battle each other in a player versus player (Player vs.
Player) arena or against computer enemies (Player vs. Enemy). Through the playing of “rounds”
or “games” in either of these modes, players gain experience and level up over time. Through
leveling up, a player gains a myriad of rewards as shown in figure 3 and generally increases in
skill.
Figure 3. The first of thirteen pages containing the rewards for leveling up in Fortnite.

In addition to leveling up, challenges, as their name implies, often require unorthodox
strategies and forces the player out of his comfort zone, and provides rewards as well. In both
challenges and leveling up, players become motivated to play more and thus increase in skill
level through the distribution of rewards (“Keep Your Players”, 2015). This motivation from
receiving rewards can be explained through the experiments of B.F. Skinner on operant
conditioning, a system where the test subject is positively reinforced upon completing a desired
task. In one such experiment (now known as Skinner’s Box), Skinner created a box with a lever
inside which released food when interacted with. He then put a rat inside. In figuring out that the
lever released food on interaction, the rat learned and began to interact with the lever more as
shown in figure 4 (“Operant Conditioning”).

Figure 4. A chart drawn by B.F Skinner with the data extracted from his experiments with
operant conditioning showing that as time went on, more responses were being received.

Through positive reinforcement, in this case food, the rat was able to learn an action that
it wouldn’t have learned otherwise. On the level of the brain, positive reinforcement works
primarily because of a neurotransmitter called dopamine. Dopamine allows for motivational
salience, a cognitive process which invokes motivation and desire in a being, to signal value of
the reward presented and thus motivates the being in pursuing the reward. In the same case as
Skinner’s Box, video games train their players to repeat tasks involved in learning the game
through extrinsic motivation. Observed in a study done by MJ Koepp, dopamine levels in the
striatal regions, the region of the brain associated with voluntary movement, of the brain
increased in experimentees playing video games (23). The influx of dopamine present in
participants playing video games means that they were more engaged and motivated to continue
taking actions within the video game whereas schools rely on students’ intrinsic motivation to
repeat tasks (Barett et al, “Game Design Theory”). The current system of education that relies on
intrinsic motivation from students is illogical as 40% of students are “chronically disengaged” in
a school environment (Crotty, “Motivation Matters”).

Appeal of a Second Chance

Unlike the current education system, video games offer more resources to help better the
abilities of their players. Video games with a ranking system such as League of Legends
generally have the same components to rank up. One must first attain a certain level within the
game; Then, she must complete ten provisional games to determine her starting rank. After
leveling and completing the provisional games, players are able to play an indefinite amount of
games to attempt to increase their rank with the only limit being time (“Unlocking Game
Modes”). However, players cannot simply climb the ladder by playing an excess amount of
games; Gamers must improve their abilities and grow as a player in order to climb up the ranking
ladder. This caveat allows for this system to not only exist, but thrive.

The equivalent, in education, of each part of a ranking system iterated is as follows: the
initial leveling is homogeneous to a student learning a lesson through homework assignments;
the 10 provisional games is similar to that of a placement test or a midterm; and the games
thereafter cannot be compared to anything within the current education system.

Through allowing this structure from video games into education, students are given the
opportunity to change the grade in which they end with and avoid mentally assuming that they
cannot change their own grade. Students are able to take control of their own situation and are
forced to adapt and improve in order to advance rather than being forced to be content with
whatever grade they end up with at the end of a semester. Students will be able to see the reward
of their own efforts in this way. An experiment tested the differences in aspects of learning,
realism, and future orientation between people who believed in determinism (one who believes
life is predestined) and indeterminism (those who believe in free will). Through the experiment,
data suggested that indeterministic people held an average of a 1.5 increase in intuition in each
aspect tested (“Laypersons’ Beliefs”). This suggests people who believe in being able to control
their own situation--in other words, students who believe they’re in control of their own
grades--are, on the average, happier, more realistic, and have a greater emphasis on the
importance of their future. Ultimately, Appeal of a Second Chance induces a more desirable
attitude from the student--the desire not to ‘be right’, but ‘get it right,’ which spurs
self-assessment, self-motivation, and independent problem-solving. All of which are aspects
intended to be the products of proper education.

Conclusion
 Education can certainly benefit from adopting video game industry techniques. Various
applications of video games into education and other conducive industries already exist to that
effect. For example, Foldit, a puzzle solving game has been able to act as a catalyst for major
scientific breakthroughs in the field of protein folding (“Veterans Needed”). New video games
utilizing the technological platform of virtual reality are helping surgeons practice their craft
more often in a virtual environment as realistic as an actual operation, thus providing surgeons
the opportunity to practice and improve without the expenses and dire consequences of
practicing on a live patient. Ultimately, through the three appeals described within video game
reward systems, a class system can be constructed and adopted for practice. A preliminary
concept of such is described below.

Through the appeal of vanity, the classroom environment will have a leaderboard in place
where students are ranked based upon their academic achievements, extracurriculars, and level of
courses being undertaken; all students will be placed on the leaderboard unless a student
specifies that he or she does not want his rank shown. By basing the leaderboard around a
multitude of aspects of one’s education and not just an individual’s grade point average, the
leaderboard will present a more accurate representations of students and their academic abilities.
Being at the top of the leaderboard will become a goal or reward to reach through one trying his
or her best in education. Having a top student serves as a role model for other emerging top
students and promotes positive competition among students. Those who don’t want to contribute
to the leaderboard will be able to opt out as pursuing an action that one does not want to do may
harm the individual’s education more than help. The prospect of this system is an environment in
which some students are motivated to become the number one student while others are able to
attain motivation to better themselves through observing the top student and becoming inspired.

With the appeal of progression, a system that contains a real life leveling system will be
implemented into the classroom. By taking tests and turning in homework assignments, students
earn experience points which contribute towards the level up of a student. Each test will grant
students up to 100 experience points depending on the grade of the test and each homework
assignment will grant 20 experience depending on the grade of the homework. At level 1,
students will have an easy time leveling up, but as they get into the higher echelons, the curve of
experience points needed to level becomes steep. As each student levels up and hits milestones in
the form of every 5 levels, a special ability can be learned which aids students in taking future
tests and homework assignments. These special abilities include the ability to “turn back time” or
retake a tests, the ability to “slow down time” or be given more time to take a test in class, and
the ability to gain +10% of one’s score through correcting and understanding what the individual
did wrong. Examples of abilities that could be granted through different classes are shown in
figure 6 below. Each teacher can create their own unique level up abilities as well, but their
primary purpose is to provide a reward in the form of an aid for students for future assignments.
Through this system, more motivation for students to not only turn in assignments, but also to do
well on assignments and tests given from class. This will further students’ education over all.
Figure 6. Three examples of classes that students could chose and the abilities that entail with
leveling up each class.

The appeal of a second chance integrated into a classroom setting would allow students
the opportunity to raise their grade through a measurable improvement of skill. Students will be
given the opportunity to take on As long as the student is increasing in proficiency of the subject
through additional assignments and tests given according to the teacher, the student will be able
to raise his or her grade. The student will thus be fully accountable for the score in which he or
she has ended up with instead of being limited to, in the current education system, a stagnant
number of assignments chosen by the teacher.

A compelling argument for a 4th appeal of which is the appeal to fantasy can be made
which revolves around the feeling of immersion. Video games that fulfill the desire of oneself to
dissolve the distastefulness of reality. For some students, learning about dinosaurs in a virtual
setting of the jurassic period where archaic ferns and stegosauruses roam the land is beneficial
and even the most optimal learning conditions for these students. This prospect of this happening
is one hundred percent, the technology of virtual reality already exists and can be optimized to
run a simulation of this jurassic period (Seymour et al, "Virtual Reality"). This appeal is one that
I would like to delve deeper into in the future of my research.

As a final point, there are many who would understandable argue that the comparison
between the progression of video games to that of education is comparable as apples are to
oranges and that the introduction of video game reward systems into education is unthinkable.
However, the educative video game design industry is currently expanding and new simulations
through virtual reality are being created every day in order to help improve the quality of
professionals in every job field imaginable. Incredibly amounts of resources in the form of time
and money would not be put in such a field if it video games and educational systems could not
be compared.
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