Gamification needs to be considered more seriously in instructional design as it could be an influential way to engage learners and help to be capable of mastering the content via games not just some didactic environment. We need to conflate the gamification dynamics into learning. Namely, discovery, pattern recognition, and risk/reward activities.

In a class to teach the concept of leadership, as an instance, a teacher starts to demonstrate a detective as a one facing with a case related to ineffective leadership in a company. The teacher will present the class with a question and students are supposed to answer with a code word.

Students are connected to a base computer in the class so that their responses could appear on the screen. In order to teach the effective leadership, in this specific example, in the class, the teacher has designed a detective and a boss, who requested the detective to provide the information why her company doesn’t show significant signs of leadership. Then the class is presented with four colored detectives, among which each students has a chance to select one. Based on the answers of each students (playing the role of detective), it will appear which detective will crack the case.

What can be displayed on the monitor for the students is to see how detective go to different offices posing a question in order to find out about the ineffective leadership in the company. What has already been designed is a collection of questions, whose responses are what is supposed to be taught by the teacher. But through this methodology, learners themselves discover on their own. After that each students’ code response is projected on the wall, teacher will elaborate on some points related to the question. This process will go on until detective question through different departments is over and the detective needs to report the outcome to the boss. Based on the students’ responses, the computer will allow us to see who wins the game. To avoid the machinery atmosphere imposed by a know-all element (here computer), teacher will start gather the students comprehension of what was learned and type them on the computer so that everybody could see it in the class. The sense of decoding the problem through your discovery, a collaboration of ideas to come up with the best ultimate effective response, peripheral learning have multi-dimensional benefits. Students learned what was supposed to be learned but not through didactically structured classes. It was fun through seeing images or animated pictures to make learning more effective as well as fun.

Lynda Gamification of Learning_git.ir\02 Gamification in Action Three Case Studies\0203 Gamification in the classroom.mp4