Gamified early learning- does it only have a positive front?

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The booming online gaming industry has barged into the education industry as well. Gamification is the idea of adding game-like elements to a non-game environment, like leaderboards, point systems, different levels, and badge awards. The aim is to enhance the teaching process and hence make it more fun and engaging but not to replace teaching with playing.

Gamification in early learning is, no doubt, contributing positively. Gamification engages students more effectively than traditional coursework. Gamified e-learning modules promote engagement by creating challenges and tracking users’ progress as they learn. As students master learning materials, they receive recognition for their achievements and gradually progress to more challenging lessons. It helps students retain more of what they learn. It is also an excellent way to connect lessons to real-world problems and applications. A benefit of gamification in education is the fact that it can make learning an almost addictive experience.

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Yes, it is addictive. Like every other addiction, then, gamification has a negative front too. The addictive features of video games intrigue children and get them hooked, we see similar engagement results when these game-based elements are applied to learning materials. Gaming elements, like points and badges, can encourage collaboration and social competition but can also encourage aggression among learners. A significant portion of time has been spent by children in digital interactivity, thus gradually they tend to learn less and play more while being active on gamified learning materials. Gamification has led to the use of extrinsic motivation for learning instead of intrinsic motivation.

Citing the outcomes of the Research by Domínguez and colleagues about gamifying learning experiences suggests that common beliefs about the benefits of using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall scores, but their findings also suggest that these students performed poorly on written assignments and participated less in class activities.

 
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In conclusion, Gamification provides a pedagogical lens beyond concrete mechanisms for instruction. It relates to a broader ‘pedagogy of play’, one that proposes student agency, curiosity and enjoyment as vehicles for learning. So instead of having some cons, it can be accepted that gamification has been providing a better learning experience. Hence, students should be presented with a scaffolded mix of traditional and gamified learning materials so that the drawbacks can be set off.

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