Make your classes more dynamic through ICT gamification

Understood as the  translation of some of the dynamics of games to environments other than play , educational gamification has been and is used in the curricular subjects in which it is implemented. A methodology that has had its digital derivatives, in coexistence with  other forms  of gamification unrelated to technology, thanks to the massive use of Information and Communication Technologies (ICT) and that has given birth to the pedagogical application of  video games  and Also, the use of ICT in general as generators of game dynamics aimed at motivating students.  

Possibility that we want to analyze in the following lines, explaining how and why you can use this aspect of digital gamification in your classes. 


Gamification and ICT: beyond video games 

There are numerous digital gamification platforms available on the Internet, the use of which is as intuitive as it is recommended, as long as your center and classroom have the necessary resources to implement it successfully, from devices to a network connection powerful enough to support this volume of use. Fulfilling this essential requirement, we want to point you below  a series of possible gamification strategies to energize your classes , accompanied by some recommended tools so that you can implement them. They are as follows: 

  • Create  questionnaires  that can be answered by students in a limited time. In this sense, tools such as  Socrative  or the famous  Kahoot  allow the creation of surveys that new can be answered in real time by your students from their  mobiles .  
  • Seeking to energize your classes through (healthy) competitiveness, you can create question and answer contests that have, in turn, a system of scores and rewards as an incentive. Super Teachers Tools  is a very useful tool to achieve this, and includes many game systems that you can adapt to your needs in the classroom. 
  • Within the possibilities of the times of pandemic in which we live, you can create gamified itineraries in real environments,  taking advantage of the possibilities of Augmented Reality ( AR )  offered by platforms such as  Eduloc , or use this technology to facilitate the study of subjects such as biology, thanks to apps like  The Brain AR , among many other possibilities. 
  • Going a step further, encourage in your classes the  programming  of some of the gamification mechanisms just mentioned. There are numerous programs –such as  Cerebriti– that allow not only the own elaboration of dynamics at basic levels, but also the exchange of these creations in their database. Beyond its virtues from a technological learning perspective, the  programming  (again, at very basic levels) of these dynamics simultaneously implies the acquisition of the knowledge that one wishes to stimulate, and the possibility of exchange offered to students multiplies their educational potential. 

However, all these proposals are based on a series of essential requirements to fulfill the objective of stimulating the learning of this methodology, and without which gamification will hardly be able to come to fruition, regardless of the form it takes in your classes. 

We have come to play 

As a teaching method, gamification distances itself from  Learning through games  (or, failing that, the video game) in that its dynamics does not imply the use of games in themselves considered, but only the adoption of some of their characteristics. This difference is crucial, since although there are games designed for educational purposes (being known as  serious games  in their digital aspect), gamification is based on a series of its own characteristics that depend on the way it is implemented in the classroom, as we point out below: 

  • All gamification must start from  one or more  specific learning objectives , which should be achieved through its implementation. Which, in turn, implies that the dynamics of gamification must start from an objective, and a series of rewards, to be achieved by the students. The achievement of the objective and rewards supposes, simultaneously, the assumption of the knowledge and / or skills to be learned.  
  • In the image and likeness of any game, the subject or gamified content must have a series of  participation rules , always subject to the ultimate objective of this methodology: the effective teaching of knowledge and skills based on student motivation. 
  • Like any other game, the basis of gamification lies in its ability to  motivate  participating students. In this sense, it is necessary to graduate the difficulty of the dynamics that you want to implement until you reach the always difficult balance between a discouraging excess and an ease capable of demotivating your students and, above all else, be fun enough as so that, be that as it may, your students want to continue with the experience. 

Do you use gamification to motivate your students? What strategies and possible digital applications of this methodology do you use in your classes? Share your impressions and reflections with us, and this post with all your contacts.