(How one word can ruin a classic phrase, any phrase, but I’ll come back to that)
It’s the first of December. The shortest day is soon here; the earliest sunset, for those of us who like walks in the woods, somewhat earlier. Christmas saturates the TV, the High Street and the online Street. My gym is quiet, never a wait for the rowing machines, for one more month until the New Year Resolvers make an appearance or two, rarely more.
And today I’m starting a new piece of work, in the tricky, controversial and sometimes deeply annoying niche of Gamification in Education. Over the next few months I’m synthesizing existing and emerging research, and actual examples, with some critical leeway. The format of the completed and public work is not strictly cast in stone but is currently slated as ten lumps of text as headlined in this snapshot from the contract:
I’m glad I’m doing this work. It snugly complements a larger framework of Games in Education research, with a defined timescale, that I’m knee-deep in. And there’s a long-term itch, this gamification in education issue I’ve been wanting to scratch, now that there’s a substantial amount of contemporary research to read. Some of which so far has inspired, some has left me with an empty nihilistic feeling, and some has made me despair for either the future of humanity, or education, or the notion that the end-point of research is no longer to add to the sum of human knowledge.
But of the better research in gamification and the related-but-not-the-same field of games in education, Nic Whitton‘s excellent “Digital Games and Learning: Research and Theory” book concludes, in part, with:
“…I believe that the current hype over gamification will die down, as it is shown not to be a motivational panacea, and the market will become saturated with points, badges and leaderboards. However, there may be a gradual shift towards more sophisticated models of gamification…”
…and I have a gut feeling Nic will be proved right. Ian Bogost, a game culture critique and digital cow curator, entertainingly (with a point) takes a sceptical stance on gamification:
“More specifically, gamification is marketing bullshit, invented by consultants as a means to capture the wild, coveted beast that is videogames and to domesticate it for use in the grey, hopeless wasteland of big business, where bullshit already reigns anyway.”
At the other end of the tech-in-ed spectrum are many who fly various pro-gamification banners, including the problematic badges for everything brigade (an early title of the 3,000+ word specification for this work was ‘Badges are not the only fruit’). No, badges. Everywhere. Personally, I’ll be curious as to how much my feeling on gamification has shifted come the end of this work. It should be more nuanced; if not, I’ve done something wrong. Whether it’s more pro- or anti-, and whether the feeling is the same with gamification as applied to (or forced on) education, is another thing.
As a side-point and conclusion here, a small part of the problem with gamification is … the word gamification. It sounds horribly artificial, something dreamt up by the marketing team from hell. Perhaps it was? Some find it difficult to say. And it’s five syllables so it really slows down a piece of writing or monologue, and trips up the speaker or reader, pointlessly. Say ‘’gamification’ fifteen times (no badge for doing that) and see how annoying it is by the end.
Those three factors, combined, possibly prejudice and pre-load much impartial discussion. I’m also not looking forward to reading it, and writing it, many times a day for a few months so one of the very first things that will be done – partially to offset bias, and partially to maintain sanity – will be to try and find an alternative or workaround.
Wish me luck (or, at the least, the retention of objective sanity).