Today we discussed Gamified Learning, which is essentially taking the elements that make games addictive, and turning them in to something rewarding and motivating for learning. Key characteristics include rewards, visually appealing aspects, progress of difficulty, feedback, and limitations. an example of Gamified learning would be DuoLingo.

I have a lot of experience being taught in a “gamified” learning setting. Although I didnt know it at the time, the majority of my instruction in grade 7 involved various aspects of gamified learning and simulations. It made a strong lasting impression on me, and definitely informed my choice to become a teacher. Reflecting on that, I think it was the experiential aspects of this class structure that stuck with me the most. I discussed an example with our group that involved participating in a mock archaeological dig, where we camped on site, and excavated and documented artifacts over a week long period. I had never had to much asked of me as a student – and it was nice to finally not be treated with kid gloves and forced to take more accountability for 1) my own learning and 2) the success of my group. I think giving students more agency and putting more on their plate (not to overwhelm them) but in a way that gradually released the responsibility from me (the educator), and put it on them (the learner) is something I strive to incorporate into my pedagogy. I’m currently designing a series of units for a Public Art course that asks students to consider creating art with an audience in mind. For this project, they are asked to scope out a location they would like to propose a public art installation in and submit a project proposal. I think this aspect expands the project beyond the classroom and puts the onus on students to creatively problem solve and think like a professional artist, considering logistics, budgeting, and how the public will interact with their work.