Discovery Learning/Gamification

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.

The theory is closely related to work by Jean Piaget and Seymour Papert.

Proponents of this Theory believe that Discover Learning: 

• encourages active engagement
• promotes motivation
• promotes autonomy, responsibility, independence
• develops creativity and problem solving skills.
• tailors learning experiences

Critics believe that Dicovery Learning:

• creates cognitive overload
• may result in potential misconceptions
• makes it difficult for teachers to detect problems and misconceptions

       GAMIFICATION :

Gamification in education, or gamification in learning, is sometimes described using other terms: gameful thinking, game principles for education, motivation design, engagement design, etc. It is different from game-based learning in that it does not involve students making their own games or playing commercially-made video games. It operates under the assumption that the kind of engagement that gamers experience with games can be translated to an educational context towards the goals of facilitating learning and influencing student behavior. Since gamers voluntarily spend countless hours playing games and problem-solving, researchers and educators have been exploring ways to harness videogames’ power for motivation and apply it to the classroom.

Game Elements

Gamification in learning involves incorporating game elements to motivate learners. Some of these elements include the following:

• Narrative
• Immediate feedback
• Fun
• “Scaffolded learning” with challenges that increase
• Mastery (for example, in the form of leveling up)
• Progress indicators (for example, through points/badges/leaderboards, also called PBLs)
• Social connection
• Player control

A classroom that contains some or all of these elements can be considered a “gamified” classroom. The best combinations, the ones that create sustained engagement, consider the unique needs of the learners and do more than just use points and levels to motivate players. The most effective gamification systems make use of other elements such as narrative and connection with fellow players/learners to really capture the learner’s interest.

Benefits to Gamification in Education

Gamification in education offers many possible benefits, including the following:

• Students feel ownership over their learning
• More relaxed atmosphere in regard to failure, since learners can simply try again
• More fun in the classroom
• Learning becomes visible through progress indicators
• Students may uncover intrinsic motivation for learning
• Students can explore different identities through different avatars/characters
• Students often are more comfortable in gaming environments

Application

There are three main ways that gamification can be applied to a learning environment. These include adapting grades, changing the classroom language, and modifying the structure of the class. Instead of solely using letter grades, there might be a ladder of experience points (XP) that the student climbs. These XP might then translate to letter grades that are assigned based on how many XP each student has accrued. With respect to changing the language that is used in the classroom, completing an assignment might be referred to as “embarking on a quest.” To gamify the structure of the classroom, a teacher might organize students into “guilds” or “leagues” that work together to complete quests and rack up points. A structural narrative can also function as a strong motivator and as reinforcement for the learning material, especially if the narrative fits the learning content. A unit on world geography, for example, might divide students into teams of explorers that are each assigned a country to “explore” and report on.

                                               Gamification´s Presentation