Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection

Abstract

Reticence prevalent among East Asian students has prompted educators to attempt different methods to engage them. Gamification of courses has gained popularity as an avenue to encourage students’ participation, and it is facilitated by the roll-out of diverse online gamification platforms. This study aims to reflect on an educator’s experience of incorporating elements of gamification in an environmental science course delivered in a micro-campus established through a Sino-American educational collaboration. Gibb’s Reflective Cycle was adopted to guide the reflection practice. Gamification was implemented with three online interactive platforms, namely Poll Everywhere, Kahoot, and Quizizz. Poll Everywhere was mainly used for short polls and activities during lessons, while Kahoot and Quizizz were used for quiz-like competitions whose scores did not contribute to students’ grades. Kahoot created a lively atmosphere in class but was constrained by limits on players’ numbers, internet control, and the lag between sending and receiving responses. Quizizz had more game elements, which thrilled individual players but was less able to create the lively classroom the educator desired. It was more stable, perhaps because it was less subjected to internet control. Poll Everywhere had a less attractive scoreboard and was more appropriate for short classroom activities. Students' interest in the platforms tended to wane with each repeated use of the platforms. To improve the gamification experience, a mix of platforms could be used, and locally developed platforms could be sourced for stability and diversification.

Implications of Artificial Intelligence for Teaching and Learning

“…Progress and comprehension are typically measured through completion percentages, internal quizzes, and final assessments in online courses [31]. The interactive tools permit gamification of the measurement process with puzzles and challenges that can be inserted into the course material to maintain interest and gauge understanding [32]. Interactive tools can be in the form of interactive videos that provide a broad understanding of a particular concept, such as videos provided by the Khan Academy.…”

“…In teachercentered learning, teachers control the pace, activities, and evaluation of the learning process. It offers the advantages of maintaining order and ensuring coverage of key topics but limits student engagement, collaboration, and creativity [6]. Teachers become facilitators or guides rather than the sole source of knowledge in student-centered learning.…”

Student-centered Approach in Teaching and Learning: What Does It Really Mean?

“…Teachers perceived mobile technology to promote timely interactions between teachers and students, allowing students to get support and teachers to respond to students' needs effectively [7]. It also facilitates gamification of lessons in student-centered classrooms to promote students' learning motivation besides permitting students to learn at their own pace since they could access learning resources through mobile phones and go through them at flexible timing [2]. As mobile technology bridges students who are geographically apart, students could collaborate in learning wherever they are.…”

“…In this context, students are likened to passive receivers of the information who are constantly told what they need to know and perform [2]. The knowledge is owned by teachers and students' participation in the acquisition of knowledge is minimal.…”

“…Before student-centered learning can be fully realized, there is progressive facilitation that teachers have to render and efforts are needed to change students' conceptions of learning [7]. This is especially true in many regions of the world where reticence is still prevalent as a demonstration of respect for teachers [2]. There are also different forms of knowledge transmission in between the two extremes characterized by expanding beyond syllabi to presenting more coherent information to students prior to helping students to learn and finally apply and synthesize knowledge [8].…”