Gamification refers to the use of playful elements in a non-game context, such as in university teaching. This can include high scores, medals or even complex serious games. These playful elements activate the reward center in the brain and thus promote various motivational mechanisms - be it through competition, passion for collecting or imagination. Increased motivation leads to a greater willingness to learn and ultimately to better learning success.
Gamification approaches can be used flexibly in different phases of learning, whether in the self-learning phase or during a course - depending on the learning objective and context.
Contact persons at the ZML
Svenja Geißler
Phone: +49 721 608-48154
E-mail: svenja.geissler∂kit.edu
Michael Gauss
Phone: +49 721 608-48206
E-mail: gauss∂kit.edu
If you are thinking about using gamification in your teaching, please contact us! We offer advice on all aspects of gamification and digital teaching. We also provide individual support in (media) didactic planning and in the creation of media components with our flexible range of services. You are welcome to contact us for this. As a first step, you can use the information provided on this page as an introduction. |
Examples of playful elements in the online self-learning phase
- Memory on ILIAS
- Educational Escape Rooms
- Webquest
Examples of digital game elements in the synchronous phase (session)
- Quiz
- Webquest
- Shock memory
Examples of analog game elements in the synchronous phase (session)
- Quiz
- Definitions/technical terms/formulas/components taboo
- Formula/synonyms/technical terms bingo
Tips for the successful use of gamification:
- Special highlight: use gamification selectively and limit its use to a maximum of one game per session to keep it special.
- Meaningful awarding of points: Points should have a tangible benefit, such as bonus points for an exam, a submission or the opportunity to earn a day off at a compulsory event. Participation in excursions for the best participants could also serve as an incentive. A scoreboard can be helpful here.
- Use competition in a differentiated way: While competition motivates some, it can demotivate others. Vary the types of gamification and do not always rely on competition as the driving force. There don't always have to be winners.
- Storytelling for context: Games that are embedded in a story or have a realistic background are often more motivating and improve the learning effect. You can also experiment with unusual or humorous stories.
- Visual motivation: Regardless of learning preference, anything we can see is easier to remember, but remember to also offer accessible alternatives for visually impaired people.
Educational escape games are a special form of serious games.