To define gamification, first we need to define a game. Games can take many forms depending on the circumstances, so a definition for games as a whole is challenging to determine, however, according to gamification expert Karl Kapp, "a game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction."

Take a moment to review the article (linked above) by Karl Kapp, which will define the bold terms listed above. Understanding these terms is essential to understanding gamification because gamification is the application of gaming elements into learning environments. Kapp defines gamification as, “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.”

So what is game-based learning? Simply put, game-based learning is using games to teach. So, when I ask you to play SimCity to learn how to manage resources, you are participating in game-based learning. Read this article to better understand the differences between game-based learning and gamification.

In this course, we will be using both game-based learning (playing games) and gamification (a course designed with game-like elements). Take a few minutes to watch the following video to learn more about the types of gamification.

There are two types of gamification. Structural Gamification is “the application of game-elements to propel a learner through content with no alteration or changes to the content itself." Examples: in this course modules/weeks are named like game levels (Level 1, Level 2, etc.).

Furthermore, I gamified the video on this page by adding a system (Ed Puzzle), in which players (you), engaged in an abstract challenge (questions), with rules (some answers correct/some incorrect), interactivity (answering the questions), feedback (the results), with a quantifiable outcome (your grade), and I hope it elicited an emotion.

Content Gamification is "the application of game elements and game thinking to alter content to make it more game-like." Example: in Level 2, we are going to turn this course into a large cooperative game with points, avatars, enemies, rewards, and a story.