Virtual Learning is an internet-based technology that allows students to step into 3D interactive environments based on each learning area. It puts students inside of their subjects. From a PC, tablet or phone, students have a first person, self-guided experience with their studies.

Virtual Learning provides students with free, on demand access to powerful visualization systems based on their schoolwork. Visualization and exploration-based engaged learning software is a powerful learning experience. As a supplement to traditional schoolwork, it helps students to see, experience and understand abstract ideas. 

Virtual Reality could be one of the world’s most powerful visualization tool to spur comprehension of complex phenomena. To take a step further there are three basic principles that help everyone to consider Virtual Learning as an essential practice.

It is very common  that after holidays students are not engaged during the learning process and their motivation levels are decreased. Teachers look for ways to engage and motivate their students, but sometimes they face many problems. 

And that's the way Gamification solves the big problem of  students demotivation. 

In the following list we are going to present five ways to use Gamification techniques into your teaching method. 

1. Grouping 

First of all, group your students into different teams, just like in cooperative games. It is essential for students to be able to cooperate and communicate with their team members ideas and solutions, in the terms of cultivating 21st digital citizenship skills. Giving different feedback and visualized prizes for a good performance makes students motivated and engaged with the process. It is also important for each member in a team to have a different role and one of them to be the leader, in order to plan out the various tasks and monitor progress (Role-Playing aspect). 

2. Name it 

It is a funny process for each team to have a name. In many games players have fun creating teams and naming them, since they would feel immersed into this process. 

3. Visualized Progress 

In gamification systems visualized progress plays an important role, since students can be related with others and improve their performance in a antagonistic environment just like in games. Leaderboards, Progress bars and Points operate this way. However, these elements are not meant to be the only game elements for gamification and everyone should be careful when they uses them. 

4. Reward

Players try to have more and more prizes and badges, as this makes them to be the best performing players. Teachers already use prizes in school, since students sometimes are motivated in this way according to extrinsic motivation theories (Deci & Ryan, 1991). In that case, it is a good idea to reward them (tangible and intangible rewards) with badges, stars, points and other visualized prizes, or even stickers, candy etc. 

5. FUN 

But the most important aspect of games is the "Fun" factor. Creating a funny narrative environment plays out a very important role, since it was necessary for students to immerse in the fantasy-setting world and be part of the actual story, having as a goal the ability to become the heroes themselves, in order to have a much more active role in their learning process. Consequently, students have fun during the learning process like playing a game. 

Gamification in education aims to motivate students to cooperate and communicate towards the learning process. With the gamification practice, students are introduced to game-like and fun environments that support them to improve their performance and be engaged with their peers until the end of the process.

Until next time,

Dimitra Lamprinou

References:
Kapp, K. M., Blair, L., Mesch, R. (2014). The Gamification of Learning and Instruction. Fieldbook. San Francisco: Willey
Werbach, K., Hunter, K. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Philadelphia: Wharton Digital Press
Zichermann, G., Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. O’Reilly Media.

Deci, E. L., Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25, 54-67. doi:10.1006/ceps.1999.1020 Retrieved from http://www.selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf