How Early Should Children Be Introduced To Competitive Gamification?

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How Early Should Children Be Introduced To Competitive Gamification?

Susan Smith Nash, Ph.D., interdisciplinary professional, and writer of several Moodle and e-learning volumes, recently shared her interview with David Scherrer, founder of game-centric learning company Arcademics, which encourages a “friendly competitive environment” in the K-6 student population.

One of Smith’s reasons to interview Scherrer is the upcoming “Arcademics Cup.” More than ten thousand students will compete solving multiplication problems in order to win Arcademics subscriptions, digital items, and other gifts. Scherrer claims:

«By tracking data points such as accuracy, answer rate, and the number of correct answers per minute, we’re able to provide measurable ROI to teachers, parents, and students.»

Arcademics’ approach, which Scherrer also claims to be “the leader in multi-player edu-gaming,” to bring competitiveness in skill acquisition, has been a staple of gamification practices since the beginning. These types of activities, for which Quizventure is perhaps the best Moodle alternative, facilitate engagement and tracking, even if the real-life assessment is pending.

Competition is frequently associated with gamification, sometimes even stated as games’ main or only driver. When competitive gamification is tied to monetary rewards, quick results can be shown in short-term, one-dimensional behavior. Long-term effects, especially on early age interventions, still show insufficient evidence.

According to Scherrer, the games “help improve student performance through increased time on task, increased motivation and engagement, and increased corrective feedback.”

“Interview with David Scherrer, Arcademics Multi-player Edu-Gaming. Innovators in E-Learning Series” at elearnqueen.blogspot.com.


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