Peer recognition can be more motivating than marks for pupils
A teacher found under a pupil’s table a forgotten piece of paper featuring handwriting and the drawing of a race track with some numbered squares. It was the names of some pupils -with a certain bad reputation among her fellows!- and a score.
She realized the pupils were in a competition as she was awarding some extra points to be in time in the classroom after the break. She realized that peer acknowledgement was more rewarding and motivating to be timely than the positive reports sent by the teacher to the parents! That little game didn’t hurt the behaviour management, and gamification was very far at these moments to be a pedagogical strategy. So she forgot the piece of paper.
Sustainability of a brilliant Comenius project
Few years later the teacher was involved in a Comenius school project, a project-based learning to create a educational game, and the teachers of the project realized about the many posibilities of game based learning after the last stage of the project, and they were aware of the birth of gamification as learning strategy.
After the Comenius project, the team of coordinators and their fellows in the partner schools are using games in a regular basis in their classrooms.
Gamification is the evolution of game-based learning
e-Gaming competitions are very popular among teens and have some points in common with eTwinning and Erasmus+ KA219 projects, and even with global business environments hiring remote work force.
The teens must collaborate in international teams, and some of them are even international stars of e-gaming. This makes the pupils used to international collaboration and to practise English without realizing.
We can use these popular strategies as motivation enhancers in the classroom, always taking into account a strict and rigorous fulfillment of the curriculum and the learning standards.