Workshop on Gamifying STEM Classrooms

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The Department of Languages at Nirma University organised a stimulating workshop titled "Gamifying STEM Classrooms: Gamified Assessment for Better Engagement" on December 11, 2023. The event was led by Dr. Richa Mishra, the Head of the Department of Humanities & Social Sciences at Nirma University. The workshop aimed to help educators enhance student engagement and learning through gamification methods that catered to both instructor-led and computer-based activities in STEM subjects.



Dr. Mishra began the workshop by explaining the concept of gamification, which involves applying game elements such as points, badges, and leaderboards to non-game situations. She highlighted that gamification allows for more student interaction and practice, which can lead to better learning outcomes. She also suggested that participants read Daniel H. Pink's 'A Whole New Mind' to gain further insights into how to apply game design principles to education. The speaker then introduced Octalysis, a framework developed by You-Kai-Chan (2003), which identifies eight drives that can motivate people: epic meaning and calling, development and accomplishment, empowerment of creativity and feedback, ownership, social influence, scarcity and impatience, unpredictability and curiosity, as well as avoidance. Dr. Mishra explained each drive in detail and provided examples of how they could be applied in gamified assessments for STEM subjects. Epic meaning and calling refers to a sense of purpose or mission that inspires people to take action. In STEM education, this could be achieved by framing assessments as part of a larger mission or project that has real-world applications. Development and accomplishment refers to the satisfaction that comes from making progress towards a goal, this could be achieved by breaking down assessments into smaller tasks or milestones that students can achieve along the way. Empowerment of creativity and feedback refers to the ability to create and receive feedback on one's creations. In STEM education, this could be achieved by allowing students to design their own experiments or simulations as part of the assessment process. Ownership refers to the feeling of ownership or control over one's learning experience; this could be achieved by allowing students to choose their own assessment topics or methods within certain parameters. Social influence refers to the influence of others on one's behaviour or decisions. In STEM education, this could be achieved by creating opportunities for peer collaboration and feedback during assessments. Scarcity and impatience refers to the desire for immediate rewards or feedback, this could be achieved by providing frequent feedback or rewards throughout the assessment process rather than waiting until the end. Unpredictability and curiosity refers to the desire for novelty or surprise in learning experiences; this could be achieved by incorporating unexpected twists or challenges into assessments that require students to think creatively and critically. Avoidance refers to the desire to avoid negative outcomes or consequences. In STEM education, this could be achieved by framing assessments to avoid negative outcomes rather than just achieving positive ones. By the end of the workshop, participants were encouraged to form groups and discuss an activity suitable for assessment based on Octalysis for their classroom. The event was well-received by all attendees who felt inspired and motivated to incorporate gamification into their teaching practices for better student engagement and learning outcomes in STEM subjects.


OUTCOMES OF THE EVENT
  • To understand gamification and its potential to enhance student engagement and learning in STEM subjects.
  • To enhance student engagement and foster higher-order thinking skills in STEM assessments.
  • To identify the eight drives that can motivate people and how they can be applied in gamified assessments for STEM subjects.

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