7 Ways to Reward the Brain

   

After watching Tom Chatfield's TED talk from TED Global 2010, I have experienced quite the reality wreck when it comes to video games. Though I don't consider myself an avid gamer, there have been games that have piqued my interest so much that I have spent several hours playing them (consecutively!). I had never truly realized how these games had me hooked, but this video definitely laid it out for me. I have now broken down those video games in my mind to find that they share all the elements that Mr. Chatfield outlines as ways to reward the brain. It would only make sense to utilize these methods in class, especially after hearing about the conversations from students about nightly binges of Fortnite prior to coming to school the next day. Addiction definitely has a negative connotation, but it is hard to ignore the positives of hearing of a person being addicted to learning. That is essentially the heights that the 7 Ways to Reward the Brain could reach in gamification of education. Below are the 7 Ways to Reward the Brain and ideas about using them in the classroom: 

1) Experience Bars Measure Progress – XP is probably the most interesting aspect of gamification to me. So often, students feel that they are only striving towards making good grades on assessments that are spaced so far apart. They rarely pay attention to the individual growth that they are experiencing when mastering objectives. By offering XP points for completing tasks, students can truly put a numerical value on how experienced that they truly are. They can quantify their growth, while striving towards rewards that are gained through amassing XP. Frankly, I would love to earn XP points as a teacher. I would be more aware of my personal growth for my students. I would be more motivated to attend professional development and seek outside resources in my professional learning.

2) Multiple Long and Short-term Aims – In most classrooms, the measurement of progress, though continual, is very repetitive and bland. With all the talk about informal assessments, students could complete tasks/master every individual objective while seeing the bigger picture of mastery of an entire subject. Students could complete small, constant tasks to earn XP (assessment format) to reach different levels for long-term progress (showing level of student mastery). Short-term completion of activities can lead to rewards such as bonus points, tools, character features, etc. Students can see their progress on a certain skill, while reaching towards higher goals. We sometimes leave students behind when they don’t master skills. It would be great if they could continue working on a skill to mastery and not be left behind.

3) Reward Effort - If a teacher's goal is for students to aim for mastery, rewarding effort is an awesome practice. A student is much more likely to try again if they receive a reward for attempting this new skill or task. A teacher can give a student points towards earning a bigger goal or status, unlock hints or even more options for completion of the task (different levels), or reward them with tools for completing tasks in general if they attempt a task. They would definitely be more motivated to try difficult tasks and persevere even when it is tough. 

4) Rapid, Frequent, and Clear Feedback – Students can be unclear in modern classrooms if they have mastered content or not. They make a ‘B’ on a quiz, but missed all three questions on a certain standard. With gamification offering feedback on each mission/assignment/etc., students can be much more aware of their abilities on a given standard. They also don’t lose interest when they are unclear of how well or poorly that they are doing. In video games, we are rewarded or punished every few seconds based on decisions that we make. By giving clear, rapid, and frequent feedback, students are more likely to stay engaged.

5) Element of Uncertainty - It is amazing what people do over and over again for the chance to receive something. I don’t know how I have never thought of this in education before. Students would be motivated to complete tasks knowing that they will be possibly rewarded or experience different levels of rewards. It could be XP for reaching levels/classifications, bonus points for class activities, or all kinds of rewards that don’t cost classroom teachers a cent. Students can complete tasks and receive rewards of varying degrees. The only thing that I was hung up on initially would be how to randomize the rewards. This work would seem to be too much for a teacher. I am still in the initial phases of research, but websites like https://www.randomizer.org/ have programs that will randomize in a set of numbers. Though this site was not formatted in the perfect way for the activities that I had in mind, I am sure that there is a program out there that has a format more conducive for the ideas that I have in mind.

6) Windows of Enhanced Attention – Every major milestone as a student that I can remember is tied to the experience that I had during the event. I don’t remember receiving test grades back in Physics class in high school. I do remember when I performed during ‘Coffee House’ in AP Literature for a major grade to the applause of my classmates. While students are more actively engaged and focused, their learning becomes more meaningful and memorable. Students will remember the slope-intercept formula a whole lot better if they used it to achieve a desired reward. Students can go through the motions on regular quizzes and tests, but must be in-tune with what they are doing when a meaningful reward is on the line.

7) Other People - Though students are social creatures, students can hate group work if the reward is not desired or the task not engaging. They also only like to work with students who are part of their social circle. They don't like to take risks of working with new people. By integrating class activities that have a desired reward and may require the skills (real or game created) of different students, teachers can remedy both of the problems mentioned earlier about collaboration. Task instructions can necessitate that multiple players be involved and outline the level/classification necessary for each group member. Project-based learning activity would benefit immensely by students being motivated to do their part to complete a task, even if they are motivated mostly by the reward. We can be selfish creatures, but it may be necessary for some students to truly enjoy being part of a team. Hopefully, the unity and fulfillment that they experience will lead them to realize the benefit of teamwork.