游戏化与教育的未来

Any reproduction or distribution of this study in whole or in partwithout the written consent of Oxford Analytica Ltd is strictly forbidden.© Oxford Analytica 2016HEAD OFFICE5 Alfred Street, Oxford OX1 4EH United KingdomT +44 1865 261 600www.oxan.comOxford Analytica is a global analysis and advisory firm which draws on a worldwidenetwork of experts to advise its clients on their strategy and performance. Ourinsights and judgements on global issues enable our clients to succeed in complexmarkets where the nexus of politics and economics, state and business is critical. Tolearn more about our products and services, visit www.oxan.com INDEX01About this report03Executive summary04Gamification:History and evolution10Case Study 1:Math Land11Case Study 2:Smart Game Systems:Malaria Vector Control15Case Study 3:The Institute of Play16Major milestones in theevolution of gamificationas an educationalmethodology18Gamification in practice20Case Study 4:Delft University ofTechnology 21Case Study 5:BeeUp22Case Study 6:Quest to Learn26Case study 7:Deloitte LeadershipAcademy27Case Study 8:World Peace Game30Advantagesand drawbacks31Case Study 9:Scratch33Case Study 10:Fantasy Geopolitics36Strategy and policy42Conclusion:The future of education ABOUT THIS REPORTGamification and the Future of Education is aforward-looking report that explores how themechanics and dynamics commonly found in gamescan be applied in the educational context to improveeducational outcomes.At the core of this report is an important policypuzzle: what role does gamification, as a pedagogicalinnovation, play in the future of education?In the attempt to solve this puzzle, this reportaddresses four fundamental questions: How hasgamification evolved? How has gamification beenapplied? What are its advantages and drawbacks?And what strategies and policies are necessary forgamification to be incorporated successfully ineducation?The report is global in scope and focuses throughouton the crucial distinction between learning phasespertinent to education systems across the globe:basic education, for pre-adolescent students; andskill-building, for adolescent students.There is no agreed definition of gamification, nodefinitive verdict on its usefulness in education, andno agreed set of best practices for gamifying thedelivery of education. However, there are numerousexamples of its use, and experts and practitionersof gamification have some initial evidence of itsutility. These have been incorporated into the reportthrough a series of case studies and expert interviews. EXECUTIVE SUMMARYGamification – defined in this report as theintroduction or application of elements of games intonon-game contexts – is a relatively new concept butan old practice. Games, and the elements that makeup games, have been incorporated into other areasof life throughout history. This is particularly true ofeducation, where the need to ensure student interestand participation has meant that game mechanics –such as rewards and group tasks – have become coreteaching tools.All games share three fundamental characteristics:they have a clearly defined set of rules; a rapidfeedback system; and a well-established goal. With fewexceptions, participation in games is voluntary and isprimarily for enjoyment.Among the many elements that games consist of,three of particular relevance to education are:•mechanical elements, such as incrementalprogression, onboarding, and instant feedback;•personal elements, such as status and visibility,collective responsibility, and leaderboards orrankings; and•emotional elements, in particular thepsychological state of flow.Thus far, gamification in schools has been led by asmall group of pioneering teachers and academicswho have gamified particular activities or courses inan effort to find new ways of delivering old material.This ad hoc experimentation has been largelyconfined to Western Europe and North America,with the United States at the forefront of boththe academic study and practical application ofgamificaiton.As a new mode of teaching and learning, theprincipal appeal of gamification is the liberty thatit provides pupils and teachers, as encapsulatedby the four freedoms: the freedom to fail, freedomto experiment, freedom of effort and freedomto self-express. These freedoms represent awelcome pedagogical shift for those studentswhose educational potential is being hampered byconventional teaching methods. However, thesefreedoms do not guarantee educational success anddo not mitigate against the potential drawbacks ofgamification.Realising these freedoms can be difficult dueto the numerous barriers that stand in the wayof gamification. In education systems in whichgamification is possible, attempts to gamify activitiesmay fail due to resistance from parents, a loss of pupilinterest, or poor implementation due to a lack ofexpertise or experience. Additionally,for students who lack access to technology, forschools facing financial difficulties, and for stude