Levelling the Playing Field: Implementing game-based learning and gamification as a model of Inclusive Pedagogy in the Further Education and Training (FET) Sector

Introduction

This article aims to highlight key attributes of game-based learning and gamification that align with inclusive pedagogy.  The intention is for teaching staff in the FET sector to consider the potential benefits of incorporating game-based learning and gamification into their practice.  Through effective use of game-based learning and gamification, learners can be exposed to fun, engaging and motivating learning experiences that build their knowledge, skills and capacity to work together as a team.  The benefits of using game-based learning and gamification as a teaching methodology can include:

• increasing the learner's engagement with the subject or skill they are learning;
• boosting the learner's self-confidence;
• improving social skills;
• raise awareness and foster deeper understanding amongst learner groups through the lived experiences of others;
• game content and narrative can help learners understand and navigate real world skills and experiences.    

Game-based Learning and Gamification

Game-based learning means a game is created for the learning environment from content taken directly from the module learning outcomes (Shaffer et al, 2005). Gamification on the other hand, means embedding game elements into non-game activities (Deterding et al, 2011), for example, visual or auditory incentives, rewards, leader boards, badges, levels, trophies, awards or certificates (see Figure 1).  

Fig 1. Examples of game elements.

These game elements, shown in the gamification pyramid (see Figure 2) are considered essential components in any game design.  Using any of these elements allows more traditional classroom tasks or activities to potentially become gameful experiences (Högberg, Hamari and Wästlund, 2019; Park, Min and Kim, 2021).  Of course, teachers can use their own discretion and just apply the game elements they deem most relevant to each learning activity however, with the caveat that not all game elements are essential for learning. 

Fig 2. Gamification Elements Pyramid (adapted from Werbach, Hunter and Dixon, 2012; Costa et al., 2017).

Inclusive Pedagogy for the FET Sector

There is a clear need for inclusive practices in the FET sector as classrooms have become increasingly diverse in recent years, as the AHEAD and ETBI Active Inclusion survey results indicate (2022).  This is also reflected in policy documents such as Future FET (2020 – 2024) which focuses on creating more inclusive learning environments through building skills, fostering inclusion, and facilitating pathways   (p. 17), and the ETBI Strategy Statement (2023 – 2027) which indicates building a culture of inclusion is priority (p.16).  In response, tutors and teachers working in the FET sector need to be equipped with the skills required to be more inclusive and responsive to their learner’s needs.

Practising inclusive pedagogy gives access to learning and belonging to all (Brown and Reushle, 2010; Shea Sanger, 2020, p.17) which mirrors the core values of the FET sector that there should be a route to learning for all.  The key tenets of inclusive pedagogy are:

1. making learning accessible.
2. building a sense of community in the classroom.

Therefore, suitable activities, teaching tools, and methods are required to create learning environments that allow for inclusive pedagogy as praxis, where all learners are supported to achieve equitable learning experiences and feel a sense of belonging in their group. 

Making the most of game-based learning and gamification 

Game-based learning is most effective when it is made up of three core factors: competition, engagement and incentive. Anyone implementing game-based learning or gamification must consider how their intended activity will address each of these core factors.

1. Competition

• Competition means that the game presents some degree of challenge for the learner.
• Game competition does not always mean having to pitch players against each other – they could be playing against themselves, for example, their previous level of progress or completion time. 
• The challenging aspect of the game should be customised to a level appropriate to the learner or learner group. 
• Too easy and the learners will be unstimulated or bored by the game and learning will not occur. 
• Too difficult and the learners may become upset or frustrated which can become barriers to learning and impact the learner’s self-esteem. 

2. Engagement

• The game should be fun, enjoyable and easy to understand.  Overcomplicating a game or giving complex rules or instructions will not engage learners and may just lead to confusion. 
• Factors that increase engagement can include the game narrative, the visual or auditory game elements such as graphics or music, the process and speed of progression through the game and gaining recognition and reward along the way. 
• Any feedback should be instant for game-based learning or gamified tasks to be most effective.  Learners should know immediately if they have succeeded in the game or any part of the game.  Feedback can be provided in any format most suited to the specific needs of the learner or learners.

3. Incentive 

• Game-based learning and gamified activities can only be effective if learners engage with the game quickly.  Therefore, game incentives are essential to keep learners motivated to continue with the game.  Examples include points, game currency or collections. 
• Incentives are also a way to keep learners progressing within the game so that the required learning can occur. 
• Recognition of learner’s achievements through feedback, rewards or any other motivators built into gamified experiences encourages engagement and prolonged participation. 
• These incentives serve as powerful drivers of learner motivation. However, they can also guide learners to repeat desirable behaviours.  

Game-based learning, Gamification, and Inclusion

Making learning accessible is a focal point of the FET sector, with Universal Design for Learning (UDL), developed collaboratively between AHEAD and SOLAS (2021) the preferred model of application.  Making learning accessible requires a deliberate plan of action (Norwich, 2004; Florian and Spratt, 2013), echoing the plus-one approach outlined in the UDL framework which encourages FET tutors and teachers to make one positive change towards inclusion in their teaching materials, resources or practices.    

Implementing game-based learning or gamification can be one positive change that FET tutors and teachers choose to make to create equitable learning opportunities. 

Game-based learning and gamification can potentially address a wide range of learner needs when designed and implemented through a lens of inclusive pedagogy.  Through effective practice of game-based learning, tutors and teachers can support learners with:

• disabilities,
• neurodiversity,
• unmet literacy needs,
• different learning styles,
• different levels of ability,
• language barriers.

The multiple modes of instruction used in games, such as through the game narrative, text, audio and imagery reflect the UDL principle of multiple means of representation (Adu-Boateng and Goodnough, 2022). 

Game-based learning and gamification can provide immersive learning experiences that allow learners to develop their skills and knowledge.  They also can develop learners' analytical reasoning skills and promote self-directed learning, while building skills such as cooperation, teamwork and group problem-solving, which can benefit learners with disabilities (Dziorny, 2007).  The following Youtube video is an interesting resource that demonstrates how game-based learning can support learners with disabilities.

In addition to the three core factors required for game-based learning to be most effective, those planning to implement game-based learning or gamification as part of inclusive pedagogy should be mindful of the following aspects: 

Tutors and teachers in the FET sector should pay particular attention to game narrative.  The story or premise of any game can be instrumental in fostering inclusion as integrating diverse visuals and references can increase learner engagement.   Learners typically respond better to activities that mirror their diversities or where they see themselves reflected.  Also, allowing individuals to experience activities through diverse viewpoints and lived experiences can nurture their empathy and increase their level of understanding of others.  This can also potentially break down preconceived ideas or correct misinformation that some individuals may hold regarding a person’s disability or neurodiversity.  Creating or increasing awareness is a positive side effect of any gameful experience when designed through a model of inclusive pedagogy.  Therefore, game-based learning and gamified activities can be beneficial for learners without disabilities to gain more understanding of the lived experiences of their peers with disabilities, including neurodiversity.  

Furthermore, gamification can promote inclusivity as environments suitable for all learners, irrespective of their ability level, can be created.  Customising game-based learning and gamified activities to the specific needs of the learner, or learner group, can reinforce inclusivity and create more equitable learning experiences. 

Another customisable element relates to feedback.  Feedback can be personalised, even gamified, which further promotes inclusivity and accessibility.   Feedback can be auditory, visual or any other format that plays to the needs of the learner or learner group.  Positive feedback can elicit dopamine which is instrumental in increasing motivation and encourages learners to repeat particular behaviours.      

Implementing game-based learning or gamification

Game-based learning or gamified activities can be either:

• Digital
• Non-digital.

Digital game-based learning or gamification involves the use of technology, for example, online games, apps, interactive activities including virtual reality or other immersive technologies.  Non-digital, or unplugged gamification (González and Navarro, 2023, p.6) refers to more traditional games that do not require technology, for example, board games, cards, role play or problem-solving scenarios.  This can address a pertinent lack of suitable digital resources available for the FET sector.  In addition, this can potentially provide a more inclusive option as not all learners will share the same interests, and digital platforms may be polarising. This can also be a more timesaving option for tutors and teachers as their plus-one change towards inclusion could be to add their preferred game elements to their existing activities. 

Game-based learning and UDL

UDL is the preferred choice in the FET sector to promote inclusion and accessibility in learning environments.  However, game-based learning and gamification share some attributes with UDL.  Game-based activities are typically fun and engaging for learners and can spark an enjoyment of learning.  Gamified experiences that have challenging and rewarding stimuli motivate and engage learners while, at the same time, can improve cognitive learning such as, problem-solving skills, critical thinking, memory and understanding of the learning material.

In addition, game-based learning has further benefits, including:

• building social bonds.
• creating increased awareness. 
• developing life skills.
• breaking down barriers to learning. 
• relieving anxiety learners may have about certain subjects.

Therefore, game-based learning and gamification can complement UDL.  For example, adopting game-based learning or gamifying existing tasks presents tutors and teachers with an opportunity to implement a plus-one change to their teaching and learning resources.  This aligns with UDL principles to make learning more accessible, as promoted throughout the FET sector.   

Conclusion

In conclusion, the benefits of game-based learning and gamification align with the principles of inclusive pedagogy: accessibility in learning and building a sense of belonging in the classroom.  Game-based learning can be adapted to make learning activities accessible to all learners, creating inclusive learning opportunities.  Game-based learning can also provide fun and engaging learning experiences that build social skills including collaboration, teamwork, turn-taking and problem-solving.  Therefore, game-based learning and gamification as a teaching methodology can be brought into conversations of inclusive pedagogy. 

Finally, game-based learning and gamification may potentially offer tutors and teachers working in the FET sector an innovative approach towards meeting the learning and social needs of their learners.  Although UDL is promoted as best practice as an inclusive pedagogy, game-based learning and gamification in praxis can be viewed as a supplementary approach that can complement UDL.