Reflecting on Gamification and Apprenticeship Learning

By the time I had completed my Teacher’s College education, I was exposed to a wide array of gamification techniques geared towards elementary and secondary students. Some games were tech-based, some tech-less; some games were exploratory, while others were competitive. Regardless of how they could be categorized, all the gamified assessment and learning activities I was shown immersed students in their learning which, like the games themselves, is a fun and enjoyable experience (Gee, 2005, p. 2). However, when I returned to the classroom I knew best - teaching industrial trade apprentices - I was unsure of how adults would feel about gamified learning. Many apprentices have become quite accustomed to lecture-based teaching strategies (Dron & Anderson, 2014, p. 38); would they be unwilling to engage in a classroom game? Worse, would they be insulted by Kahoot’s primary colours and shapes, or the simple novelty of a Smartboard? Sometimes the risk is worth the reward, but it is important to know who the students are before introducing gamified learning.

In 2013, more than half of apprentices in Canada were older than 25 (Canadian Apprenticeship Forum, 2016, p. 12), and although computer literacy and smartphone use is generally on the rise, it is unwise to assume that adults will want to play a game in the classroom; however, many post-secondary institutions are finding that adult students are increasingly motivated by gamification (Kim, 2013). And like many videogames that children might play, Vihakara and Blue (2015) recommend that gamified learning include “points, badges, levels and challenges” (p. 130), to entice adult learners into gamified learning. Based on the above recommendations, I tried Kahoot to help a class of millwright apprentices review chapter reading content about pump seals and bearings before diving deeper into the content.

Spoiler alert: Kahoot was a hit. I opted for Kahoot because I was looking for a diagnostic assessment tool that would provide feedback about what the apprentices understood from the reading before lecture would extend that knowledge. The class was surprisingly motivated by the point system and they responded to the competitive spirit. The user experience was simple and the multiple choice / true and false format reflected the types of standardized inter-provincial exams apprentices write to obtain journeyperson certification in their trades.

I learned some lessons about using Kahoot, too. For instance, the novelty fades quickly so I keep my quizzes to less than 10 questions now. I also learned that gamified assessment and learning can be a rewarding experience for adult and apprenticeship students.

References

Canadian Apprenticeship Forum. (2016). 2016 Trend Report: Apprenticeship Data, Trends

and Observations. https://caf-fca.org/wp-content/uploads/2017/09/Apprenticeship-in-

Canada_2016.pdf

Dron, J., & Anderson, T. (2014). Teaching Crowds: Learning and Social Media (Vol. 9).

Athabasca University Press.

Gee, J. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2).

Kim, B. (2013) Keeping up with … Gamification. American Library Association.

http://www.ala.org/acrl/publications/keeping_up_with/gamification