The term gamification is defined by Merriam Webster dictionary as "the process of adding games or gamelike elements to something (as a task) so as to encourage participation" (2017). When we use gamification in education we "apply typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity" (Davis, 2014). A Knewton infographic presents the elements of gaming that we can harness for educational purposes as:
Progression - see success visualized incrementally.
Investment - feel pride in your work in the game.
Cascading Information Theory - unlock information continuously.

As a distance learning teacher where teacher, parents, and students work together to decide on a student learning plan I believe gamification could be used as a means to present the students progress through the curriculum. This would allow teacher control to scaffold learning outcomes while keeping the student-centered approach at the heart of the learning. Another example is the Swift app for iOS devices where students can learn basic coding by working through levels.

Game based learning "can draw us into virtual environments that look and feel familiar and relevant [...] this is motivational because we can quickly see and understand the connection between the learning experience and our real-life work" (Trybus, 2014). Game based learning actively engages us in the learning process, providing an effective, interactive experience that can be motivational. Throughout these experiences "we work toward a goal, choosing actions and experiencing the consequences of those actions along the way. We make mistakes in a risk-free setting, and through experimentation, we actively learn and practice the right way to do things" (Trybus, 2014). Game-based environments teach the facts, but also the hows and whys. This allows learners to perform consistently and effectively, even in new and unexpected situations.

If I was teaching introductory coding, a game based device - once students have learned the basics of coding - is the Sphero. The learning process takes place as students actively work towards a goal of getting the Sphero to follow a pre determined path. It's versatile and can be used outside of the classroom in a number of different scenarios.

"Serious games are usually immersive and require concentrated attention for lengths of time" (Infographic, n.d.). "Serious games are games that are used to teach problem solving skills and are based on real world problems or events" (Gamifi-Ed, 2017). They're unique because they inform you about issues and let you try to solve them without risk or judgement. These characteristics give them the "potential to be used in well-defined fields, such as science, technology, engineering and mathematic (SteM) subjects" (Futurelab, 2010).

As a Grade 7-9 generalist teacher a serious game that I believe could be used is Sim City 5. "The game SimCity 5 adds among other things the need to face sustainability challenges like climate change, limited natural resources, and urban walkability" (Climate Interactive, 2012). This game is age appropriate and discussion could be based around students experiences in the game and tied to current events around the same topics.

A simulation game is closely related to a serious game in that it is based on a real world problem or event. However, simulation games do not require lengthy immersion and can be a secondary source in a lesson. "A simulation game attempts to copy various activities from real life in the form of a game for various purposes such as training, analysis, or prediction. Usually there are no strictly defined goals in the game, with players instead allowed to freely control a character" (Wikipedia, 2017).

As a secondary physical and health education teacher if I was teaching healthy living I could use a simulation car to demonstrate the very real dangers of drinking and driving. Mothers Against Drinking and Driving (MADD) - London Chapter use fatal vision goggles along side the simulated driving program to demonstrate the effects of drinking on ones ability to drive (MADD London, n.d.). This could be a great tool used in combination with other impaired driving messages. At this time it does not appear that MADD Canada has this same simulation program.

Commercial off the shelf (COTS) games are what we would consider a typical 'video game' that anyone can go to a store and purchase. When used in education they are referred to as learning media. As stated by Aleksic et al. "Greenberg et al. [10] identified 14 game genres: Strategy, Fantasy/Role
Play (FRP), Adventure, Shooter, Fighting, Simulation, Arcade, Card/Dice, Quiz/Trivia,Board Games, Kids Games, Sports, Racing/Speed, and Puzzles. Hamlen also highlighted 14 game genres in her study [12]: Action, Sports, Racing, Platform, Music, Adventure,
Role play, Survival horror, Simulation, Massively Multiplayer Online (MMO), Strategy,Puzzle, Traditional, and Educational games" (2016). COTS can be serious or simulation games, creating cross over among the terms.

As a physical and health education teacher I could use the Wii operating system and the COTS games 'just dance', 'wii sports', 'madden football', etc. to have students engage in physical activity.

The analysis and connections made to Gee's principles: Co-Design, Pleasantly frustrating, and skills as strategies is all based on his video presentation on his 13 principles of good gaming. The video can be found here:

https://www.youtube.com/watch?v=4aQAgAjTozk&feature=youtu.be

The co-design principle comes from Gee's first category of principles, to empower learners. Gee explains that "in good learning the learner must feel like what they do matters, they must feel like an agent" (2013). This is the basis of the co-design principle. Games make you a designer by the decisions you make, actions you take, and how you play (Gee, 2013). In education students can be made the designer by allowing for student-centered learning where students are part of the decision making process when it comes to what they learn, how they learn it, and how they demonstrate their learning. Project based inquiry learning is a great example of how the co-design principle can be practiced.
This principle appeals to me as a student because if I am able to make decisions about my learning it gives me a sense of control as well as I will have the opportunity to choose something that I am interested in. As a teacher, I am interested in this principle because I value opportunities to empower students and I believe student engagement and learning will be higher if the co-design principle is practiced.

The pleasantly frustrating principle comes from Gee's second category of principles, problem solving. Gee explains that this is when you feel a challenge, but you know if you put effort in you can do it (2013). It is putting the learner in a position where they are within their regime of competence so frustration doesn't take over but the learner feels challenged and will have a sense of accomplishment when they solve the problem. This principle gives rise to flow - the state when people lose a sense of time because they're so involved with problem solving (Gee, 2013).
As a student with a competitive nature, this principle resonates with me. I feel that this drives me in cases where I want to get to any point, physically, emotionally, and mentally. In education, if I understand the end point of an assignment, I can decide how to complete the assignment and then go to work. As a teacher, I feel that the pleasantly frustrating principle is used when I provide rubrics with assignments. This allows learners flexibility and choice in how they complete an assignment but they can understand what the end point it and decide how to get there.

The skills and strategies principle comes from Gee's second category of principles, problem solving. Gee explains in order "to get good at anything, you need to master skills by practicing them over and over again" (2013). Historically in education we tend to focus on practicing skills over and over again. However, the skills and strategies principle focuses on having learners feel that the skill practice is under a goal or strategy. This allows the learner to focus on the accomplishment of the goal, rather than simply improving a skill (Gee, 2013).
As a student this appeals to me as it creates a bigger picture of why I am practicing something. This relates closely with Gee's principle of identity but to me doesn't only give reasoning but an applicable scenario for the learner.
As a teacher using the skills and strategies principle I believe assessment would be more thorough and give a better reflection of the students true learning because I would be looking at whether the student has achieved an understanding of the concept to the point where they've achieved a goal or demonstrated a strategy.

All reference links identified with their in text reference and are in order that they appear throughout the presentation.

Merriam Webster, 2017
https://www.merriam-webster.com/dictionary/gamification

Davis, 2014
https://www.edutopia.org/blog/guide-to-game-based-learning-vicki-davis

Knewton Infographic
https://www.knewton.com/infographics/gamification-education/

Trybus, 2014
https://tinyurl.com/mnk9eda

Infographic, n.d.
http://playfulpandas.org/wp-content/uploads/2013/04/A3log.pdf2.gif

Gamifi-Ed, 2017
http://gamifi-ed.wikispaces.com/

Futurelab, 2010 - page 53
https://www.nfer.ac.uk/publications/FUTL60/FUTL60.pdf

Climate Interactive, 2012
https://www.climateinteractive.org/policy-exercises-and-serious-games/19-cl...

Wikipedia, 2017
https://en.wikipedia.org/wiki/Simulation_video_game

MADD London, n.d.
http://www.thinkaboutit.net/resources/Resources/MADD%20-%20sim%20car.pdf

Aleksic et al., 2016
https://www.researchgate.net/publication/310360324_Commercial_Off-the-Shelf...

Jim Gee, 2013
https://www.youtube.com/watch?v=4aQAgAjTozk&feature=youtu.be

All images were accessed through the Haiku Deck Editor program and are not my own.