Perspective Chapter: Ungrading, Grading Contracts, Gamification and Game-Based Learning

Perspective Chapter: Ungrading, Grading Contracts, Gamification and Game-Based Learning

Perspective Chapter: Ungrading, Grading Contracts, Gamification and Game-Based Learning

By Gregory Garvey

Abstract

“This chapter will explore considerations for the adoption of grading contracts with the possible addition of the mechanics of game design, game-based learning, or gamification. The motivation for this approach is to ensure equity and inclusion in the classroom by creating a compassionate environment to enhance student engagement and learning. When introduced in the appropriate way, teachers can track students’ progress without the imposition of the added stress and fear that conventional assessment practices engender. Sometimes referred as “ungrading,” the adoption of these strategies prioritizes the progress of each individual student and re-envisions learning as a series of achievements that students complete and level-up to take on a series of successive challenges based on previous accomplishments not unlike the playing of a video game. If virtual reality can be called an empathy machine, a well-crafted video game is a learning and engagement machine. In other words, the magic “sauce” of video games is that players put in untold hours and effort to learn new skills and are rewarded by the sense of mastery and achievement.”

Reference

Garvey, G. (2022, June 18). Perspective chapter: Ungrading, grading contracts, gamification and game-based learning. Retrieved September 30, 2022, from https://www.intechopen.com/online-first/83149

Keyword

Teaching, learning, ungrading, labor-based grading, game-based learning, gamification, games, mechanics, research