Video Introduction – Introduction: approximately 200 words (1 minute and 15 seconds)
In light of a specific context of learners, adults from diverse cultural background between 15 and 50 years of age interested in discovering how their mind works through meditation, I have chosen one innovative pedagogies : Gamification. This type of learning is closely connected with contemplative learning in which individual experience is the core element for learning to occur. The essence of meditation is simply to be present and aware. That is as simple as that. Being able to simply be present and aware of what is going on without blocking, altering, changing, wanting, creating,… So the task here is to use gamification to help the learning of these 2 aptitudes of presence and awareness.
According to Kapp (2012), “Gamification is using based-game mechanics, aesthetics and game thinkings to engage people, motivate action, promote learning and solve problems”(p37). This definition goes beyond the usual focus on game mechanics (rewards, progress bars, points, badges,…) that most article uses to describe it (Neerupa et al., 2024). Gamification is a complex term with many layers, going from a more mechanical perspective on engagement and motivation to a holistic perspective where learners learn how to play while learning (Kolb & Kolb, 2010). In this light gamification has the potential to foster a growth mindset in learners due to the nature of ‘play, making and fixing mistake infinitely’ of game thinking (Nowak, 2024).
Exploration of Gamification to enhance Presence and Awareness (P&A)
An concrete example of implementation
Explanation: approximately 500 words
Well the hypothesis is that meaningful gamification will motivate learners more. The hope is that through a gamified learning environment, learners will learn how to approach learning with a playful and open mind. Since the issue of not being able to be present and aware is our tendency to want and reject, to fear and hope, play can become a powerful mean to go beyond these dualities.
Offer a nuance approach explaining that gamification can increase extrinsic motivation (and therefore outcome oriented – object centric) or intrinsic motivation (process oriented – subject centric).
Play is some type of juxtaposition between purposelessness and deep developmental meaning (Whitton, N. (2022). Play and learning in adulthood: Reimagining pedagogy and the politics of education. Springer Nature.)
About playful learning definition… : Nørgård, R. T., Toft-Nielsen, C., & Whitton, N. (2017). Playful learning in higher education: developing a signature pedagogy. International Journal of Play, 6(3), 272-282.
This article is a wonderful study on how teenager’s obstacle to meditation is motivation. They don’t see the point so won’t do it. Motivation is the number one issue. (Galla, B. (2024). How motivation restricts the scalability of universal school‐based mindfulness interventions for adolescents. Child Development Perspectives, 18(3), 129-136.)
STEP 1:
Students have to maintain P&A of the sound of a bell. After completion they receive a badge of ‘initiate’ giving them access to the learning community forum using an avatar of themselves.
Evaluation step 1: approximately 500 words
This article shows that mindfulness helps develop autonomous motivation and intrinsic motivation specifically ( Donald, J. N., Bradshaw, E. L., Ryan, R. M., Basarkod, G., Ciarrochi, J., Duineveld, J. J., … & Sahdra, B. K. (2020). Mindfulness and its association with varied types of motivation: A systematic review and meta-analysis using self-determination theory. Personality and Social Psychology Bulletin, 46(7), 1121-1138.)
This article explains that gamification and mindfulness complement each other, and give the example of the Brain booth initiative (see assessment 1: Karadjova, 2018 )
STEP 2:
Students have now to maintain P&A of their breathing through various level of difficulties. At each level they get points allowing them to access P&A tips and advice. They receive a badge of ‘practitioner’.
Evaluation step 2: approximately 500 words
Establish the fact that the very fact of creating more motivation and interest might go against the very learning that needs to occurs: to sit with whatever is present. Learning how to sit in boredom as much as sitting in motivation
On the minus side there is a risk of dependancy and entertainment, the very thing we try to overcome, so gamification needs to be use wisely as intended. But there is a need to monitor the evolution of people learning and motivation and dependancy to reassess and redo if needed.
It requires some degrees of computer literacy that many in this context don’t have. Making video tutorials and zoom sessions regularly might help remediate to that
the innovative approach might go against the inherent value of this type of learning community, which might be more conservative in terms of games but also screen time.
it is measurable and easy to use Big Data to help us understand which level is difficult for the learners and therefore try to find a way to make it easier/better
This study shows the relationshiop between the 3 psychological needs component of STD and gamification. The 3 components necessary for intrinsic motivation: autonomy, competence and relatedness are not always foster by gamification. Autonomy and relatedness are but not competence (Li, L., Hew, K. F., & Du, J. (2024). Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review. Educational technology research and development, 72(2), 765-796.)
This article explains that gamified meditation helps students overcome depression, using STD and the Octalysis framework. It also explains the linits of such App because students are left to self report. (Fish, M. T., & Saul, A. D. (2019). The gamification of meditation: a randomized-controlled study of a prescribed mobile mindfulness meditation application in reducing college students’ depression. Simulation & Gaming, 50(4), 419-435.)
STEP 3
Students have to maintain P&A towards whatever arises, no longer focusing solely on the breath. As levels of difficulties increases, there is less and less advices and tips, less rewards. But the course becomes more like a story telling.
Evaluation step 3: approximately 500 words
Maybe starting to use extrinsic motivation to start with for slowly slowly reducing it and moving to intrinsic motivation.
Excellent article that explain the gradual release of gamification towards autonomous motivated gamification (Gao, F. (2024). Advancing gamification research and practice with three underexplored ideas in self-determination theory. TechTrends, 68(4), 661-671.) Also explains the need to work on the meaning making and shows the direct link between meaning and intrinsic motivation.
trying to use Meaningful gamification and playful learning in order to maintain integrity with the context of our audience and also work on the main learning outcome which is a life long skill (presence and awareness)
It links gamification with the community of Inquiry framework which helps learning
Whitton (2022) explained that game has changed from being essential social to now playing alone as in video games. Even though there are a lot of online social games, it nonetheless leave players alone in their own rooms. Games in a way have shifted from socialising to desocialising people? It is an interesting moves that companies probably benefit from, as players become more and more dependant of games for their pleasure and don’t have the simplicity of fun of physical social interaction.
It could create a learning mindset that is useful in other areas of life
Meaningful gamification (Nicholson, S. (2015). A recipe for meaningful gamification. Gamification in education and business, 1-20.): if we want to create life long learners, and have long terms leraning goals then it is important to help learners transitionned between the game and the real world. So the gamification needs to have an end, to help that transition. “Escort a player into deeper engagement with the real world.” So the idea is that gamification is just a tool to help people make life long changes. Gamification comes and is removed once learners have connected with something more meaningful to them (community,…)
STEP 4
Students have now to complete P&A tasks independently from the course content, collaborating as teams and have now no external rewards or incentive apart from completing each levels. They now have access to a more advanced learning community without avatar but their own profile and photos.
Conclusion: approximately 200 words
STEP 5
There is no more levels. Students are now simply engaged with the learning community forum and the occasional Zoom sessions to continue on their learning journey. They are encouraged to post and share their experience with others.
