A recent study by Brunel University shows that gaming-inspired lessons positively impact classroom experiences for both teachers and students. The study used materials created by Checkpoint, a video game-inspired education platform that is bringing gamification to classrooms. According to the study, 90% of students attending lessons in which video games play a crucial role claim to better enjoy the subject and to learn more efficiently.
According to the study, Checkpoint is leading to significant improvements in how teachers implement the National Curriculum and how students engage. Checkpoint designs and curates gamified lessons. The company uses games such as Planet Zoo and Sonic the Hedgehog to help teachers reach their students through gaming.
For the study, Checkpoint partnered with Sega. Professor Kate Hoskins of Brunel University led a team made up of members of the university’s Department of Education. The team provided five teachers across four London schools with trial learning materials for a science lesson that fits into the National Curriculum. The material tasked students between the ages of 7 and 11 with classifying animals by groups and species. Rather than dealing with typical animals, however, students were asked to categorise Sonic and other Sega characters.
“The students’ responses suggest that incorporating gaming culture elements in the classroom can lead to a more enriching learning experience for students across the socioeconomic and cultural spectrum, transforming how they engage with and understand scientific concepts,” says Professor Hoskins. “Teachers can potentially foster a deeper connection between students and the subject matter when bringing the excitement and challenges of video games into the learning process, ultimately promoting a lasting interest in science education.”
individual skills as they appeared in the questionnaire
The power of game-inspired lessons
The study results were extremely positive, with students who typically struggle in traditional classroom settings showing significantly higher levels of engagement. One teacher shared that as soon as they started talking about game characters, the students, especially the boys, became more engaged.
“The link to children’s game culture enabled participation across otherwise marginalised groups,” adds Professor Hoskins. “Including minority ethnic, SEND [Special Educational Needs and Disabilities] and low socioeconomic status children.”
Inspired by the results, Checkpoint continues developing gaming-inspired lessons and materials. The company offers the materials free on its website and looks forward to partnering with more schools.
Checkpoint’s founder and editor-in-chief Tamer Asfahani said, “This collaborative effort will not only contribute to the ongoing development of effective teaching practices but also inspire a new generation of students to become passionate, lifelong learners in the field of science and other subjects, with the potential to be especially positive for less confident learners.”
The report titled ‘Leveraging students’ game culture in education: Validating the benefits of utilising videogames to inform pedagogy’, by Professor Kate Hoskins, Professor Mike Watts and Dr Asma Lebbakhar from Brunel University London, and by Tamer Asfahani and Chris Winson-Longley of Checkpoint is available to download now.
