Gambling as a daily way of life

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Computer games for learning are the result of gamification, which is used in many areas of human life. Gamification is an application of approaches typical for computer games in the software tools for non-gaming processes in order to attract users and customers, increase their involvement in the solution of applied problems, the use of products, services, and 918KISS, where any (even the most demanding) gambler will be able to find the optimal slot machine among hundreds of proven arcade machines. Each of the presented slots boasts a return rate that you couldn’t find in any other gambling establishment on the Internet.

However, as any other method, gamification in the educational process has its pros and cons.

Its advantages include:

• the popularity of computer games increases the effectiveness of education;

• all children have played computer games at least once, so they understand the principle of operation

• genuine interest of the student, his/her involvement in the process at every stage;

But gamification is still a highly psychological principle. It is clear that many people like computer games, and therefore the idea to bring game dynamics to learning and thereby change the education process for the better is quite exciting and tempting. 

However, if you look deeper, you have to confront the negative consequences of the use of game psychology in education:

• extrinsic motivation. Of course, external rewards (such as points, etc.) are necessary, but the internal motivation of students to learn is more important;

• just another economy marker. There are various studies talking about the neglect of the use of awards in teaching; students should clearly understand what exactly the awards (badges, points, etc.) are given for;

• gamification psychologically undermines behavior. Many students can focus on getting rewards, but not on the learning itself.

The question of using gamification in the educational process remains open and has both positive reviews and a large stream of criticism. Of course, the use of basic approaches and techniques brings undoubted benefits, involves, and, most importantly, maintains a constant interest throughout the learning process. The presence of rewards for achievements and the absence of penalties for mistakes allows you to focus on moving forward to the clearly defined goals without fear of taking a wrong step. However, gamification can’t be considered as a panacea or a universal way of building the educational process. 

A good game aims to create the illusion of importance and seriousness for a frivolous cause. That’s why one needs a possibility of failure. This applies to most children’s spontaneous games and well-designed products of the gaming industry.

Gamification is trying to solve the opposite task – to give serious business lightness and playfulness. The main obstacle is the unwillingness of an abstract student to go into the game mode because he/she has a real (and not “gaming”) responsibility. Accordingly, the main risk of successful gamification is the reduction of responsibility, since “it’s just a game!”

Computer games have been used in training for a long time

At least for the last 10 years. Games that were originally conceived as educational and intended for use in training are known as “serious games.” They are structured so that learning objectives can be easily identified and the results- brought to life. This is what distinguishes them from entertainment games. 

Serious games are not often used in formal education but are quite popular in adult education and extracurricular learning. It is important to understand why this is the case. Is it a problem that they meet the goals of formal education? Can they be applied on a schedule or on a regular basis? Or maybe the teachers just don’t have enough knowledge and skills to use these games? 

In order to answer these questions, you need to understand the meaning of the concept “serious games,” their essence, meaning, and distinctive features. Often this term is used erroneously, without taking into account the pedagogical grounds on which serious games are built and understanding the principles of their use.

The term was first used more than 40 years ago to describe war games and simulations that were used in training. They were defined as follows: they have expressed and carefully thought-out educational goals and their main purpose is not to entertain (which, of course, doesn’t mean that they don’t or shouldn’t entertain at all). How to separate entertaining games from serious ones? This is the subject of a debate that continues to this day.


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