As outlined in Chapter 1, gamification differs from game-based learning and the concept has existed for many years. The idea of rewarding purchasers for loyalty was introduced by companies as far back as the late 1800s. Scout and girl guide movements in the early 20th century adapted the methodology using badges as incentives for learning new skills. The modern terminology was coined by a computer scientist and game designer Nick Pelling (2011). Gamification in teaching today involves awarding online badges or points for possible trade-in, or levelling up to a harder task, all with the aim of increasing motivation. Christians (2018) gives a good overview. Gamification is used in the leisure gaming culture and is common to many commercial video games. It can be a successful approach to learning in educational settings, although this pedagogy is almost at odds with our philosophy in the library environment. In contrast to our teaching colleagues, we do not routinely confer grades. Students are more likely to associate the library with lifelong learning skills and the use of our space during leisure time.

The psychology of gamification

The behaviourist view of learning was popular in education in the 1960s and advocated by Skinner (1961), as we discussed in Chapter 1. Skinner believed it was important to provide immediate feedback to students, while allowing them to work at their own pace, and a quiz or reward system – gaining points as extrinsic rewards – works well within this framework. Students can gain instant rewards for reaching the required attainment levels.

However, other learning theories based on cognitive and constructivist approaches place the student at the centre of the learning and try to foster an intrinsic motivation to acquire knowledge and mastery. One movement in the 1970s which directly opposed the behaviourist theory is humanist learning theory (Valett, 1974). Humanist educators prioritise the affective needs of students, such as emotions, attitudes to learning, and values. They believe that students have a natural desire to gain knowledge and make an impact on the world. Motivation to learn also depends on relevance of the topic to the student. Palmer, Zajonc and Scribner (2010) highlight that we cannot guarantee this will always be the case within a mandatory curriculum.