Games are used within the classroom in a variety of forms and to serve different functions. Games tend to encourage participants to engage in the activities and through that engagement they gain either, insights, empathy or knowledge of the content, the game or the other participants. Games in learning take on two different, but complementary methodologies. The first is game-based learning, wherein the participants actually play a game. The game can be a commercially distributed game, like Monopoly or The Game of Life, and the teacher uses aspects of the game itself to teach lessons that pertain to the curriculum of the class. Commercially distributed games can also be used, but with modified content to serve the purpose of the classroom. As an example, when playing Trivial Pursuit or Jeopardy board games, the questions from the original game can be replaced with questions about the curriculum content. Another variant could be a custom game, created specifically for the content. It may be a completely original game, with rules created for the purpose of the game, or it could be a modification of another game that students are already familiar with. In all of these instances, the purpose behind the game is to engage the student with the content. The hope is that the student will leave the experience with more knowledge of the game play, the content or both. Game based learning can serve on its own or can be a facet in the other methodology, gamification. Gamification does not necessarily include game play. Gamification is defined as “the use of design (rather than game-based technology or other game-related practices) elements (rather than fully developed games) characteristic for games (rather than play or playfulness) in non-game contexts (regardless of specific usage intentions, contexts, or implementation media)” (Deterding, Dixon, et al., 2011, p. 5).  So a math teacher awards tickets to students for completing ten problems. When the student accumulates enough tickets, they can trade in those tickets for a prize, and move to the next level of difficulty in their math problems. The higher the level of difficulty the problems are, the more tickets they are awarded for completing them. Gamification is the application of a game-like structure, to non-game activities.

When used appropriately, game based learning can be a highly effective way of increasing engagement and involvement in a particular activity. Once the student understands the rules of play, they can begin to focus on content to increase conceptual understanding of the content and how it must be used to be successful in the game. Gamification does not necessarily rely upon a student learning the rules of play, but instead turns the learning environment into a game. It provides opportunity for students to master levels of content through trial and error, discovery and effort. Unlike scope and sequence curricula, where the teacher strives to “cover” the required content and each student must complete the same tasks and activities to earn grades, the gamification model provides students opportunities to select activities that interest them and attempt them multiple times to master the skills and knowledge required to “move to the next level.” The next level, much  like a game, would include similar tasks but content and concepts that are more complex and that require a deeper understanding of the subject. In this case the focus is not on completing prescribed assignments, but on student growth. Students will find the content more accessible, and be able to address different aspects of the content based upon their level of understanding. This creates a more individualized experience for the student, and focuses on the building skill from where the student currently performs and moving them forward in their abilities and knowledge. The net result is success for all participants.