Abstract
String teachers are constantly striving to engage our students in meaningful learning. We face many challenges: students at multiple levels, reduced class times, and pressures from administrators to integrate technology. This can be exhausting and using technology can feel like both a blessing and a curse. We need to find ways to meet students where they are both in terms of technical ability and learning style.
In the fall of 2019, I was faced with a particularly challenging situation with my seventh-grade orchestra. This group was made up of students who had begun playing their instrument in fourth or fifth grade as part of my district’s elementary program, students who had begun playing their instrument as sixth graders the previous year in a dedicated beginning orchestra class, and a small group of students who were starting orchestra in seventh grade having never played an instrument before. I was able to divide my classes by instrument groupings, though they were not divided by ability level. As is often true, if I aimed my instructions and assessments toward the more advanced students, the beginning students would quickly become overwhelmed, while if I aimed instruction toward the beginning students, the advanced students would be bored. Even aiming for the middle would result in frustrated and unsuccessful students. I knew that my traditional way of conducting in-class assessments would not keep these students’ focus and that I needed to find more creative ways to engage all students.
I had to find a way to meet every student where they were in terms of ability, as well as ensure they were receiving individual instruction and completing assessments that would result in the best learning. We still had district concerts for which we needed to prepare, and students still needed to learn the procedures and expectations of rehearsals and experience the joy of making music as an ensemble. It was important that I find a way to supplement the teaching that happened in class so that it could be individualized, allowing students to go back and review concepts as they needed to and move more quickly through the concepts with which they were most comfortable. Assessment and individualization were key, but I was still only one person.
A unique approach called gamification allowed me to set out a pedagogical path, a sequence of assignments, assessments, and instruction through which students could move at their own pace. At its core, gamification infuses classrooms with elements from computer and video games to empower and engage twenty-first century learners. I designed the learning sequence for the grading quarter, developed an assessment for each key skill, and curated videos demonstrating the skill. These skills were presented to students sequentially as different parts (quests) of a game. Students could move throughout these skills at the pace that matched their individual ability. Harnessing technology, I chose to compile the gamified assignments, assessments, and accompanying teaching materials in a virtual space, allowing students to access this information from both home and school.
This gamification program used technology to build on an existing system of martial-arts-type belts and belt days that I used with my fourth- and fifth-grade students, developing quests and quest days. Although technology and the availability of curated videos made this easier, the majority of the assessments and assignments can be done in person. The quest days allowed students time in class to progress through the sequenced assessments and gave me the opportunity to work with students individually to guide their practice. The key to individual student progression was on-demand videos which allow students to review concepts as needed. While they can be used in a traditional classroom, a more efficient use of class time is allowing students access to the videos outside of the classroom.
American students ages thirteen to eighteen spend an estimated four to six hours per day engaging in non-school-related media (Prinstein, Nesi, and Telzer, 2020). They are watching videos created by others to learn how to get past a difficult level on Fortnite or getting ideas about what they can create with Minecraft, Legos, or creating their own slime. Many students spend more time on YouTube than any other website (Freeman and Chapman, 2007). When we make instructional videos, reference videos, or reference audio recordings available to our students, they are able to review, pause, or replay them as needed, thus beginning to take charge of the pace and depth of their learning (Schultz et al. 2014).
One of many positive aspects of gamification is that it allows for differentiation. Just as no two people playing the same game have the same experience, our students do not all have to experience the exact same quests. With gamification, the teacher can easily design quests that allow all students to demonstrate what is pedagogically appropriate for their instrument.
Steps for Gamification
The idea of gamifying a portion of your orchestra class may seem an overwhelming and daunting task. I promise you that it is not; many gamification elements are inherent in our classes. For example, skills are presented in a pedagogical progression from simple to complex, and students must show a level of mastery for one skill before they can progress to the next. When gamifying, avoid making more work for yourself. Consider starting with one small portion of what you teach. Take the assignments and assessments you typically use as a basis for student grades and make those the quests. You do not need to create new assessments.
Step 1: Choose a Grade, Class, or Skill to Gamify
I chose my seventh-grade class because the curriculum is skill heavy and my students were at several different levels. Some of the seventh-grade curricular skills included beginning shifting and vibrato, flat key signatures, and finger pattern alterations. With so many levels of ability, assessments needed to be differentiated. Start small with just a few key assessments. You can always expand your gamification once you get started.
Step 2: List and Sequence Gamified Skills
I started with a list of all the skills my seventh-grade students were expected to know by the end of the year and separated the list into pedagogical skills and their sequence. This list became my yearlong plan, which was then broken down into which skills would be taught during each grading period.
Step 3: Determine Gamified Levels
Determine the sequence for your classroom and identify assignments for the skills you are including for your gamification. I named these assignments “quests.” The first quest my students completed was creating their own personalized image (avatar). Students were given the choice to create superhero capes digitally or drawn on paper. These avatars helped students become invested in the gamified system. Once they are invested, they use their superhero cape to document their progress through the sequence of quests. Students can place stickers on their superhero cape upon completion of quests. Table 1 shows the sequence of quests my seventh graders completed during the first quarter of the year, as well as the number of points each quest was worth.
Quest Sequence Example.
Step 4: Assessment and Learning Demonstrations
Decide how you want students to demonstrate their learning and how you will evaluate. Be creative! Think outside the normal live playing test model. I encouraged students to use iMovie and other creative applications to demonstrate skills like correct bow hold, posture, instrument care, the order of sharps, flats, and so on. A group of my seventh-grade students worked together to create a faux movie trailer detailing the elements of a correct bow hold. I showed this to my beginning sixth-grade class, who not only found it enjoyable but incredibly informative. Providing students with options helps reach all learners, foster problem-solving and creativity, as well as allow students to become the creators of content rather than solely the consumers.
Assessments were tailored to focus on individual left- or right-hand skill development. I was able to differentiate how students showed their learning based on ability level. For example, students who were just beginning were able to perform their D major scale pizzicato. More advanced students performed with slurs or an alternate octave. While some students demonstrated mastery using the D major scale, others used the G major or C major scale.
Step 5: Scoring Quest Levels
In order to help organize the quests, I assigned each quest a certain number of points that corresponded with points in my grade book. When gamifying, I changed the terminology and called these points experience points (XP). The levels that I chose were based on the number of points earned or the number of quests completed. For example, Level 1 was worth 15 points, Level 2 worth 40 points, Level 3 worth 100 points, and so on. Level 1 was easy to obtain (a low number of XP points) to increase student self-confidence. I wanted to parallel the same great feeling students have when achieving the next level of a game.
Step 6: Animate Quest Descriptions
This is an opportunity for you and your students to be creative. Instead of just saying “demonstrate a correct bow hold,” animate your description to something like, Train future orchestra heroes in the art of the beautiful bow hold. Create a video demonstrating all the elements needed for a beautiful bow hold. Upload the video of your bow hold demonstration. Extra XP points will be given for extra creativity!
Allow students to control how they demonstrate their learning in a way that best shows their understanding.
Step 7: Curate Instructional Content
Reference recordings or videos are crucial and should be easily accessible to students. These videos serve as on-demand learning. Part of the appeal and benefit of gamification is its self-paced nature. Those students who are ready to go on to the next skill can do so and have access to the information they need to help them succeed. Students who need additional help have it at their fingertips and can rewatch or listen as many times as needed. I believe this to be one of the most beneficial elements of a gamified curriculum.
Using unlisted YouTube videos, creating a Google Site, or using a site like FlipGrid allows for the videos to be accessed only by students, and importantly without downloading. You do not have to create every video yourself. This is a great opportunity to include colleagues, professional performers, university students, music education programs, and private lesson teachers in the community. Figure 1 shows an example of the FlipGrid I used with my seventh-grade students.
FlipGrid example.
Step 8: Design a Quest Map, List, or Badge Rewards
Quest maps serve as visual representation of the skills being assessed and the order which quests should be completed. Be as creative as you would like when creating your quest map. Use traditional graphics from older or current video games or have a student design one. This not only offers a fun visual but helps students navigate the order in which the quests must be accomplished and helps them see the big picture of what needs to be completed. The quest map can be plain or interactive with links to the quests and reference materials. Badges are a visual representation of the quests that students have completed and serve as a reward. Figure 2 shows an example of a digital badge. As students complete more quests, they earn more badges.
Badge example.
Badges can be as simple or as decorative as you would like. There are templates online that you can use, or you can create your own. They can easily be added to a digital leaderboard or printed on sticker paper.
Step 9: Assemble the Virtual Space
Students need to easily access all the materials for a gamified curriculum. I made sure everything was readily available online for students regardless of the device they were using. In general, the less students have to download the better. Canvas, FlipGrid, Google Classroom, SeeSaw, Showbie, and Schoology are just a few of the resources that can be used for housing a gamified curriculum online. Figure 3 shows an example of quests compiled into a Google Classroom.
Google classroom example.
Step 10: Implementation
When implementing a gamified curriculum, it is helpful to have all materials prepared and organized before students are given access. It is beneficial to take time at the beginning of the implementation process to explain to your students how the gamified system will work in your class. Remember to give yourself the same patience and grace that you offer your students. Be proud of yourself for trying something new and make notes on what you want to keep, change, or improve upon for the future. I encourage you to ask your students for suggestions and feedback.
Some Things to Keep in Mind
Self-paced instruction works well for gamification. Make multiple quests available from the start.
Students need checkpoints. Have a few quests due on certain days throughout the grading period. Remind and redirect students as needed.
Need to break a skill down even further? No problem! Simply assign students a “side quest.”
Multiple attempts are key. Rarely do you pass a video game level on the first attempt, particularly as you move deeper into the game. But the games let us keep trying, as many times as we need to, in order to pass the level. Set a minimum XP expectation to “pass” each quest based on your rubric. Students who do not meet the minimum get to try again.
Allow students to help each other and access the reference recordings. This is how they are learning things outside of school by talking to others and accessing YouTube videos.
Celebrate successes! An interactive leaderboard is a great way to help students see their own successes and the successes of others. I had each student create a “Superhero Crest” that was displayed on the wall in my room; they added their badges for each level as they earned them. This can also be accomplished in a virtual setting using Google Slides.
Quest Days
In order to address students’ individual needs, I developed quest days during which I was able to work one-on-one with students in class. On quest days, students played without being on the spot in front of their peers; all students remained engaged while I was floating around the room working with individual students. The expectations for quest days were simple: everyone working on or recording a quest or helping a peer. When I was working one-on-one, students could seek out the help of a peer, either to “fix” the problem or find the appropriate demonstration video. If they were still unsure, they could ask me when I finished helping the current student. Students were able to help each other, gain respect, gain understanding, and get individualized instruction from me.
On the surface, these days seem chaotic, but some of the most meaningful learning happened in my classroom during these times. For my classes, quest days were a weekly occurrence with the understanding that if students were not using their time in a responsible way, quest days would be shortened or put on a hiatus. These days also allowed for students who did not wish to or were unable to record at home to have time to complete video recorded tests in class. I purchased lapel microphones, and students clipped them to their bridge to minimize any sounds from other students playing at the same time.
“After the first quarter of gamified assessments, students were better able to more confidently address the technical demands of new music. I saw more comradery in the class as a whole.”
Outcomes
After the first quarter of gamified assessments, students were better able to more confidently address the technical demands of new music. I saw more comradery in the class as a whole. My students engaged in peer teaching, readily identifying previously mastered skills, and problem-solving together before asking me. A gamified curriculum allowed for easier transitions into virtual learning and allowed me to keep elements of my curriculum in place regardless of instructional modality. Students were accustomed to completing quests at their own pace by accessing and using instructional videos. Students were required to complete two quests per week but were allowed to move at a more individualized pace if needed. Students were motivated to complete the quests as quickly as possible in order to earn their badges.
Digital Resources
There are many resources available for online gamification. Table 2 outlines a number of currently available resources.
Online Resources for Digital Gamification.
Figure 4 is an example of a quest map created with ThingLink.com. I created this map graphic using PowerPoint and added icons representing a quest or resource. Students are able to click on the icons and go directly to the quest in our Google Classroom or the resources in FlipGrid.
PowerPoint quest map example.
Figure 5 is an example of a quest map created with Canva and Google Slides. It includes direct links to resources including FlipGrid, Google Forms, Google Slides, and YouTube.
Google slides quest map example.
Ideas for Nondigital Gamification
While gamification draws on concepts from video games, gamification itself does not have to be digital. One can use a nondigital quest map such as a drawing on paper or have students work together as a group to create a hand-drawn quest map for their class. Use nondigital stickers of any size for the badges that correlate to each level. Most students love putting stickers on their water bottles, folders, or instrument cases. Plan for live quest performances. I recommend making these individual or for a small group instead of the entire class. You might even encourage live performances by “quest show off day” for double the points. This may be overwhelming or discouraging to some students. Consider creating a special space in which you hear live performances. Design opportunities for students to help other students during quest days outside of class time.
Conclusion
Gamification allowed me to meet these challenges of my classroom and provide level-appropriate instruction to challenge each student. Gamifying my curriculum permitted my students to work at their own pace and receive one-on-one instruction from me. This allowed my students to develop ownership and independence. It not only benefited individual students but our ensemble as a whole. I encourage you to give gamifying your curriculum a try and hope you will share your successes and further innovations!
Footnotes
Jessica R. Stephens (