Blended Learning Journey

Gamification isn’t just about making learning fun; it’s also about making learning stick. In a previous post, I shared my experience with implementing gamification in the classroom and how it boosted student motivation. However, gamification is more than just a motivational tool; it’s also an effective way to strengthen student learning. In this post, we’ll explore how gamification can support powerful learning strategies like retrieval practice, distributed practice, and interleaving.

The Science Behind Gamification and Retention

To understand why gamification is such a powerful learning tool, we need to look at the science behind how we remember and retain information. Cognitive psychology explores the mental processes that shape learning, including how we encode, store, and retrieve information. Research shows that certain strategies, like retrieval practice, distributed practice, and interleaving can significantly enhance long-term retention. When these strategies are embedded into classroom games, they don’t just make learning more engaging; they make it more effective.

Retrieval Practice

Retrieval practice is the process of actively recalling information from memory. This deliberate recall strengthens neural connections, making it easier for students to access that knowledge in the future. Chances are, you already incorporate retrieval practice into your teaching through review activities like GimKit, Kahoot, and Quizizz.

Another effective strategy to enhance learning is the use of retrieval grids, which provide a structured and engaging way for students to recall and apply information.

Retrieval Grids: Retrieval grids consist of a table filled with questions that prompt students to retrieve previously learned information. What makes retrieval grids particularly effective is their strategic use of color-coding. Each question is assigned a color that represents when the concept was introduced in the curriculum. This helps students revisit older material while still engaging with newer content.

Each color in the grid is also tied to a specific point value. Typically, questions covering more recent content are assigned lower point values, while those targeting older material, which is often more difficult to recall, carry higher points.

During the activity, students compete individually or in teams to earn as many points as possible within a set time limit. They must decide strategically whether to go for easier, lower-point questions or take on more challenging ones for a higher reward. This gamified approach not only makes learning more engaging but also encourages students to take ownership of their review process.

Retrieval grids work because they require students to work.

Retrieval grids are effective because they require students to put in the cognitive effort necessary for learning. Additionally, they harness the benefits of two other powerful learning strategies: distributed practice and interleaving.

Interested in learning more about retrieval grids? Check out this post by Kate Jones on www.retrievalpractice.org. 

Distributed Practice and Interleaving

Distributed practice, or spacing, involves spreading learning over time rather than cramming. Retrieval grids support this by prompting students to recall concepts from different points in time, strengthening long-term retention. Interleaving is the practice of mixing related concepts rather than studying them in isolation. Retrieval grids force students to discriminate between similar concepts by mixing questions from different topics or units.

“Spacing is how we spread out content over time, whereas interleaving is how we mix things up” (Agarwal & Bain, 2019, p. 115). 

Additional Strategies for Distributed Practice and Interleaving

• Go Old School: Trivia games like Jeopardy are great examples of retrieval practice, and by including questions from throughout the course, they can support distributed practice and interleaving, too! They are also perfect for class competitions!
• Study Plans: Encourage students to take an active role in their studying by creating a study plan. While I often reserve this for midterms or finals, it can be a regular part of lesson planning. Provide students with a calendar leading up to their assessment and challenge them to outline when, what, and how they will study. After each unit test, ask them reflect on their approach and its effectiveness. 
• Discrimination Practice: Discrimination is the ability to distinguish between similar concepts (Agarwal & Bain, 2019, p. 112). A simple way to incorporate this into your lessons is by using the Frayer Model when introducing new vocabulary.  Consider creating a custom version of the popular New York Times game Connections for a more modern approach to challenge your students and strengthen their ability to recognize patterns and relationships!

Final Thoughts

Gamification is more than just a fun way to engage students—it’s a powerful tool for reinforcing learning and enhancing retention. By incorporating research-backed strategies like retrieval practice, distributed practice, and interleaving into gamified activities, we create opportunities for students to engage with and retain the material over time. Tools like retrieval grids and trivia games are just a few ways to make this happen in the classroom.

The key takeaway? When we combine the excitement of games with the science of learning, we don’t just make concepts memorable—we make them stick. So, the next time you gamify your classroom, remember that it’s not just about the points and prizes; it’s about creating lasting, meaningful learning experiences.

I would love to hear from you! Please leave your thoughts, comments, and questions below.

Take Care,

Cori

Other Posts in this Series:

108. Level Up Student Learning: Gamification in the Classroom

109. Enhancing Student Engagement Through Gamification

Resources

• Pooja K. Agarwal & Patrice M. Bain. (2019). Powerful teaching: Unleash the science of learning. Pearson.
• Daniel T. Willingham. (2009). Why students don’t like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.
• Peter C. Brown, Henry L. Roediger III, & Mark A. McDaniel. (2014). Make it stick: The science of successful learning. Belknap Press.
• Alexs Pate. (2018). Uncommon teaching: The power of creating spaces that matter. Rowman & Littlefield.