Gamification: Turn any Task into a Game

Tom Benjamin
Tom Benjamin is a psychologist specializing in games and multimedia.
Any task can be turned into a game by adding a few elements. Free & commercial 'gamelets' can be combined to create quick classroom exercises through to large-scale tou...
Target Audience
Educators at any level can beneft from multimedia skills. Elaborate game projects such as tournaments would be best from year 7 and up.

Learning Areas

General Description

Any task can be transformed into a game version with the addition of a few elements. This course begins with a brief overview of the research such as meta-analyses of games in education then takes you through the elements needed to create a custom gamified educational resource. Existing free and commercial ‘gamelets’ can be combined at any budget or scale from quick classroom exercizes right up through to large-scale tournaments


Educators at any level can beneft from multimedia skills. Elaborate game projects such as tournaments would be best from year 7 and up.

Available Delivery Formats

Format Description

Course Access - This course is available 24/7. Once your enrolment is complete you will be emailed with details to give you course access. You can complete the course when it suits you, and you will have ongoing access to revisit the course at any time.

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Teaching Standards
1.6.2 Proficient Level – Strategies to support full participation of students with disability
Are you in NSW? If so, this is relevant for you
Completing this course will contribute 6 hours of NESA Registered PD addressing 1.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

This course contributes to 6.0 professional development hours.


  Start Date Location Availability Price    
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Overview of Research Findings and Game Principles

1 hour

This covers the ‘why’ of gamification, choosing the most cost-beneficial level of media to suit given educational objectives. The research is very clear: the main advantages of games are ‘logistical’ rather than pedagogical. Games are useful as stand-alone interactions. They won’t beat direct instruction but can work well enough where direct instruction is impractical. The key principles to understanding the impact of games are well-known ‘Psychology 101’' textbook findings on

Parallel forms of tasks/tests – turn a task into a game version
Cognitive Dissonance - Mark Twain’s Tom Sawyer turned work into play

Implementation of Games in Education: Motivational Aspects

1 hour

To get ‘bang for buck’ benefit from the most minimal resources we harness the motivational properties of games. Adding a chance element provides íntermittent reinforcement'.

Customising you Game Resource

1 hour

Select your own Curriculum element and break it down into the levels of meta-game, gamelets, and technologies (including non-digital traditional methods such as cards, charades, pictionary, crosswords, contests ..) to make up the game resource. Familiarize yourself with the copyright aspects, particularly the distinction between game mechanics (the idea embodied by the rules) and the actual written rules (copyright text). You may be able to adapt and modify popular game concepts to your own custom game.

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About the team

Tom Benjamin


Tom was Senior Researcher at the Centre for Learning Innovation, NSW Dept of Education following a career as a psychologist with the major teaching hospitals and lecturer at UNSW. Over this time he developed resources specially applicable to educators with special requirements for short learning curves and instant gratification outcomes, for example relief and teachers and community group leaders. These systems use materials commonly available in schools.