Theory / Thoughts

If we squint at it's apex, the pinnacle of Maslow's pyramid, self-actualization, is where illustrators continually evolve their style and push their creative boundaries. As Koltko-Rivera (2006) aptly puts it,

"Self-actualization... involves the pursuit of personal growth, self-fulfillment, and the realization of personal potential." 

This mirrors Maslow's emphasis on physiological needs. However, once these basic needs are met, individuals seek safety and security, which for illustrators might translate to consistent clients or a stable platform to showcase their work.

The integration of Maslow's hierarchy, gamification, and reward systems provides a holistic framework for educational tools like JOBOPOLY. At the foundational level, Maslow's physiological and safety needs can be likened to the basic mechanics and rules of the game. As students progress, they engage more deeply with the game, mirroring Maslow's higher-order needs of belonging, esteem, and self-actualization.

Gamification, with its interactive elements, ensures that students are not just passive recipients but active participants in their learning journey. The reward systems, both intrinsic and extrinsic, serve as motivators, driving students to engage, explore, and excel. In the context of JOBOPOLY, these elements come together to create an environment where students are motivated to learn, not just by the allure of rewards but by the intrinsic joy of mastering new skills and knowledge.

Systems like 'BENJACKS' in JOBOPOLY serve as extrinsic motivators. While these rewards can drive specific behaviors, they might undermine intrinsic motivation if overemphasized. Kaufmann (2018) notes, "The balance between game elements and educational content is crucial for ensuring deeper engagement and better learning outcomes." Games that offer intrinsic rewards motivate players through the sheer joy of the experience.

Using gamification as a teaching tool can provide a chance to tune out the details of the complicated world and focus on sometimes more abstract tasks that require high-level reasoning. The shift from passive to interactive learning suggests that gamification enhances student engagement. Conley & Donaldson (2014) emphasize, 

"Gamification, when applied correctly, can lead to increased motivation, engagement, and problem-solving."

This sentiment is echoed by those who believe that games offer players experiential learning opportunities, allowing them to simulate real-world scenarios. 

Although not entirely connected, I stumbled across this quote by Tarn Adams,

"When people play games, they tell stories about their experiences. A tale might concern the tactics used in a chess game or be part of a multi-part series recounting the generations of a family in The Sims (Maxis 2004). If we view games as a storytelling companion, we can think systematically about what sorts of game mechanics encourage player stories of a certain kind or make the storytelling process easier for players, and we can think about utilizing traditional authorial techniques toward these ends."

It got me thinking about how experiences, and by extension personal resonant storytelling is such a powerful catalyst for learning. Drawing from this, games, with their immersive narratives, can be seen as platforms that facilitate experiential learning. Kolb's experiential learning theory posits that learning is a process where knowledge is created through the transformation of experience. 

In this case, students, for the first time in their lives, experienced the potential success or catastrophe or graduated life - maybe now they can better anticipate the realities of this and prepare appropriately.  

References:

Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302-317.

Conley, K., & Donaldson, C. (2014). Gamification: The Measurement of Benefits. Springer International Publishing. Link

Kaufmann, D. (2018). REFLECTION: BENEFITS OF GAMIFICATION IN ONLINE HIGHER EDUCATION. JIR.

Adams, T. (2021). Characterization and Emergent Narrative in Dwarf Fortress. In B. Suter, R. Bauer, & M. Kocher (Eds.), Narrative Mechanics: Strategies and Meanings in Games and Real Life. Bielefeld: transcript Verlag.