Authors:
James York, Meiji University, Tokyo, Japan
Jonathan deHaan, University of Shizuoka, Shizuoka, Japan
Mark Childs, University of Durham, UK
Michael Collins, Open University, UK

Abstract:
As the title suggests, this paper compares the underlying assumptions, theory, and practice of gamification and game-based learning through the lens of pop-cultural references, specifically: the Matrix movie series. Thus, and in keeping with the theme of the movies, we hope to “redpill” readers into thinking more deliberately about their pedagogical approaches. We start by defining terms: the Matrix, the real-world, gamification and game-based learning. The paper then explores the various layers of power and control that both students and teachers find themselves operating within, referring to the Matrix movies where appropriate. We argue that gamification is an unnecessary layer of control that should be abolished in favor of more humanistic, transformative, and critical pedagogical practices, of which game-based learning may be one way of instantiating such change. However, we also argue that awareness of various pedagogical theories, as well as their potential benefits and harms is not enough to bring about meaningful change. Much like the Matrix movies, it is up to the reader to enact change through their actions. The paper ends with an invitation to consider how pedagogy, educational institutions, and capitalist society act as a matryoshka model of control or “simulation” which, through play, we may break free from. In sum: don’t trick. Be ludic.

Keywords:
gamification, game-based learning, ludic, pedagogy, Matrix