Gamification: The Migration Game
What is the Migration Game and what elements are needed to effectively integrate such a game into a course? We spoke with Lynn Hillary, Assistant Professor Europeanization Constitutional and Administrative Law, to learn what this game entails and how it contributes to education.
What is the Migration Game?
“In the Migration Game, students participate in a simulation game where they take on various roles, such as migrants, employers, IND officers, lawyers, and mediators. Without prior knowledge of immigration law, they are given only basic instructions and a packet of information about their role and goals, including a secret mission. During the 20-minute game, they must strategically negotiate and react to new information, such as ‘breaking news’ videos, if they find it relevant to their case. At the end, the mediator facilitates a joint solution and conclusion. This experience serves as the start of the course, where students gain insights into immigration law and develop professional skills.”
What game elements are present in the Migration Game?
“The game functions as a ‘pressure cooker,’ where the time pressure and the unexpected nature of secret missions challenge students to act quickly and make strategic decisions. Students had the freedom to choose their role. The game also includes three possible routes to a solution, allowing groups to consider different strategies. During the game, news reports relevant to the topic are also presented, encouraging students to react to current developments. The students’ experiences were mixed. Some were excited and motivated to explore further, while others felt overwhelmed. The debriefings provide an opportunity to reflect on the ethical aspects of the various professional roles in the migration chain, as well as the content strategies applied during the game, allowing students to deepen their learning experience and apply it to future situations.”
What elements need to be present in a course in order to apply such a game?
“To implement a game like the Migration Game in a course, several elements are required. First, the course needs flexibility in both preparation and contact hours, as the game requires time and space for both the teacher and the students. A suitable course should allow for independent work, reducing the need for traditional knowledge transfer. In courses where the primary goal is to transfer basic knowledge, the game can serve as an extra activity, but it works best in courses where students need to actively participate and acquire insights on their own.
Furthermore, a good integration of the game into the course is essential. It must be clear to students why this approach is used and how it relates to the rest of the course content. In bachelor’s courses, this can be more challenging due to the need for more explanation and connecting the game to the curriculum. At the master’s level, especially in smaller groups, the game can likely be more easily implemented as a hands-on introduction to complex topics.”
Has this game contributed to increasing the motivation of students?
“The reactions to the Migration Game were mixed. Some students were truly enthusiastic about how it engaged them with complex migration issues. They were inspired to explore further on their own. However, others felt overwhelmed by the lack of information and experienced frustration. For them, it is important to manage expectations and provide additional guidance to deepen their understanding. While the game increased the motivation of some students and encouraged them to engage in self-study, I, as an instructor, recognize the need for individual support to engage and motivate all students in their learning process.”
What is the added value of conveying content through such a game?
Do you have any advice for teachers who want to use gamification?
“My main advise to teachers who want to implement a game in their course is to carefully consider the target audience and context. In my experience, I noticed that the Migration Game was primarily focused on European contexts, while my students, for example, are studying a master’s in national Public Law and Administrative Law and are mostly Dutch-speaking. This group also has its own diversity. As a result, the game did not always match their needs. Therefore, I want to emphasize that it is important to tailor the game to the target audience and the specific context of the course.”
