ABSTRACT
This chapter explores the complexities of feedback and modelling practices in formal learning and gaming encounters, highlighting the impact of power dynamics, material elements and assessment criteria on affective experiences like boredom. It emphasises the benefits of modelling and the value of learning from peers and players, comparing these aspects to conventional classroom practices such as Dedicated Improvement and Reflection Time, a widespread method of feedback in UK secondary schools. Vignettes are used to explore the differences and potential improvements in feedback mechanisms between gaming and formal education, highlighting opportunities to enhance student engagement and learning through more dynamic and contextually relevant feedback methods. The chapter finishes by discussing the potential of AI chatbots like ChatGPT to enhance the feedback process in education, drawing parallels with the engaging and flexible feedback mechanisms seen in gaming, such as the replay mode, which promotes active learning, self-assessment and adaptation based on observed actions. It contrasts this approach with traditional classroom settings and discusses how such affordances were offered in online learning environments during the COVID-19 lockdowns.
