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Pointers for Gamifying the Classroom

Using game constructs to insight playful investigation and interactions is as old as time. In the last couple of years however, a movement devoted to collecting and embedding these ideas has given rise to the new methodology of Gamification.
by

Penny de Byl

on 25 November 2013

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Transcript of Pointers for Gamifying the Classroom

Gamification The use of game thinking and game mechanics to engage users and solve problems.
(Gamification By Design, Zichermann & Cunningham 2011) Gamify
Education Playfulness requires freedom - the freedom to experiment, to fail, to explore multiple identities, to control one’s own investment and experience Game
Mechanics Points Levels Leader
Boards Social
Engagement
Loops Challenges
& Quests Badges &
Achievements Customisation WHY? Loyalty Engagement Find the key,
kill the boss
and get a HD SAPS status

access

power

stuff A choice in your favour
when all other
things are equal. 1930s 19th Century 1981 Status!! • Recency
• Frequency
• Duration
• Virality
• Ratings COST DESIRABILITY HOW? Experience Points (XP) Redeemable Skill Karma Reputation Player Re-Engagement Social Call to Action Visible Progression Motivating Emotion Tweeting @Mention Retweeting Followers A Million Miles = 2,000 hrs = Full Time Job Points = Marks
Levels = Grades
Leaderboard = Grade Distribution
Customisation = Picking Courses/Degrees
Badges = University Medals
Social Engagment Loop = Peers School is already
Gamified.... surely? BUT.... Games vs Education Student Retention
Class Attendance Deep approach
Intention to understand
Vigorous interaction with content
Relate new ideas to previous knowledge
Relate concepts to everyday experience
Relate evidence to conclusions
Examine the logic of the argument
Surface approach
Intention to complete task requirements
Memorise information needed for assessments
Failure to distinguish principles from examples
Treat task as an external imposition
Focus on discrete elements without integration
Unreflectiveness about purpose or strategies
Strategic approach
Intention to obtain highest possible grades
Organise time and distribute effort to greatest effect
Ensure conditions and materials for studying appropriate
Use previous exam papers to predict questions
Be alert to cues about marking schemes

Entwistle (1987. p. 16) Measuring Student
Engagement Serious
(Educational)
Games 1. 2. Gamified
Curriculum The Multiplayer Classroom Quest to Learn, N.Y. The School The Course The Lecture Augmented Learning Games Using technology and props to
enhance and change the
real world for educational purposes. GPS & Mobile Games
Eric Klopfer, MIT Boardgames
Richard Buckland, UNSW Games deliver concrete
challenges tailored to a
player's skill level with
increasing difficulty. Games provide a positive
relationship with failure Game players can
keep trying
until they succeed. Games provide
rapid feedback
cycles. Games provide multiple
routes to success. Biology Quest Teaching with Technology University of Arizona South Subject divided into modules of increasing difficulty
Multiple assignments to choose from in each module
Compulsory lower-level assignments required before students progress
Bronze, Silver and Gold level assignments
XP points visible within a course planning tool
Achievements communicated by email Marked Tree High School, Arkansas Teach presents Biology Lore for 30mins each class
Students can choose from Challenges and Quests
Rewarded with XP and Biology Bucks
Biology Bucks can by school supplies, hall passes or be used to rent library books
seen the average grade increase by 20% Introduction to the Study of Education Louisiana State University Assigns achievements based on the quality and quantity of weekly student blog posts
Leaderboard shown at the beginning of each class and available on LMS
Achievements translate to XP which can be redeemed for "real" grades
seen a 29% increase in class participation Provide clear goals
Give immediate feedback
Give a range of challenges & quests
Grade UP, not down. (XP)
Exams presented as "Boss Monster Challenges"
Provide Multiple Paths to Completion
Visible Leaderboards/Transparent Progression
Design for Novice to Master

"If you want them to go the extra mile,
give them the extra mile" "Focusing on the ways that entertainment technology engages us can result in methods that we can transfer to any learning situation." SARAH SMITH-ROBBINS The Boss Applying Gamification
to your Curriculum Motivation Flow Causes
A clear goal
Immediate feedback
A challenge you’re confident you have the skills to handle Characteristics
Total concentration and focus
A sense of control
Openness to new things
Increased exploratory behavior
Increased learning
Positive feelings Consequences
Loss of consciousness of self
Distortions in the perception of time
Activity is perceived as intrinsically rewarding Intrinsic & Extrinsic Motivation Research has found:
cash is a weak reward for complex tasks
exceptionally competitive people are self-destructively competitive
extrinsic rewards will crush intrinsic motivation From Novice to Master Novice: someone new to the system
Problem Solver: a novice with enough information to figure out what is going on
Expert: has learnt how the system works
Master: believes they truely understand the system and can control it
Visionary: can find the flaws in a system and redesign it Beating the
Boss F
P
C
D
HD Pulse Virtual Dental Implants Hazmat Wolf Quest Palastine Simport Renault Training Dr Penny de Byl
Associate Professor of Games and Multimedia
Bond University, Australia Motivation > $1 billion in revenue per day
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