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Gaming App

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Zinder Tinder

on 14 February 2016

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Transcript of Gaming App

Gamification

Encouragement mechanism
VS
Intro Slide
Level Up
Entering the Gaming World
University of Toronto Mississauga
(UTM)
Public, Four-Year Institution
UTM
Part of a Tri-Campus System
13,300 Undergraduates
First-Year Students
3,000-3,500
New Students
Primarily Commuter
Campus
Large Populations of
First-Generation and
International Students
SIDE-QUEST: Why Gaming?
Current Orientation and Transition Offerings
Why Add Gaming???

Current Initiatives Share
3 Common Attributes


1) Voluntary Enrollment
2) Regular Meetings
3) Required In-Person Component
Only a fraction of the student population is participating in the Fall Term Transition Offerings
HOW DO WE ENGAGE
THE NON-ENGAGED?!?!
What we know about our students...
"Digital Natives"
Students are "plugged-in" and "connected"
Students' Ideal Learning Conditions
Variable time commitments
Allow connection with material outside of classroom
Contains consumer-driven content
Utilizes an active learning pedagogy



Enter the Gaming World With Us!
What is a Game?

Think of your favourite game you like to play.

What are the things about it that make you keep going back?
There are 4 defining traits to EVERY Game

Goal
Rules
Feedback System
Voluntary Participation


What is missing?


Game-Based Learning

Accuracy
Decision Making
Concentration
Creativity
Socialization
Quest-Based Learning

Instructional design theory

Leverages game mechanics and gamer-like learning communities to support student choice


LEVEL 2: Creating an Avatar
Step 1: Creating a Gaming App Team
Staff Member
From AA & SA
Students!!!
Tech Expert
Step 2: Learn About Gaming
Read the Literature
MOOC Course
Search Words
Gamification and Learning
Gamification and Student Engagement

Useful Resources
Course Syllabi on Gamification
ProQuest
Librarians
Gamification on Coursera
Gamification Design on iversity
Step 3: Learn About your Students' Gaming Preferences
Student Survey
Student Focus Group
Types of Questions
Demographic Information
Ideal Game Design Elements
Transition Support
Getting Involved


Step 4: Deciding how gaming app will fit into
current set of offerings
Learning Goals
Encourage healthy habits of practice that support academic success
Promote school and community pride
Introduce university policies and procedures
Encourage use of resources on campus


Integrating into Current Suite of Offerings
Promotion
Programming
Supplement but not replace current in-person offerings
Step 5: Creating a Game Concept
Areas of Decision
Create a Game Narrative
Game Elements to Utilize
Creating a User Document
Step 6: Game Development
Cost Considerations

Game Developer Options
Undergraduate Students ($)
Graduate Students ($$)
In-House Tech Experts
External Professionals ($$$)
Development Platforms
Game Maker
Unity
RPG Maker

Other Costs
Purchasing assets
Server space
Payment to App Store
LEVEL 4: Parallel Universe
What other programming are we running
to reach the "Non-Engaged"?
Student Information Desk
Class Slides
Student Calling
Other Examples
LEVEL 3: Virtual Reality
New Opportunities

Data collection tool

Deliver information during the summer months

Serve as a bridge between various orientation and transition offerings
More Benefits

One time up front expense

No limitations on the number of players

Replay Value

Potential to increase male involvement
Feedback on initial game concepts and design
Agents of UTM
Interactivity
Rewards
Competition
Narrative
Graphics
Sound Effects
Online Multi-player
Virtual Environments
What are you using?
Level 1: Secret Objectives
Meet Hartley and be given your mission
Mascots are kidnapped
Solve mystery of leaking secrets
Step 7: Create a Realistic Development Timeline
Story Arc
Character customization and
team sorting
Meet Hartly and be given your mission
Students work through quests and collect clues
Mascots are kidnapped
One-day event to find kidnapped mascots
Solve mystery of leaking secrets
Sources We Found Useful - Books

GAMING
Variable time commitments
Allow connection with material outside of classroom
Contains consumer-driven content
Utilizes an active learning pedagogy



10,000 hours playing video games by the time they are 21 years old and 10,080 hours in school 5th grade to high school graduation.
GAMING
Current Initiatives Share
3 Common Attributes


Voluntary Enrollment
Regular Meetings
Required In-Person Component
Quests are goal oriented (or task-oriented) searches for something of value that regulate or guide a player/learner through the narrative of the game.

Digitally tied to competencies

Contain any combination of text, media or experience and culminate with a deliverable.

Promotion of school pride
Agents of UTM

Mock-up video of a quest

RPG Maker

Created by a student in Commerce in a weekend
Jimmi
Eagle
Blind Duck
Marketing Tool


Levine, A. & Dean, D.R. (2012). Generation on a Tightrope. San Francisco: Jossey-Bass.
Adapted from: http://www.teachthought.com/technology/difference-gamification-game-based-learning/
Presentation Goals

1 - Introduce you to the possibility of adding gaming components to your first-year offerings, and the potential benefits of doing so.

2 - Share the experience we have had as we work to develop a gaming application.
McGonigal, J. (2010, February) Jane McGonigal: Gaming can Make a Better World.
Game Elements
Avatars
Points
Leader Boards
Resource Collection
Skill Tree
Quests
Levels
Full transcript