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Gamification of Economics Class

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Jason Marconi

on 13 June 2014

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Transcript of Gamification of Economics Class

Quest-Based Learning for Economics Class

Question 1 Project Description:
Quest-Based Learning for Economics Class

Students will participate in team and individual “quests”. Quests will be lesson plans with points awarded at the end, that goes towards their overall experience points in the class. These are used to level up which is like attaining a grade and numeric average. The difference from regular class will be the interaction and play required to gain experience points. Students will create a character version of themselves and attain different levels as they achieve different learning outcomes. For example after playing, learning and understanding what opportunity cost is, the students will be a level 2 economist. The final level, Level 50 would be Nobel laureate economist.
Question 1 :Purpose of project
To create a different learning environment for an introduction to economics class that focuses on student achievement in a class by class basis. The purpose will grow around the concept of gamification where students seek awards that correlate with their learning of basic economic principles. This encourages all different learning styles through a fun atmosphere, different from a traditional economics class that can be intimidating to new students.
Question 1: Goals for project
Participants will be able to recall basic economics concepts(opportunity cost, time value of money, scarcity, supply and demand etc.) through various games played in class such as monopoly, Life, and Settlers of Catan. Students will successfully conduct a debate on economic issues learned through “quests” in the class. Students will be able to trace the growth of globalization and the world economy through playing games such as Civilization and Empires. They will successfully reflect on the learning and demonstrate an awareness of all core economics issues at the end of the twelve weeks. They will demonstrate this during role play as a professor of economics. Students will have used quests to successfully set up an economics experiment.

Question 1: Activities

Use 3D Game Lab to form Quests based on course objectives through game play, lecture, movies, ted talks, textbooks, additional reading material, current events and research.
Game play will include board games, mobile game simulations, tablet games, console and PC games that all reflect economic principles.
Question 1: Expected Outcomes

1. Explain how various economic systems in the United States operate;

2. Generalize the concepts of economic efficiency, exchange and comparative advantage

3. Distinguish the characteristics of supply and demand;

4. Demonstrate awareness of how supply and demand interact;

5. Summarize the role of the government in the economic health of the country;

6. Explain the roles of producer and consumer in the free market economy

7. Trace the growth of globalization and the world economy

Question 2: Reason for evaluation
A major reason to evaluate this project would be to determine gamifications effectiveness. I would like to compare student outcomes and success based on the historical averages for previous economics classes. This would include comparison of student survey results, and overall class opinion prior and post-quest based economics. I would also like to observe how adult learners react to a non traditional class structure.

example of 3D game lab
Chapter 1 Questions
Chapter 1 Questions
Chapter 1 Questions
Chapter 1 Questions
Chapter 1 Questions
Chapter 1 Questions
Question 3: Definitions of Evaluation
For me, I subscribe to both definitions situationally.I feel this way because, in my professional role when working with the director of education there are times decisions need to be made based on collecting and analyzing data. For example, should a student be dropped from the business program? In order to answer this questions we analyze their satisfactory academic process as well other data; such as attendance. This creates a basis where decisions are made on the second evaluation definition. Other times I subscribe to the value the first definition represents. When evaluating curriculum or adjunct instructors we use the data to cross reference objectives. We then look at what degree objectives have or have not been achieved. This adds value by acting as an accountability checklist where the later definition acts as a performance management tool focusing on decision outcomes.

chapter 1 Questions
Would the program you detailed in Chapter One benefit from an evaluation? If so, how?

The program detailed earlier (please view frame 2) could benefit from an evaluation for a couple reasons. The first reason would be to see the response of associate degree students both traditional and nontraditional (adult learners) to a gamified educational approach and if their performance results match that of the learning communities that have been engaged in gamification practices; such as K-12. Another benefit would be a better understanding of using gamification in economics to achieve outcomes or if there is a link that can be drawn between a gamified economics class versus a non gamified economics class. This would gauge the classes effectiveness for student learning compared to the use of other tools. Another benefit would be to understand how students perceive the different class structure versus a traditional class structure.

Chapter 2: Why Evaluate?
choice: B page 43
ter 2

2. What are the inherent limitations in the evaluation of the program?

The program has some natural limitations that are commonly associated with attempting new classroom management tools. Administration will be concerned with the budgetary aspect of using games as an educational medium. They will also question the validity of quest-based learning versus traditional powerpoint and lecture, if, for no other reason than having uniformed instructional styles that are easier to manage. These limitations could prevent any relevant data and analysis from being taken seriously to enact change. Even if the change is not a complete overall of course design, but rather allowing individual instructors to create quest based learning without any negative connotation.

Chapter 2: Why Evaluate?
choice: B page 43
3. How might you use the results to benefit the organization, community, schools, or yourself?

Depending on the results, I would use this evaluation to give educators the chance to try something new in their classroom. The information would be passed on to academic administrators as a potential alternative for classroom instruction. I would also use the results to request from administration new budget items that would help in the transition of game based learning for those who wanted to adopt it as an educational tool. I would cross-reference positive linked results to tell a story of positive student retention(if this was found as a result). If the results showed a positive effect in one aspect; for example, let’s say game play was linked by the students to be a better way to learn and recall chapter objectives over end of chapter activities; I would make a notation of the positive takeaway as something that can be incorporated on a smaller scale, if every other quest based model failed in results. If the evaluation shows negative or no effect, I will document the program to use in new hire orientation and to reference when building new curriculum and syllabi that offer suggestion for instruction. These will denote the structure that has proven manageable in the classroom setting thus far.

Chapter 2: Why Evaluate?
choice: B page 43

Boulmetis, John, and Phyllis Dutwin.
The ABCs of evaluation:

timeless techniques for program and project managers

3rd ed. San Francisco: Jossey-Bass, 2011. Print.
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