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Game On! Leveling Up Student Writing Through Gamification
Transcript of Game On! Leveling Up Student Writing Through Gamification
Leveling Up Writing Through Gamification
CIL 643: Curriculum Development in English Education University of Nevada, Las Vegas - Tues., October 15, 2013
Presented by Benjamin Koch
Digital Packet www.kochbd.wix.com/gameonwriting
Join the Conversation on Google+ by searching the title.
Level One : Reality Check
PAUSE for the CAUSE
Live on Google+
3) Teachers know the process for introducing meaningful game elements into their ELA classrooms (specific focus on writing).
4) Teachers develop an action plan of continued learning.
2) Teachers have a working understanding
of gamification and the benefits involved.
"Mr. Koch, I'm done with my writing."
"Great! You'll have lots of time to revise!"
Student rolls eyes. One minute later.
"Okay, I'm done. Can I play Fruit Ninja?"
Students are BORED by SCHOOL.
Walking by a student in the hallway playing a video game.
REALITY is BROKEN
"Are you coming to class Steven?"
Students are MESMERIZED
by VIDEO GAMES.
1) lack enthusiasm for writing.
2) keep writing to themselves.
3) dread hard work of writing.
4) do not attach meaning to writing.
Be ready to play!
Jane McGonigal AGREES
4) Epic Meaning
Begin at 8:57 - 10:56
Gamers are virtuosos of
1) Urgent Optimism
2 ) Social Fabric
Level Two : Ga mi fication
THE BE ALL, END ALL
"Games are the ideal learning environment with their built-in permission to fail, encouragement of out-of-box thinking, and sense of control."
BET YOU CAN'T
Name more than three countries that begin with "U" in ten seconds.
"A game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction."
(Koster, 2005, cited in Kapp, 2012)
"Gamification is using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems."
"The only problem is that they believe they can change a virtual world and not the real world."
Can a game influence reality?
WHY IS THIS?
NOT SO FAST...
L evel Thr ee :
Level Four : Try Again!
"But we should also be cautious, as consultants and gurus to treat "gamification" as a personal gold rush and try to add points, rewards, and badges to everything we
Those things are elements of most games, and among the easier to implement, but those things alone do not a game make.
The more challenging and beneficial aspects to gamification include the story, the challenge, the sense of control,
decision making, and a sense of mastery-these are the elements of games that are of the most value."
"Games are wired to produce a particular kind of reaction in people...As games present the challenge, and you struggle to achieve that challenge and overcome it, dopamine is released in your brain, and that produces an intrinsic reinforcement...that causes you to go back and keep seeking that activity over and over again. So, this is really powerful stuff."
changes in reality
"Games are effective for learning." (Kapp, 2012)
"Initial results from the pilot indicate that students rewarded by badges are spending up to 155 percent more time actively engaged within the classroom than their counterparts in the non-gamified classroom. " (DeHaven, 2012)
PEN 2 PAPER
"Gamification can help students ask, 'If I want
to master school, what do I do next?" It gives students clear, actionable tasks and promises them immediate rewards instead of vague long-term benefits. In the best-designed games, the reward for solving a problem is a harder
(Gee, 2008, cited in Lee & Hammer, 2011)
FOUR FOCUS ELEMENTS
3) Feedback System
4) Voluntary Participation
COLLEGE & CAREER
"[Students that are college and career ready] use technology and digital media strategically and capably."
"Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals."
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
Jump up from your chair for a BP!
What are you waiting for?
SPELL BINGO BACKWARDS...GO!
No BP This Time!
What is your writing goal for your students?
How is this translated for them?
Is your goal epic?
Are there any actions you feel compelled to take?
What rules do you have in your class?
Where are they displayed?
Do they encourage students to play along?
Are there any modifications you could make?
How do you give feedback?
How timely is your feedback?
What does feedback mean to your students?
Are there anyways to improve classroom feedback?
Is participation in your class compulsory?
Do students have a chance to choose or gain control over the class? How about in writing?
Are there any ideas you have to provide or increase voluntary participation?
1) Teachers understand dilemma and
(The_Technomancer via NeoGAF)
"In school, the payoffs are not as obvious or as exiting. There is a delay between achievement and reward. If the concepts of learning and feedback could be combined, school would become much more exciting."
"Gamification that matters includes meaning, mastery, and autonomy."
FIRST DRAFT FINAL?
Post responses to the following four questions on Google+
Timesaver: Copy and Paste all questions from my post in "Level Four" in the community.
FOR CONTINUED LEARNING
1) What, if anything, excites you about gamification / games in general?
2) What role could games, game elements, or gamification of curricular units / standards play in your classroom?
3) What resources will you look into or explore further?
4) Who can you have a conversation with about today's presentation? What is one question you will ask him/her?
First participant to hold up a ring into the light and say, "My Precious" will receive three BP.