cynthia cipriano bullard, m.ed., nbct, nccee kernodle middle school greensboro, nc the gamification...
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Cynthia Cipriano Bullard, M.Ed., NBCT, NCCEEKernodle Middle SchoolGreensboro, NC
The Gamification of Personalized Learning
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Gamification uses game-like thinking and game dynamics to promote intrinsic motivation.
What is Gamification?
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Intrinsic Motivation
Intrinsically motivated behaviors have been defined “as those behaviors which are engaged for the “pleasure and satisfaction derived from their performance.” (Deci, Vallerand, Pelletier & Ryan)
Four dimensions of motivation are competence, autonomy, interest/value, and relatedness. (Usher & Kober)
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Self-Determination Theory
Self-Determination Theory suggests individuals are intrinsically motivated when their basic needs of competence, autonomy, and relatedness are met within a certain situation. (Deci & Ryan)
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Support for Using Gamification
Known as gamers, this generation of students view technology as omnipresent in their lives. (Pew Research Social and Demographic Trends, 2010).
63% of US children ages 8-18 play video games each day (The Henry J. Kaiser Family Foundation, 2010).
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Support for Using Gamification
Gamification builds on innate desires for socialization, learning, altruism, and a need for accomplishment.
According to Self-Determination Theory, when these needs are met, intrinsic motivation can occur.
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External Rewards
Gamification uses points or real or virtual badges as motivation for self-directed learning.
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Negative Effects of External Rewards
Deci’s 1971 study found extrinsic rewards undermined intrinsic motivation.
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Deci’s Research
128 experiments were examined in two separate meta-analyses.
•1st Study – 101 studies that had used a free-choice behavioral measure of intrinsic motivation.
•2nd Study – 84 studies that had used self-reported interest.
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Deci’s Results
Deci, Koestner, & Ryan found
Tangible rewards Significantly undermined intrinsic motivation for children and college students, with the greatest undermining effect being for children.
Verbal rewards Had a less positive effect on children than on college students.
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Deci’s Results
Free-Choice Behavior Tangible rewards significantly undermined intrinsic motivation. Verbal rewards did not.
Self-Reported InterestTangible rewards undermined intrinsic motivation. Verbal rewards enhanced self-reported interest.
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Positive Effects of External Rewards
In 1994, Cameron, Banko, & Pierce conducted a separate meta-analysis on rewards and intrinsic motivation.
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Cameron’s Research
145 independent studies were examined in two separate meta-analyses.
1st – 115 included a free-choice measure of intrinsic motivation.
2nd – 100 included a self-reported measure of task interest.
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Cameron’s Results
Cameron, Banko, & Pierce found no evidence of detrimental effects of reward on measure of intrinsic motivation. They further suggest:
Tangible rewards Can increase an interest in and performance on low-interest activities.
Verbal rewardsTended to increase high-interest tasks.
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Cameron’s Results
Expected rewards and performanceThere is a slight decrease in performance and interest when rewards are tied to performance. This seemed to support Deci, Koestner & Ryan’s finding that expected rewards were detrimental to intrinsic motivation in free-choice and self-reported interest.
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Implications
It seems extrinsic rewards can be beneficial if the rewards are not expected. Extrinsic rewards also motivate learners to complete low-interest tasks.
Verbal rewards seem to have a more positive effect vs. tangible rewards.
My experience supported these implications!
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Implementation
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Implementation
Mission (the end goal) Objectives (assignments to meet the Mission)Player (student) Ally (peer tutor)Keeper (clan leader) Commander (me!) Level-Up (students complete additional or more challenging Objectives)Achievement Get (reward for completing Objectives)XP (experience points rewarded for various situations; being on task, being on time, completing Objectives, serving as an Ally, etc.), Bonus (Skype with parent during class, record a tutorial video, choose your seat in class, etc.), and Leaderboard on which Clan (team) points are ranked.
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Objectives and XP
Students are presented with several Objectives, and choose which they will complete to master the science concept.
Objectives appeal to a variety of student learning styles.
Objectives are tasks of varying lengths, degrees of difficulty, and are worth different Experience Points (XP).
As Students earn XP, they Level-Up, and unlock secrets about our hero’s quest (from the novel).
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Objectives and XP
Students earn traditional grades for each Objective first. If a student earned a grade of 93% on an Objective, they would receive 93% of that Objective’s available XP.
XP is tallied at the end of each month. Student with highest XP becomes the Keeper. Leader board is updated.
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My Gamified Experience
Personalized learning meets the needs of a diverse population of students.
Student Choice gives students the power to choose what they will learn, and how they will learn it.
Gamification “levels-up” personalized learning as students collaborate with peers, design instruction, serve as student leaders, and experience personal and team rewards.
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References
Cameron, J., Banko, K.M., & Pierce, W.D. (2001). Pervasive Negative Effects of Rewards on Intrinsic Motivation: The Myth Continues. The
Behavior Analyst, 24(1) 1-44.Deci, E.L., Koestner, R., & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3&4), 25-346.
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References
Usher, A., & Kober, N. (2012). What is motivation and why does it matter? Center on Educational Policy, CEP Report Student Motivation – An Overlooked Piece of School Reform. Retrieved March 15, 2015 from http://www.cep- dc.org/publications/index.cfm?selectedYear=2012Generation M2: Media in the lives of 8 to 18-year-olds. A Kaiser Family Foundation Study (2010, January 20). The Henry J. Kaiser Family Foundation. Retrieved on November 25, 2014 from http://kff.org/other/report/generation-m2-media- in-the-lives-of-8-to18-year-olds/Millennials: Confident. Connected. Open to Change. (2010, February 24). Pew Research Social and Demographic Trends. Retrieved on November 25, 2014 from http://www.pewsocialtrends.org/2010/02/24/millennials-confident- connected-open-to-change/