entering the game-based classroom presented by matthew hagaman [email protected]

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Entering the Entering the Game-Based Game-Based Classroom Classroom Presented by Matthew Hagaman [email protected]

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Page 1: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Entering theEntering the

Game-Based Game-Based ClassroomClassroom

Presented by Matthew [email protected]

Page 2: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

What is a Game-Based What is a Game-Based Classroom?Classroom?● The definition can vary from simply using games and simulations in the classroom to integrating every day's classroom activities into a full-fledged game.● Today's conversation will lean toward a whole year approach.

Page 3: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

How was the Concept Born?How was the Concept Born?

● Educators have been integrating games into curriculum for years, but the broader approach has been influenced by many, including:

– James Paul Gee, Department of English at Arizona State University– Lee Sheldon, Co-Director of Games and Simulation Arts and Sciences Program at Rensselaer Polytechnic Institute– Chris Haskell, Department of Educational Technology at Boise State University

Page 4: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

What's Going on with What's Going on with Gamification?Gamification?● Gamification (applying gaming principles to non-gaming situations) is playing a larger role in society than ever before.● Have you ever heard of:

– Four Square?– Farmville?– Credit Card Reward Points?– Health Insurance Lifestyle Incentives?

Page 5: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

What's Going on with What's Going on with Gamification?Gamification?● The use of points or badges is growing, whether in the form of customerloyalty programs, in games,or other uses.● Why can't this idea beapplied to education?● It can!

Page 6: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

(audio excluded)

Page 7: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

No Pain, No GainNo Pain, No Gain

● The neurotransmitter dopamine is used by our bodies in part to regulate emotion.● The dopamine-reward system is activated to promote, sustain, or repeat effort when an outcome is uncertain.● The dopamine-reward response promotes pleasure and motivation when students are aware that they have been successful.

http://www.edutopia.org/blog/video-games-learning-student-engagement-judy-willis

Page 8: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

No Pain, No GainNo Pain, No Gain

● This system can be used to reinforce positive classroom performance, especially when measures beyond grades are used.● One of the major components of the game-based classroom is a variety of rewards, both material and immaterial.

Material Rewards● Candy● Pencils● Badges

Immaterial Rewards● Points● Privileges● Badges

Page 9: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Tenets for a Positive Gaming Tenets for a Positive Gaming ExperienceExperience● Engaging Story● Immediate Rewards (short- and long-term) rewards● Flexibility (multiple ways to achieve a single goal)● Freedom to work alone or with others, using any resources available● Occasional opportunity to earn “Bragging Rights”

Page 10: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Implementation:Implementation:

● From this point forward, all but the final slides are specific to my implementation in my science classroom.● As with any project, I have made mistakes and learned from them: what follows is my plan for the future.

Page 11: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

““Congratulations, you have an Congratulations, you have an F”F”● Teachers like to start off the quarter with the idea of a clean slate. Every student starts with an A!● To gather attention, I (like Lee Sheldon before me), begin the quarter by announcing that they are starting with an F.

Page 12: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Experience PointsExperience Points

● Students still earn points,but rather than working tomaintain an A, students workto earn experience points(XP) and “level up” to an A.● The greatest shift from atraditional classroomparadigm is that of grading.

Page 13: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Experience PointsExperience Points12 (A+) 1000

11 (A) 930

10 (B) 850

9 (C) 740

8 (D) 660

7 650

6 500

5 350

4 250

3 150

2 100

1 50

0 0

Page 14: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Experience PointsExperience Points

● Based on previous years, I have been able to pre-plan about 75% of the XP for the quarter. Depending on the topic(s) of study that quarter, I have adjusted the number of points each assignment is work accordingly – a similar assignment in a different quarter need not be worth the same number of points.

Page 15: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

A New VocabularyA New Vocabulary

● Assignments are reclassified into mobs (assignments), quests (labs),raids (quizzes), bosses (exam-level assignments), crafting (projects), and side quests (extra credit).● Students complete some work in guilds. Students work with the same guilds for the whole semester, with guild work scheduled for about 2 days out of a 5-day week.

Page 16: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Guild WorkGuild Work

● Guild work is an important part of the implementation that encourages students to develop skills in finding answers on their own rather than learning by lecture.● Guilds are carefully assigned heterogeneously by personality and ability.● Students work together once per quarter both in and out of class to craft a guild presentation, where students are in charge of the lesson for the day.

Page 17: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Guild PresentationsGuild Presentations

● Guilds participate in a gold-based auction to determine which guild will cover which topic. Guilds will use nuggets of time inside and outside of class to prepare their 35-minute presentation.

● Each guild submits a written lesson plan for approval 2 days before their presentation. Any materials that need to be copied should be submitted at this time also.

● On the day of the presentation, each member of the guild is expected to show their expertise and participate equally in the presentation. Following the presentation (or as part of the presentation), non-guild members are given a side quest.

Page 18: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Guild PresentationsGuild Presentations

●Sample Presentation Topics:●Characteristics of Life: What Makes a Living Thing Living?

●How Do Oxygen, Carbon Dioxide, & Nitrogen Cycles Support Life?

●What are the Benefits & Detriments of Genetic Engineering?

●Who was Charles Darwin?●How has the Earth Changed throughout Geologic Time?

●How Does the Immune System Work?

Page 19: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Grading GuildsGrading Guilds

● Generally speaking, the same grade is given to all guild members.

● Twice a quarter, students complete a short rubric to allot a total of 75 points of “additional experience” per student. Since guild members rate one another based on their contributions to the group, these points make up for any disparity in guild contributions.

Page 20: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Bartering with GoldBartering with Gold

● Gold is earned for positive classroom contributions: up to 5 coins per day.

● Gold can be spent in the game world as part of the daily world work (helping a desperate citizen or buying a ticket to enter an exhibit).

● Gold can also be used to buy treats (15 gold), to verify answers or ask questions of the teacher during a test (20-25 gold), to excuse late assignments and tardies (40-50 gold), or leave the classroom (40 gold).

Page 21: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Skills and Skill PointsSkills and Skill Points

● As students “level up,” they earn new skills, as described on character sheets.

● Skills let students use skill points (one earned each day) to manipulate the game world, putting

Page 22: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

The Overarching StoryThe Overarching Story

● Science class is designed as a real-world fantasy multiplayer game where students are the players. At the beginning of class students will have the opportunity to choose and name their avatar, choose their avatar's role within their guild, and develop the name and nature of their guild.

● At the beginning players know only that they have been summoned to represent their guild at a mysterious gathering far from home. Why they were chosen and the reason behind the gathering is unknown, but over time they will learn more.

● The quest is a hazardous one. Players must use their skills and interests to support and complement the skills of their guild members. A successful guild where each member contributes to the group and no guild member is left behind.

Page 23: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

The Overarching StoryThe Overarching Story

● Each day, students spend the first five minutes of class in the game world, learning more about the story and integrating other areas of knowledge.

● Let's spend a few minutes going through students' first few days of world work:

● Day 1: “Summons”● Day 2: “Travelling 1”● Day 3: “NPC Meeting”

● Day 4: “Travelling 2”● Day 5: “Jet Lag”● Days 6-8: “Summit”

Page 24: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

The Overarching StoryThe Overarching Story

● Some days (especially when traveling), students pick event cards.

● Other days, students talk with strangers and investigate mysterious happenings.

● Students occasionally solve puzzles, such as when comparing and decoding DNA.

● Students have a lot of freedom in the game world, and in some locations more than others, though they find that language is sometimes a barrier, just as in the real world.

Page 25: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

The Overarching StoryThe Overarching Story

● The game world allows me to integrate other subjects in science, with culture, language, and geography being my focus this year.

● Students traveled the world on various quests and spent some time in their “home countries.”

Page 26: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

0. Origin Russia Japan Australia S. Africa

1. Summons / Life Paris Paris Paris Paris

2. Cell Processes Amazon(Brazilian Ministry of

Agriculture, Livestock and Supply)

Amazon(AgroNorte Caça e Pesca

Store)

Amazon(Bom Remédio Clinic)

Amazon(Humane Society

International)

3. Genetics Naples Naples Naples Naples

4. Viruses+ Russia Japan Australia S. Africa

5. Immune System Atlanta Atlanta Atlanta Atlanta

6. Evolution Galapagos Galapagos Galapagos Galapagos

7. Plants Russia / Deciduous

Forests

China / Taiga Pakistan / Grasslands

Congo / Tropical Rainforest

8. Sponges+ UK UK UK UK

9. Mollusks+ Canada Canada Canada Canada

10. Fish Delaware / Shorelines

Atlantic / Temperate

Oceans

Everglades / Wetlands

Mississippi River / Rivers & Streams

11. Amphibians & Reptiles

Louisiana Louisiana Louisiana Louisiana

Page 27: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Q & A

Page 28: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Tenets for a Positive Classroom Tenets for a Positive Classroom ExperienceExperience (According to James (According to James Paul Gee)Paul Gee)

1. The experience is designed, mentored, and monitored by a “teacher” (or “teachers”) who ensure the newcomer is safe, has trust, and can risk failure in the experience without too great a cost. Teachers and teaching can take many different forms.

2. The newcomer has a role to take in the experience, has clear goals, and has a clear sense of what counts as success.

3. The newcomer cares emotionally about the outcome of the action. It matters.

4. The newcomer is helped to know what to pay attention to and what to ignore so that he or she is guided to a good path for finding helpful patterns and associations.http://www.jamespaulgee.com/sites/default/files/pub/Humans%20learn%20from%20experience.pdf

Page 29: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Tenets for a Positive Classroom Tenets for a Positive Classroom ExperienceExperience (According to James (According to James Paul Gee)Paul Gee)

5. The newcomer is given on-going, copious, and helpful feedback.

6. After acting for a while, the newcomer gets to discuss his or her plans, strategies, and actions with others, new and old, to compare and contrast, to reflect and make new plans and strategies.

7. The newcomer is offered different models of what counts as a good performance and, perhaps, what counts as a bad one.

8. The newcomer is helped to succeed beyond his or capacity, but this help models what the newcomer should eventually do by him or herself.http://www.jamespaulgee.com/sites/default/files/pub/Humans%20learn%20from%20experience.pdf

Page 30: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Tenets for a Positive Classroom Tenets for a Positive Classroom ExperienceExperience (According to James (According to James Paul Gee)Paul Gee)

9. The newcomer is given whatever good tools are available that will help with the task.

10. The newcomer is given language (oral or written) to help, but is given this language “just in time” (a small amount when it is needed and when it can be applied and tested) or “on demand” (a large amount when the newcomer is ready for it and wants and needs it).

11. The newcomer is actively helped to learn a social language (words and phrases and other symbols) that represents and regiments the experiences he or she is having and the emerging patterns and associations that she or he is hypothesizing or discovering in a particular domain of learning.http://www.jamespaulgee.com/sites/default/files/pub/Humans%20learn%20from%20experience.pdf

Page 31: Entering the Game-Based Classroom Presented by Matthew Hagaman matthew@mthagaman.com

Tenets for a Positive Classroom Tenets for a Positive Classroom ExperienceExperience (According to James (According to James Paul Gee)Paul Gee)

12. The newcomer is assessed on multiple variables sensitive to different sorts of growth across time (which can be “U-shaped”, that is go up, then down, the up again) and which are useful for planning new and better goals and actions.

13. As newcomers advance, they are encouraged to learn to rethink goals, question things, innovate and not just imitate, and to take active control of their own learning.

14. As newcomers advance, they are encouraged to contribute back to the group (family, community, social group, institution, or culture) based on their learning. Their learning is “assessed” partly on how well they can contribute to the goals and outcomes of the group. This assessment is based on indigenous norms, standards, and values of the group: norms, standards, and values the newcomer has been expected to learn and share as part and parcel of all learning in the group (i.e., most learning has a value-laden, normative aspect).

http://www.jamespaulgee.com/sites/default/files/pub/Humans%20learn%20from%20experience.pdf