gamification in the classroom
TRANSCRIPT
COTE Fellow Chat
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Jeremiah Grabowski
Open SUNY Fellow Role: Expert Instruc=onal Designer Topic: Gamifica=on in the Classroom Theme: Emerging Learning Environments COTE NOTE: http://bit.ly/1cJID1p
Gamifica+on in the Classroom Jeremiah Grabowski
School of Public Health and Health Professions
Do you have a favorite game?
• Take a minute to think of your favorite game
• Write it down in the chat window
Does anyone want to share?
• Anyone care to share their favorite game, and what it is about the game that keeps you interested?
• Please raise hand if you want to share
Presenta+on Objec+ves By the end of the presenta=on you will be able to:
• Iden=fy the principle characteris=cs of games and gamifica=on
• Discuss how gamifica=on principles can be integrated into educa=on
• Apply Gamifica=on principles to learning seRngs
Gamifica+on Ac+vi+es
Need to be student-‐centered
Meaningful gamifica=on is the integra=on of user-‐centered game design elements into non-‐game contexts Nicholson, S. (2012). A user-‐centered theore=cal framework for meaningful gamifica=on. Games+ Learning
+ Society, 8.
Assess student needs prior to deciding on your method (gamifica=on).
What is Gamifica+on? Defini+on
“Gamifica=on” is the
use of game design
elements in non-‐game
contexts. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamifica=on. In Proceedings of the 15th Interna=onal Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-‐15). ACM.
Games vs. Play? Games • Confined within a space • Set rules
Play • Open-‐ended • No rules
Situa+ng Gamifica+on Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamifica=on. In Proceedings of the 15th Interna=onal Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-‐15). ACM.
Why do we play games?
Why are games so addic+ve?
Types of Mo+va+on
Intrinsic • Natural inclina=on toward
– Assimila=on – Mastery – spontaneous interest – Explora=on
Extrinsic • Driven by external rewards
– Money – Grades – Awards
The underlying concept of gamifica+on is mo+va+on
Mo+va+onal Trigger Factors Intrinsic • Challenge • Curiosity • Control • Fantasy
Extrinsic • Points • Progress meters • Badges • “Leveling up”
Malone & Lepper (1987) as cited in APOSTOL, S., ZAHARESCU, L., & ALEXE, I. (2013). GAMIFICATION OF LEARNING AND EDUCATIONAL GAMES. eLearning & So;ware for Educa>on, (2).
Game Features
*think about how these relate to your courses*
Rules
• Clearly stated for all
• Know what to expect
• Create structure for the ac=vity
Goals and Clear Outcome
• Having a clear goal allows players to create strategies, and monitor their progress
• At the end of the game they know if they won or lost
Feedback and Rewards • Player receives feedback on their progress
• Rapid feedback cycles
• Repeated experimenta=on
• Feedback keeps them engaged and mo=vated
Problem Solving
• Problems are usually just challenging enough to keep player mo=vated
• Scaffolding
Importance of Flow Csikszentmihalyi, M., & Csikzentmihaly, M. (1991). Flow: The psychology of op>mal experience (Vol. 41). New York: HarperPerennial.
Difficulty
Boredom
Anxiety
Player Ability
Story • Games usually tell a story
• Draws the player into the game
• Generate emo=ons (posi=ve and nega=ve)
Players
• One or more players
• Collabora=ve or compe==ve
Safe Environment • Games provide a safe environment to experiment without fear of failure
• Encouraged to try various strategies
• Allows students to take on new roles, social credibility
Sense of Mastery
Game Elements
Game Elements
• Serious games describe full-‐fledged game design
• Gamified applica=ons only incorporate elements of games
Levels of Game Design Elements Level Example
Interface design pa+erns Badge, leaderboard, level
Design pa+erns and mechanics Time constraint, limited resources, turns
Design principles and heuris=cs Enduring play, clear goals, variety of game styles
Models Challenge, fantasy, curiosity
Design methods Playtes=ng, playcentric design
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September).
User (student) Centered Design
Gamifica+on Ac+vi+es
Need to be student-‐centered
Meaningful gamifica=on is the integra=on of user-‐centered game design elements into non-‐game contexts
Nicholson, S. (2012). A user-‐centered theore=cal framework for meaningful gamifica=on. Games+ Learning+ Society, 8.
Ques+ons to Ask?
• For every decision in the process we need to ask:
“How does this benefit the student?”
What is student centered? Meaningful Gamifica+on • Student-‐centered design
• Rewards are related to the ac=vity and student mo=va=on
• Creates a posi=ve impression which leads to long-‐term benefit
Meaningless Gamifica+on • Organiza=on (professor) centered
design
• Points and levels which lead to external rewards not related to ac=vity
• Not concerned with the long-‐term benefits of gamifica=on on the student
Addi+onal Examples
Point accumula+on
Standard ac=vi=es 100 points
Op=onal ac=vi=es 15 points
Total: 115 possible points
Required ac=vi=es 45 points
Op=onal ac=vi=es 70 points
Total: 115 possible points
Two examples of point accumula=on
Example A Example B
“Mulligans” • In class ac=vity
– Enhance in-‐class par=cipa=on
• Students earn “mulligan s=ckers” to be used on tests. – Answering ques=ons in class, presen=ng ideas, etc
• Mulligan days are random, not every day h+p://www.facultyfocus.com/ar=cles/teaching-‐and-‐learning/using-‐mulligans-‐enhance-‐student-‐par=cipa=on-‐reduce-‐text-‐anxiety
Fantasy Theme
• Course long narra=ve
• Students assigned ranks
• Professor embraces a persona
Wrap-‐up
Wrap-‐up • Gamified ac=vi=es must be student centered
• Focused on student mo=va=on – Rewards must be relevant and internalized
• Games need:
– Clear goals, safe environment, feedback, and problem solving
Thank You! Join the SUNY Learning Commons http:///commons.suny.edu for access to the COTE Community group to continue the conversation! View a Recording of today’s Fellow Chat: http://bit.ly/COTEfellowchatRECORDING View the COTE NOTE: http://bit.ly/1cJID1p Become an Open SUNY Fellow: http://bit.ly/11l6Khe Submit a Proposal: http://bit.ly/COTEproposal