moodle and game environments: can gamification support the development ofnew skills and knowledge in...
TRANSCRIPT
Moodle and game environments: Can gamification support the development of
new skills and knowledge in learners?
Dundee Medical School- KSeHIN Education Programme
Mari Cruz García, Medical School, KSeHIN, University of Dundee, Scotland
Some useful definitions…
Gamification is the use of game design elements in non-game contexts, such as education, to increase the engagement, participation, motivation and fun of participants (Deterding et al, 2011)
Game environments are rule-based learning environments with a variable and quantifiable outcome, to which the learner feels attached. The learner is asked to perform certain tasks (game) in order to influence the outcome and the consequences of the task are optional and negotiable (Juul 2003)
Game based pedagogy are learning models aimed to transform non-game activities into ‘game-like’ ones (Pivet 2009)
Benefits
‘Chocolate-covered broccoli’ fiasco: Empirical evidence of effectiveness of games as learning environments ? (O’ Neil 2005)
Can the new acquired skills and knowledge be applied to wider educational contexts ?
Drill-and-practice game environments do not foster the creation of ‘affinity groups’ in which deep learning can take place (Gee 2009)
Limitations
Developing creativity and transferable skills (team work, communication, problem solving, etc.)
Engaging, motivating and rewarding students (i.e. Badge system)
Offering a space for leaders to naturally emerge
The Kuwait Scotland eHealth Innovation Network is an international collaboration partnership between the Dasman Diabetes Institute of Kuwait, the Ministry of Health in Kuwait, Dundee Medical School, NHS Tayside and Aridhia Informatics Ltd.
Four key programmes:
• The Kuwait Health Network (KHN)• Education programme: PGCE/DIP/ MSc
in Diabetes Care, Education and Management
• The Kuwait Clinical Skills Centre• Quality Improvement
Saduworld is an bespoke 3D game environment developed by the KSeHIN team in collaboration with the Dundee-based company TPLD The aim was to develop an immersive 3D learning environment that supported game-based activities to introduce key concepts and theories explored as key concepts in appropriate modules.
Game environment fully customised to acknowledge the culture and values of our Kuwait-based students in order to avoid cultural colonization.
Saduworld- Immersive 3D learning environment
Saduworld can be easily integrated with Moodle (SSO) without installing any add-on or additional code:
“Even Saduworld cannot substitute for
the person to person interaction which
has that intimacy and is very special
and cannot be substituted for anything
else but the module itself is less rigid,
it’s more viable"
"The idea of Saduworld is the most
important and the feedback I think will be
good but it needs more development and
more ideas how to use this type of
learning in our modules”
“This is a virtual world where we can all be included
in it at the same time and you can create different
atmospheres – a classroom, or whatever and you
can have interactions and you can also be
anonymous if you wanted to be”
“It’s a different way of
delivering information –
that’s what I think –
instead of reading them
out from a paper”
“This is a virtual world where we can all be included
in it at the same time and you can create different
atmospheres – a classroom, or whatever and you
can have interactions and you can also be
anonymous if you wanted to be”
“This activity will encourage them to come and
feel more freely to connect to each other”
PGCE Module Introductory web Activity in Week 1
Average online completion rate (%)
Number of students enrolled
Facilitation January 2014 Saduworld Maze game 70% 19
Facilitation January 2013 VLE Forum ‘Saying Hello’Voicethread presentation
22% 14
Leadership September 2013
Saduworld Invisible Bridge game 81% 19
Leadership May 2012 VLE Forum ‘Saying Hello’VLE Forum ‘Leadership and You’VLE Forum ‘Teams and Leadership’
17% 16
Reflective Professional Practice September 2013
Saduworld Enchanted Souk game 56% 20
Reflective Professional Practice September 2012
VLE Forum ‘Saying Hello’VLE Forum ‘Post your avatar here’VLE Forum ‘Using Your Creativity’
33% 17
Benefits of using a game environment as part of the Week 1 Introductory week• Migration to a flipped classroom delivery model, supporting a
more efficient and enriching use of the taught sessions in Kuwait
• Developing creativity and transferable skills, in addition to the new academic knowledge (teamwork, professional communication, problem solving, leadership, facilitation, etc.).
• Engaging, motivating and rewarding students• Improving students’ online participation rate in academic
module• Offering a space for leaders/innovators to naturally emerge
Interactive task: Give us your feedback about Saduworld
http://demo.hostavirtualevent.com/saduworld/player
Follow instructions to install Unity Web Player
Username: visitor1, visitor2….., visitor10 Password: visitor1, visitor2…., visitor10
Once logged, follow instructions provided by non-playable character in NPC in Garden area
Would you like to take part in a live game demo?...
Mari Cruz García, Educational Technologist, Kuwait-Scotland e-Health Innovation Network,Email: [email protected]: @education_right
ReferencesSebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011.From game design elements to gamefulness: defining ‘gamification’.
O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: evidence from the computer games literature. Curriculum Journal, 16(4), 455-474.
Juul, J. (2003). The Game, the Player, the World: Looking for a Heart of Gameness. In M. Copier and J. Raessens (eds.), Level Up: Digital Games Research Conference Proceedings. Utrecht University, 2003, pp. 30-45.
Pivet , P.(2009). Game-based learning or Game-based teaching. Becta.
Jean Paul Gee website: http://www.jamespaulgee.com/