Gamification of Education NAGC 2012

7/30/2019 Gamification of Education NAGC 2012

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ANGELA HOUSAND

BRIAN HOUSAND

bit.ly/nagc2012


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y g

AGAMES AND PLAY

BMOTIVATION

Ccontracts

DgamificationG PLATFORMS


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LEVEL ONEGAMES

and

PLAY


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what isa game

OBJECTIVESRULES OBSTACLES


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GAMESARE

VOLUNTARY

GAMESOFFER

CHOICES

CHOICESHAVE

CONSEQUENCES

CONSEQUENCES

OFFERFEEDBACK


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FREEDOM TO

EXPERIMENT

FREEDOM TO FAIL

FREEDOM TO TRY ON

DIFFERENT IDENTITIES

FREEDOM OF EFFORT-Scot Osterweil


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10,000


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1) Active, Critical Learning Principle

2) Design Principle

3) Semiotic Principle

4) Semiotic Domains Principle

5) Meta-level thinking about Semiotic Domain Principle

6) "Psychosocial Moratorium" Principle

7) Committed Learning Principle

8) Identity Principle9) Self-Knowledge Principle

10) Amplification of Input Principle

11) Achievement Principle

12) Practice Principle

13) Ongoing Learning Principle

14) "Regime of Competence" Principle

15) Probing Principle

16) Multiple Routes Principle

17) Situated Meaning Principle18) Text Principle

19) Intertextual Principle

20) Multimodal Principle

21) "Material Intelligence" Principle

22) Intuitive Knowledge Principle

23) Subset Principle

24) Incremental Principle

25) Concentrated Sample Principle

26) Bottom-up Basic Skills Principle

27) Explicit Information On-Demand and Just-in-Time Principle

28) Discovery Principle

29) Transfer Principle

30) Cultural Models about the World Principle

31) Cultural Models about Learning Principle

32) Cultural Models about Semiotic Domains Principle

33) Distributed Principle

34) Dispersed Principle35) Affinity Group Principle

36) Insider Principle


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Games are the most elevated form of investigation.


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LEVEL TWOMOTIVATION

AND

FLOW


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Motivation(Malone & Lepper, 1987)

Curiosity

Control

Optimal Challenge

Fantasy

Interpersonal(Cooperation, Competition, & Recognition)


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Curious

Independent

Attracted tocomplexity

Originality inthought and action

Willing to take risks Aware of their own

creativeness

Need to produce

CreativelyGifted


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Motivation is Complex

Perception ofCompetenceExperience of Autonomy

Sense of Control

Willingness to Pursue GoalsPersistence when Challenged

Enjoyment or Interest


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Intrinsic Motivation(Self-Determination Theory)

Perception ofCompetenceExperience ofAutonomy

Sense of Control

Willingness to Pursue GoalsPersistence when Challenged

Enjoyment or Interest

Relatedness


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RELATEDNESS...

Feeling connected to others and having a

sense of belonging to a community.


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COMPETENCE

Ability to demonstrate ones capacity forsuccess when faced with a challenge or

opportunity.


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COMPETENCE

Feelings of competence shape a personswillingness to actively engage and persist in

different behaviors.

(Bandura 1986, 1997)


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Autonomy

The more autonomous(self-determined) a personbelieves their behavior tobe the greater the personal

satisfaction and enjoymentfrom engaging in thatbehavior.


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ONTARGET

Autonomously-Motivated Students

Higher academic achievement

Higher perceived competence

More positive emotionality

Higher self-worth

(Reeve, 2002)


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ONTARGET

Autonomously-Motivated Students

(Reeve, 2002)

Preference for optimal challenge

Enjoy engaging challenges Stronger perceptions of control

Greater creativity

Higher rates of retention


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Self-Determination(Deci & Ryan, 1980; 2000)

Curiosity Goal Pursuit

Control Autonomy

Optimal Challenge Competence

Fantasy Achievement

Interpersonal(Cooperation, Competition, & Recognition) Relatedness


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Apathy

Flow

Cha

nnel


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To Experience FLOW...

...the task must

provide clear goals and feedback.


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...one must

become immersed in the activity.


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...the task must

be challenging and require skill.


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...one must

learn to enjoy immediate experience.


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...one must

loose ones sense of self.


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Apathy

Flow

Cha

nnel

IncreasingSkills

IncreasingSkillsIncrea

sing

Challenge

Increasing

Challenge


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FLOW(Csikszentmihalyi, 1975)

Curiosity Clear Goal

ControlAdjust Performance

Based on Feedback

Optimal Challenge Balance Challenge & Skill Level

Fantasy Enjoyment

Interpersonal(Cooperation, Competition, & Recognition) Transcend Self


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LEVEL THREE

LEARNING

CONTRACTS


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ClearExpecta,ons

Authen,cAudience


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ATimelinewith

FeedbackOpportuni,esBuilt-in


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ClearContent&Resources

Accountability


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ClearStrategies&Skills

Accountability


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Agreementbetweenteacher&student

Studentindependence&autonomy

Increasedstudentresponsibility

Providesfreedominacquiringskills


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LearningContracts

Curiosity Clear Goal Clear Expectations

ControlAdjust Performance

Based on Feedback

Benchmarks &

Defined Responsibility

Optimal ChallengeBalance Challenge &

Skill LevelDefined Content &

Skills

Fantasy Enjoyment Achievement

Interpersonal

(Cooperation, Competition, &Recognition) Transcend Self Authentic Audience


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PersonEnvironmentFit

Person/Environmentfitisthedegreetowhicha

personortheirpersonalityiscompa8blewiththeir

environment


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GoodEnvironmentalFitOccursWhen:

Apersonadjuststotheirsurroundings

AND

Theenvironmentadaptstofittheirneeds

L i


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LearningContracts

Gamification(McGonigal, 2010)

Curiosity Clear Goal ClearExpectations

Clear Objective

ControlAdjusted

Performance

Benchmarks &

Responsibility

Blissful

Productivity

OptimalChallenge

BalanceChallenge &Skill Level

DefinedContent & Skills

UrgentOptimism

Fantasy Enjoyment Achievement Epic Win

Interpersonal(Cooperation, Competition, &

Recognition) Transcend Self

Authentic

Audience Social Fabric


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LEVEL FOUR

GAMIFICATION

GAME


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While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.),what may be most appealing to educators is that games provide students

A SAFE PLACE TO LEARN FROM FAILURE.In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to

EXPERIMENT AND TAKE RISKSTO FIND SOLUTIONS

without the feeling that they are doing something wrong.

GAMES ENCOURAGE STUDENTS TOMAKE AND LEARN FROM MISTAKES,

which is a particularly important concept in the K-12 setting.

GAMEBASEDLEARNING


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GAMIFICATION:The use of game

elements and

game-design

techniques in

non-gamecontexts.


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POINTS BADGES LEADERBOARDS

POINTS


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POINTS

Effectively Keep ScoreDetermine WIN State

Connection Between Progressand Reward

Provide Feedback

External Display of Progress

Data for Game Designer

BADGES


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BADGES

Goals to Strive Toward

Guidance About Possibilities

Visual Markers ofAccomplishment

Status Symbols

Tribal Markers


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LEADERBOARDS


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ENGAGE


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GAMIFICATION OFFERS CHOICE


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COLLABORATION

CONTENT

CHOICE

-Alfie Kohn


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DEFINE LEARNING

OBJECTIVES


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2. Delineate Target BehaviorsDELINEATE TARGET BEHAVIORS


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DESCRIBE YOUR PLAYERS


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DEVISE

ACTIVITY

CYCLES


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DONT

FORGET

THE

FUN!


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DEPLOY

APPROPRIATE

TOOLS


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LEVEL FIVE

PLATFORMS FOR

GAMIFICATION


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STARLegacy

CHALLENGE

PERSPECTIVES& RESOURCES

THOUGHTS

ASSESSMENT

WRAP UP


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ROAD

TO

GIFTED


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Edmodo is a free, secure, social learning platform

for teachers, students, schools, and districts.

FREE!

FEATURES:

Groups

Messages

AssignmentsCalendar

Poll

Student Emails NOT required!


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http://help.edmodo.com/teachers/

how-to-createmanage-badges/


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http://help.edmodo.com/teachers/

how-to-createmanage-badges/


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GAME OVER

?????


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ENDURINGLY

NGAGING

XPERIENCES


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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.

CREATIVITY

COMPUTER

USE

INTERNET

USE

CELL

PHONE

USE

VIDEO

GAME

PLAY


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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.

CREATIVITYVIDEO

GAME

PLAY


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Gamification of Education NAGC 2012