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How gameful design (not gamification) will save higher education
Using technology to enhance student intrinsic motivation
Kevin Bell SUNY conference 2/26/2016
Assump&ons • Need to increase comple0on of academic qualifica0ons at all levels. • Current ins0tu0ons / systems cannot support the scale of growth needed to a=ain societal targets
• Online has a large role to play. • Many people struggle to study online. • Those who struggle most will include those whose mo0va0on is low or who have disincen0ves to persist.
• The new majority student and the changing demographics in the US will necessitate sustainable and scalable support structures.
• Low barrier to entry technology makes prac00oner experimenta0on feasible
• (Fact, not assump0on) Space Invaders came out in 1978
The People’s Front of Judea Language counts: Gamifica0on – adap0ve learning – personalized learning – serious games – gameful design – game dynamics direct assessment – inspired teaching … BUT …
Gameful design “Gameful Design” a=empts to convey that it is the cogni0ve science and behavioral psychology behind games, not games themselves that we should focus on. It has the most poten0al to enhance Student Intrinsic Mo0va0on. Why not full-‐on games?...
They are ALL playing games… Millennials are actually mobile gaming less than GenX-‐ers They “over-‐index” (= do more of it than comparison age groups) in Sports, Health and Fitness, Music, Media and Entertainment, Lifestyle and Shopping. Millennials are intrinsically mo0vated to interact with apps and media that almost certainly have gameful elements built in beneath a non-‐game interface. They are engaging w. gamefully designed apps & content in general but not as much (compared to other groups) w. mobile games.
Consider the following principles (and pre=y slides) before we dig into examples:
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Gameful Design: Creating Passionate Customers and Coworkers - Sebastian Deterding
Prac&&oner Case Studies • UNH • University of Waterloo • USF • MCLA
University of New Hampshire
Microeconomics Dr. Neil Niman
University of Waterloo Business Ethics: Dr. Greg Andres
University of South Florida
The Fairy Tale MOOC: Dr. Kevin Yee
MassachuseIs College of Liberal Arts
Phil 101: Dr. Gerol Petruzella
Q -‐ Are there commonali&es here that accentuate student engagement?
From the cases – I see (hope you saw) clear examples of: NARRATIVE / JOURNEY REWARDS
COOPERATION LEVEL OF CHALLENGE
PERSONALIZATION AESTHETICS
(REDUCED) FEAR OF FAILURE COMPETITION
INTRINSIC MOTIVATION IMMEDIATE FEEDBACK FUN
Great teachers already do many of these: 1) Tasks have clear goals and parameters / achievement is tangible yet achievable.
2) Clearly stated rules exist.
3) Concentra&on is required (by the student)
4) There are possibili&es for conflict, compe00on and/or coopera0on among par0cipa0ng students.
5) Time is stressed as a limi0ng factor (to encourage focus)
6) Reward structures are inherent to the system and clear to the students.
7) Immediate & Con0nual Feedback is provided.
…and these – maybe less so 8) A sense of progressing through levels is apparent.
9) Storytelling narra0ve is involved or can be.
10) Curve of Interest – the journey through the materials evolves.
11) Aesthe0cs – courseware is a=rac0ve and designed inten0onally to be so.
12) Fear of failure is reduced; Do Over-‐s are available.
13) Student has clear control over her/his ac0ons.
14) Students par0cipate w. effortless involvement – it is clear what is expected from the moment of engagement.
Technology / Gameful Design can help: 1) Tasks have clear goals and parameters / achievement is tangible yet achievable.
2) Clearly stated rules exist.
3) Concentra&on is required (by the student)
4) There are possibili&es for conflict, compe&&on and/or coopera&on among par&cipa&ng students.
5) Time is stressed as a limi0ng factor (to encourage focus)
6) Reward structures are inherent to the system and clear to the students.
7) Immediate & Con&nual Feedback is provided.
Technology / Gameful Design can help: 8) A sense of progressing through levels is apparent.
9) Storytelling narra0ve is involved or can be.
10) Curve of Interest – the journey through the materials evolves.
11) Aesthe&cs – courseware is aIrac&ve and designed inten&onally to be so.
12) Fear of failure is reduced; Do Over-‐s are available.
13) Student has clear control over her/his ac0ons.
14) Students par0cipate w. effortless involvement – it is clear what is expected from the moment of engagement.
The succinct list:
Why should you act NOW? -‐ It’s SIMPLE
Student Intrinsic Motivators for
Persistence in
Learning Environments
Copernican revolution
The SIMPLE Matrix From the Lowell Ins&tute FITW student engagement pladorm RFP
Applying leadership in innova0ve experien0al learning, emerging technologies, and student engagement, Northeastern University (NU) proposes a novel approach to ameliorate mo0va0onal and reten0on challenges faced by underrepresented students in bachelor comple0on STEM programs.
We have ar0culated two core goals: 1) accelerate STEM access/a=ainment research at an innova0on lab within NU’s Lowell Ins0tute School (LIS), 2) engage students with intrinsically mo0va0ng classes suppor0ng underrepresented students to STEM degree a=ainment and careers.
Keep it SIMPLE
A Good Syllabus in a decent LMS
Gamefully designed course with supplemental Tech
Remember
References: Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good prac0ce in undergraduate educa0on. AAHE
Bulle7n, 39(7), 3–7. Csikszentmihalyi, M. (1990). Flow—The psychology of op7mal experience. New York, NY: Harper Press. Deci E.L., and RyanR.M, (2012) Mo7va7on, personality and development within embedded social
contexts -‐ The Oxford Handbook of Human Mo0va0on, Oxford University Press. Deterding, S., (2014) Gameful Design: Crea0ng Passionate Customers and Coworkers – h=p://
www.slideshare.net/dings/gameful-‐design-‐crea0ng-‐passionate-‐customers-‐and-‐coworkers Kapp, K. M. (2012). The gamifica7on of learning and instruc7on—Game-‐based methods and strategies for
training and educa7on. San Francisco, CA: Pfeiffer/ASTD. Kuh, G. D. (2009). The na0onal survey of student engagement: Conceptual and empirical founda0ons. New Direc7ons for Ins7tu7onal Research,141, 5–20. Schell, J. (2010). Design outside the box. Keynote speech at the Design Innovate Communicate Entertain
Conference. Siemens, G.,Gasevic, D., Dawson, S., (2015) Preparing for the Digital University: a review of the history and
current state of distance, blended, and online learning. Bill and Melinda Gates Founda0on / Athabasca University h=p://linkresearchlab.org/PreparingDigitalUniversity.pdf
Trippenbach, P. (2014) Kill it with Fire -‐ Why Gamificaton Sucks and Game Dynamics Rule hQp://trippenbach.com/2013/04/17/kill-‐it-‐with-‐fire-‐gamifica7on-‐sucks-‐game-‐dynamics/
U.S. Department of Educa0on, Office of Planning, Evalua0on, and Policy Development. (2010). Evalua7on of evidence-‐based prac7ces in online learning: A meta-‐analysis and review of online
learning studies. Washington D.C.
Ques&ons / Comments / Discussion Kevin Bell Execu&ve Director of Curriculum Development and Deployment & Senior Fellow for the Lowell Ins&tute / Lecturer College of Professional Studies Northeastern University Email [email protected] Skype kbell14_neu TwiQer kbell14 First in the World Grant Primary Inves0gator
