Post on 06-May-2015
description
© K.Becker
SoTL 2013
Is Gamification A Game Changer ?
Comparing Gamified and n0n-gamified aPProaches
Katrin Becker & Patrick Perri
Fri. 10-11
Early Returns and Initial Findings of Work in
Progress
© K.Becker
SoTL 2013
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1. What am I playing now?2. What is Gamification?3. An Inadvertent Con?4. Formal Learning is already a Game.5. What IS New?6. The 1st 2 Iterations7. The Current Experiment8. Jumping the Gun - Early Conclusions9. Resources
Outline
© K.Becker
SoTL 2013
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Katrin Becker, PhD
Who Am I?
3
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What am I Playing?
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The use of game elements in non-game contexts.
What is Gamification?
Deterding, S. (2012). 9.5 Theses on the Power and Efficacy of Gamification. Microsoft Research. [Microsoft Research Video] Retrieved from http://research.microsoft.com/apps/video/dl.aspx?id=174677&l=i on 12 October 2012.
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Game Elements?
System Elements
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(Serious) Games
Gamification
(Serious) Toys
Playful Design
System Elements
Playing
Gaming
Deterding, S. (2012). 9.5 Theses on the Power and Efficacy of Gamification. Microsoft Research. [Microsoft Research Video] Retrieved from http://research.microsoft.com/apps/video/dl.aspx?id=174677&l=i on 12 October 2012.
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A Con?
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Is Gamification Evil?
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Gamification is Not New - PBL
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What about School?
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Formal Learning is already a game.
course requirements
policies / regulations
assignmentsgrades
passing course
game objectivesgame rulesquestsXPwinning the game
=====
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What IS New?
Chris Haskell, The Game-Based Curriculum: Directing Learning with Quests, Badges, Achievements, & Truly Personalized Learning, EdWeb Webinar, May 2013
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1. Must earn 'N' XP.2. Here are 'M' things
totalling >N XP (*important*)
3. Must do at LEAST these: ____4. The rest is up to you.
Flexible Path
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Everything the learner does for points ADDS to the total.
NOTHING the learner does can lower their grade.
What if they blow an assignment quest? How to control submissions?
Accumulative Grades
Welcome to COMP 1103….…..you all have ZERO
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The 1st 2 IterationsBackground: Master's level education course (U of C) Proposed, designed, implemented 2005 Also taught 2006, 2007 All F2F Previous report on original course (BJET)
Traditional design Readings, discussion Project (design a game or lesson that uses a
game) Research paper
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Original DGBL Course
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Gamified Course, V1 20% Gamified:
25% Lesson Design 15% Peer Review of Lesson
Design 25% High Concept Game
Design 15% Peer Review of High
Concept Game Design 20% The DGBL Game
Total possible XP: 470
Class Ave: 231
Range: 134 – 333
% over 100% 32% (7/22, + 3 near 100%)
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Gamified Course, V2 50% Gamified:
25% Lesson Design 25% High Concept Game
Design 50% The DGBL Game
Total XP possible: 1000
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Gamified Course, V2 50% Gamified:
25% Lesson Design 25% High Concept Game Design
50% The DGBL Game
Total XP possible: 1000
Class Ave: 537
Range: 380 - 650
% over 100%: 70% (9/13)
XP Req'd for
Perfect Score:500
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Player Stats
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Keeping Score
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Assessment of Individual Quests
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Assessment of Individual Quests
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Typical Course
Schedule
Course Orientation
Discussion Paper
Introduction to Game Based Learning
The Current State of Games and Gamers
Game Studies Reading Response 1
Games and Pedagogy
What Can Games Do? Reading Response 2
Games are Simulations
Reading Response 3
Examining Games
ID for Games
Making Games Reading Response 4
Assessing Games for Learning
Prototype Lesson Design
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Can’t go completely flexible courses still progress linearly there are practical reasons to try and have all students in more or
less the same place at the same time W.R.T. Topics Could think of the topic outline as the narrative
if it were a story; how would it best be told? Course schedule vs game-based
various topics & quests some are tied to various topics and others are not
Just like in a game P learn new things and skills as time progresses some things have pre-reqs others can be attempted at any time
Game-based course is mapped out like a storyboard or concept map rather than linearly as most typical courses are
My Adaptation
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Designing a Game
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Gamified Course
Concept Map
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Gives up on the lock-step lessons notion Was never a reality anyways
People are at different stages PROBLEM
Cannot go completely over to individualized learning
Simply impractical in many situations
Each node is like a gamescreen or location Relationships (paths) between nodes are
determined by content rather than time There are quests, items, associated with
each node
Game-Based Course Design
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2013IAP DDL AECT
Crystal Award
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The Big ChallengesInstructor: Up-Front Design Ensuring
objectives are addressed.
Competency-Based Assessment*
Scoring Records keeping Marking Load
Learner: Taking Ownership
of Learning Motivation Time Management Strategizing
Taking Ownership of Learning
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The Current Experiment
"Traditional" student experience:
55% first year 25% second year 13% third year 7% fourth
student interest: 55% open studies 15% business 10% science rest is various arts programs
or diplomas
"Gamified" student experience:
55% first year 25% second year 15% third year 5% fourth
student interest: 30% open studies 30% business 20% science rest is various arts programs
or diplomas
COMP 1103: Introduction to Computersnon-majors; 1st year courserequired for some programs
science optionbroad range of backgrounds
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"Traditional" Delivery Lecture from ppts, Ppts released at the beginning of the week, One chapter per week expected reading, Every two week's there is an activity for marks
(Usually in class: quiz, answer a question, group impromptu research or
Consensus writing, OR a blog based on lecture/reading question)
Midterm (multiple choice, short answer, long answer)
Final exam 4 assignments
(one a group project)
The Current Experiment
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"Gamified" Delivery Lecture from ppts, inquiry-driven, quest-driven PPTs released at the beginning of the week or sooner All instructor materials made available to students Read chapters as relevant
plus news items, articles shared on class forum Final exam (Boss Battle, 250 XP) Quests:
1 Epic Quest (200 XP, Guild) 4 Achievement Quests (50 XP, Small Guild or Solo) 13 classes of Mini-Quests (10-25 XP, repeatable, Solo)
Most Quests released on 1st day of class Most Quests have no deadline
guidelines provided for order and schedule of completion 1000 XP = 100% (follows MRU letter grade mapping) Total XP possible = 1450
The Current Experiment
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Step 1: Design Meaningful Evidence of Competence
The Current Experiment
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Step 1: Design Meaningful Evidence of Competence
The Current Experiment
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Step 1: Design Meaningful Evidence of Competence
The Current Experiment
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Step 2: Map Scores XPGrades Levels
The Current ExperimentGRADE & GPA Table
(Used to calculate student grades on the Gradebook sheet)
Score Letter Grade GPA XP Level
0 - 19 F 0.00 0 - 199 0
20 - 39 F 0.00 200 - 399 1
40 - 49 F 0.00 400 - 499 2
50 - 54 D 1.00 500 - 549 3
55 - 59 D+ 1.70 550 - 599 4
60 - 62 C- 1.70 600 - 629 5
63 - 66 C 2.00 630 - 669 6
67 - 69 C+ 2.30 670 - 699 7
70 - 72 B- 2.70 700 - 729 8
73 - 76 B 3.00 730 - 769 9
77 - 79 B+ 3.30 770 - 799 10
80 - 84 A- 3.70 800 - 849 11
85 - 94 A 4.00 850 - 949 12
95 - 100 A+ 4.00 950 - 1000 13
101+ A+ 4.00 1001+ 14
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Step 3 & 4: Assign XP
values to Quests
Decide on: options flexibility achievement
path
The Current Experiment
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Step 5: Set up
Scoring Mechanism
Set up "Gradebook"
The Current Experiment
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Jumping the Gun - Early ConclusionsTraditional Gamified
Confident of success in spite of average ability (self-assessed)
Comfortable w/ requirements. ~ 25% commented on lack of
deadlines (positive) 1 felt it was easier to understand 1 felt it was too unstructured
All values were lower *except* how well expectations matched requirements (?).
Scale: 1-7
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Support Requires considerable "on-boarding"
Structure Too little structure for some Learners have greater control over their own learning Learners felt ownership of their own learning
Competition Motivating for some Discouraging for others
Assessment Fast grading turn-around essential Tendency to grade quantitatively
Simple grading schemes Practical mechanisms for meaningful feedback
Jumping the Gun - Early Conclusions
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Questions?
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‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Abstract of Presentation:
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Becker, K. (2004). Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course. The Journal of Computing Science in Colleges, 20(2), 28-37.
Becker, K. (2006). How much choice is too much? SIGCSE Bull., 38(4), 78-82. doi: 10.1145/1189136.1189176.
Becker, K. (2007). Digital Game Based Learning, Once Removed: Teaching Teachers BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, SIG-GLUE Special Issue on Game-Based Learning 2007, 38(3), 478-488.
Bogost, I. (2012). Persuasive Games: Exploitationware. Gamasutra. Retrieved from http://www.gamasutra.com/view/feature/6366/persuasive_games_exploitationware.php
Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638-654. doi: 10.1111/j.1467-8535.2010.01068.x.
Deci, E. and Ryan, R. (2004). Handbook of Self-Determination Research. Rochester, NY: University of Rochester Press.
Deterding, S. (2012). 9.5 Theses on the Power and Efficacy of Gamification. Microsoft Research. [Microsoft Research Video] Retrieved from http://research.microsoft.com/apps/video/dl.aspx?id=174677&l=i on 12 October 2012.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Paper presented at the Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland
Kapp, K. M. (2012). The gamification of learning and instruction : game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Nicholson, S. (2012). A User-Centered Theoretical Framework for Meaningful Gamification. Paper presented at the Games + Learning + Society 8.0, Madison, WI. on June 13
Sheldon, L. (2012). The Multiplayer Classroom : Designing Coursework as a Game. Boston, Mass.: Course Technology/Cengage Learning.
Resources