Gamification in Learning Environments
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Transcript of Gamification in Learning Environments
Gamification in
Learning
Environments
WSI December 2014
Games are engaging!
Player
Needs
Minecraft players are
motivated by:
● Choice / Creativity
● Challenge / Obstacles
‘It’s no fun without the Zombies”
● Sharing ideas and learning with
friends
● Showing off their work online
● Group games / roleplay
● Autonomy and Mastery
Business needs
Teacher Challenges:
● I have to repeat myself - I wish they
would listen (and turn up on time)
● I wish I had more time to spend with
each student at the level they need
● So much paperwork reduces my
teaching time
● Why don’t they ask me when they
need help?
● I don’t have enough time to assess
them properly
AlignmentMinecraft players
are motivated by:
● Choice / Creativity
● Challenge/ Obstacles
‘It’s no fun without the
Zombies”
● Sharing ideas and
learning with friends
● Showing off their work
online
● Group games /
roleplay
● Autonomy and
Mastery
Teacher
Challenges:
● I have to repeat myself,
I wish they would listen
● I wish I had more time
to spend with each
student, at the level they
need
● So much paperwork
reduces my teaching
time
● Why don’t they ask me
when they need help?
● I don’t have enough
time to assess them
properly
Simulated Workplace
Roleplay
Observation
Holistic Assessment
Formative Assessment
Portfolios
Self Assessment
Peer Support
Online Forums
Project Based Learning
Flexible Assessments
Feedback
Status, Access, Power
Badges, Points,
Smartphones & Social Media
Educational Technology Solutions
● Google Community (Groups)
● Google Forms (Feedback, Surveys)
● Google Documents (Collaboration)
● Google Sites (Free Portfolios)
● Moodle LMS (Badges)
● Free browser-based web apps (WeVideo.com)
and lots of sticky notes
Single
Sign on
to
multiple
services
Tasks, Events and SMS Notifications
Collaborative cloud documents
+Google Community
Daily Summaries
Class Absences
Sharing Work
Cats and silly stuff
Working above & beyond
Student Support
Educational Technology Solutions
● Google Community (Private)
● Google Forms
● Google Documents
● Google Sites (Free portfolios)
● Moodle LMS (Badges)
● Free browser based web apps (WeVideo.com)
and lots of sticky notes
Motivations: Bartle Player Stereotypes
Interacting (Collaborative)
Pla
yers
(People
)Acting (Competitive)
Killers
(socially dominant)
SocialisersExplorers
Achievers
Which activity BEST suits your player type?
Interacting (Collaborative)
Pla
yers
(People
)
Online survey: www.bit.ly/bartlex
Assignments - Write
Essay
Chat - Interview
Database - collect info
Forum asynchronous
discussion
Glossary - define
concepts
Lesson pathways of
learning
Quiz - Multiple choice
Wiki - collect info
Workshop - peer
assessment
Forum - online debate
Acting (Competitive)
Killers
(socially dominant)
Socialisers
Achievers
Explorers
Moodle for motivation toolguide
www.bit.ly/mfm2013
Which House will become the
noble family to rule over all of
Tareesteros?
Guilds
● Movie Makers
● Photographers
● Game Design
● 2D animation
● 3D animation
● Sound Editing
● Visual Design
● Coding
Houses
● House of Martel
● House of Blue
Phoenix
● House of Nomadic
Bastards
● House of Aldmers
HousesThese are friendship
based groups of 4 - 5
people. Attendance and
participation is rewarded
through points or group
voting on best product.
Each week one house is
declared the winner
based on total points of
individuals plus house
points earned.
Achievements are offered
to encourage teamwork,
eg
- Supportive
- Positive Feedback
- Originality
Guilds
Guilds are skilled-based
groups. There are 1 - 3
nominated Guild leaders for
each skill. Each learner
chooses their own area of
speciality. They collect
resources, provide
demonstrations and support
other people to improve
their skills in this area.
Badges are provided as
Master or Mentor levels in
each Guild.
Which House will become the
noble family to rule over all of
Tareesteros?
This classroom
gamification project
aims to increase
engagement in class
activities,
attendance,
confidence to
continue learning,
and increase
completion rates for
a qualification in
Certificate III /IV in
Digital Media.
The students are
mainly young men 17
- 22 with a few
mature age students.
The average
completion rates for
VET (TAFE) courses is
32%. In smaller
regional towns this
figure drops even
lower.
Expectations
1) Show respect
2) If your mobile phone
distracts other learners you
will be asked to keep it on
silent
3) Listen to other people’s
opinion
4) Contribute to group
activities
5) Offer assistance to other
students
6) Boost people's confidence,
we are all here to learn
7) Please consider your
fellow classmates and
shower and wear
deodorant
Flaying
1) Smelly feet - keep your shoes
on please
2) Swearing at other villagers
3) Criticizing (Unless someone
has asked your opinion)
4) Late back from breaks , so
others can’t learn
5) Not putting your rubbish in the
bin and cleaning up crumbs
6) Negativity
7) Bullying of students or the
teacher
8) Discrimination and harassment
9) Stealing content and ideas
without referencing
10) Pathetic excuses
11) Distracting other students (see
TAFE policies)
12) Misuse of the Internet and
computers (see TAFE policies)
Laws of the realm
Team work
achievements
Collect at least one of each
achievement to earn a Masters
badge
1. Timekeeper
2. Note taker
3. Observer
4. Leader
5. Empowerer
6. Presenter
Individual
Achievements
1. Media Management (Good
naming and being organised)
2. The Discoverer (For finding
something awesome and
sharing it)
3. The Night’s watch (For after
hours activities)
4. Mother Earth (Sustainable
practice)
5. Inspector (Safe workplace)
6. The Explorer (Going where no
man has gone before)
The Cards of Fate
Each Guild is given a learning space
on Moodle LMS to collect info.
They become the mentors for other
learners in this area. Two levels of
badges can be earned: Master or
Mentor. These badges can be
exported to an individual’s
backpack to display online. We
printed hardcopy versions too at
student request.
These badges match up to units on
specific media topics: Website
Design, 2D Animation, Audio.
Moodle configured as a gamification platform: www.truth-or-dare.org
A final award ceremony was held to announce the
winning house who will rule over Tareesteros.
We recorded this event on a video which you can find on
the Velvet Throne showcase, along with links to student
portfolios, and work samples. www.bit.ly/tafeshowcase
Final survey results
Gamification had a positive effect on
1. Successful completion of a TAFE
qualification (12/20 this year - about <
50%?),
2. Confidence to continue studies and desire to
keep learning
3. Participation in activities and attendance
My reflections
1. Fairness, negotiation and being explicit eg final
week / winner
2. People are proud of what they have achieved,
rather than feeling like a failure
3. Quantifying contributions made me aware of
how hard we push students to meet
performance standards consistently. It would
be better to work with the rhythms - they are
exhausted late in the day / week / term/
You are welcome to keep in contact