@gradecraft

School is a GameBut is it a good game?

Anthony Whyte and John JohnstonThe University of Michigan

@gradecraft

The Challenge We Face

• We want students to:

• be deeply engaged with subject matter

• work hard and take on intellectual challenges

• take risks and try new things

• be resilient in the face of failure

• But the way our educational system is designed (including at Michigan) encourages exactly the opposite behaviors

@gradecraft

Which Brings Us to…

• Games as models for learning environments

• Well-designed games:

• Get players engaged early, and keep them engaged

• Appeal to players’ sense of curiosity (What will happen next?)

• Encourage players to take risks

• People play well-designed games BECAUSE THEY ARE CHALLENGING, not despite the challenge

@gradecraft

What is a “game”?

“A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.”

(Salen & Zimmerman, 2003)

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How can we make formal courses

into better games?

@gradecraft

Typical Game Elements

• Points

• Badges

• Rewards

• Leader Boards

• Avatars/Characters

These are the superficial elements of games. We need to change the underlying mechanics of

our courses if we want to change motivation and engagement.

@gradecraft

It Doesn’t Have to Feel “Like a Game”

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WHAT ARE THE ATTRIBUTES OF GOOD GAMES/COURSES?

FREEDOM TO FAIL

MULTIPLE ROUTES

AFFINITY GROUPSINTRINSIC & EXTRINSIC

MOTIVATION

CLEAR GOALS

GEE, 2005

ENCOURAGE EXPLORATION

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WHAT ARE THE ATTRIBUTES OF GOOD GAMES/COURSES?

Self-Determination Theory

Autonomy

Belonging

Competence

STUDENTS MAKECHOICES THAT MATTER

STUDENT WORK SUPPORTS MASTERY

STUDENTS FEEL CONNECTED

RYAN & DECI, 2000

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There are over 1,400 students in 15

different courses at Michigan doing this

right now

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EDUC222: Videogames & Learning

PLAYFUL COMMUNITYCORE ENGAGEMENT

Emphasis: Collaboration, Exploration, and Skill Development

ASSESSMENT PATHWAYS

Bloggingeasy

Game Critiques

Intermediate

Individualdeep Dive

difficult

Group Game DesignDifficult

Do any2x Lecture Attendance1x Reading Reaction

Weekly Work

SOFT SKILL RECOGNITION

Team Challenges build a sense of community, while

badges recognize extraordinary effort and

accomplishment.

Students have autonomy to

select additional coursework that matches

their interests and timeline.

Learning From Playing a Game(Semester Project)

Common foundation engaging with core

materials and completing a

semester-long project.

@gradecraft

• We have evidence that gameful grading systems contribute to improved student engagement and effort. We see more students actively participating, taking risks, and report enjoying working hard.

• Giving students autonomy over how theyparticipate in a course boosts their perception of its fairness and ease, ultimately resulting in their liking these systems, and feeling in control of their own outcomes.

• GradeCraft is a tool that integrates with your classroom to make it easier for you to create a gameful environment, and easier for your students to understand and navigate this new approach.

@gradecraft

GRADECRAFT FEATURES

Student Dashboard Grade Predictor

Leveling System Team Leaderboards

Badges

Course Analytics Individual Leaderboards

@gradecraft

PROJECT LEAD

Caitlin Holman

PHD STUDENTSBen PlummerJeff Stern

MSI STUDENTSMichelle FiestaAdam LevickStephanie Wooten

UNDERGRADUATESElana Graf

DEVELOPMENT TEAMAlfaJango, LLC

PRINCIPAL INVESTIGATOR

Barry Fishman

LED LabStephanie TeasleySteve Lonn

CRLTRachel Niemer

DEVELOPED IN PARTNERSHIP WITH:The Learning Analytics Task Force The Office of Digital

Education & Innovation