Gamification of Education
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This document discusses gamification and its application to education. It covers several key concepts related to gamification including motivation, flow, and learning contracts. Motivation is discussed in the context of self-determination theory and factors like competence, autonomy, and relatedness. Flow is described as the optimal state of intrinsic motivation that occurs when a person's skills are fully engaged with challenging tasks. Learning contracts are presented as a way to increase student autonomy and responsibility. The document also outlines several principles of gamification including using points, badges, and leaderboards to motivate behaviors. It recommends defining objectives, target behaviors, and your players when designing a gamified system. Finally, it presents some online platforms that can be used to implement gamification
Gamification of Education
- 1. ANGELA HOUSAND BRIAN HOUSAND bit.ly/nagc2012
- 2. AGAMES AND PLAY B MOTIVATION C contracts D gamification G PLATFORMS
- 3. LEVEL ONE GAMES and PLAY
- 8. what is a game RULES OBJECTIVES OBSTACLES
- 9. GAMES GAMES ARE OFFER VOLUNTARY CHOICES CHOICES CONSEQUENCES HAVE OFFER CONSEQUENCES FEEDBACK
- 10. FREEDOM TO EXPERIMENT FREEDOM TO FAIL FREEDOM TO TRY ON DIFFERENT IDENTITIES FREEDOM OF EFFORT -Scot Osterweil
- 11. 10,000
- 13. 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 Principle 9) 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 Principle 18) 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 Principle 35) Affinity Group Principle 36) Insider Principle
- 14. Games are the most elevated form of investigation.
- 15. LEVEL TWO MOTIVATION AND FLOW
- 16. Motivation (Malone & Lepper, 1987) Curiosity Control Optimal Challenge Fantasy Interpersonal (Cooperation, Competition, & Recognition)
- 17. Creatively Gifted • Curious • Independent • Attracted to complexity • Originality in thought and action • Willing to take risks • Aware of their own creativeness • Need to produce
- 18. Motivation is Complex Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest
- 19. Intrinsic Motivation (Self-Determination Theory) Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest Relatedness
- 20. RELATEDNESS... Feeling connected to others and having a sense of belonging to a community.
- 21. COMPETENCE… Ability to demonstrate one’s capacity for success when faced with a challenge or opportunity.
- 22. COMPETENCE… Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors. (Bandura 1986, 1997)
- 23. Autonomy The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.
- 24. ON TARGET Autonomously-Motivated Students •Higher academic achievement •Higher perceived competence •More positive emotionality •Higher self-worth (Reeve, 2002)
- 25. ON TARGET Autonomously-Motivated Students • Preference for optimal challenge • Enjoy engaging challenges • Stronger perceptions of control • Greater creativity • Higher rates of retention (Reeve, 2002)
- 26. Motivation Self-Determination (Malone & Lepper, 1987) (Deci & Ryan, 1980; 2000) Curiosity Goal Pursuit Control Autonomy Optimal Challenge Competence Fantasy Achievement Interpersonal Relatedness (Cooperation, Competition, & Recognition)
- 28. l n ne a Ch F l ow Apathy
- 29. To Experience FLOW... ...the task must provide clear goals and feedback.
- 30. To Experience FLOW... ...one must become immersed in the activity.
- 31. To Experience FLOW... ...the task must be challenging and require skill.
- 32. To Experience FLOW... ...one must learn to enjoy immediate experience.
- 33. To Experience FLOW... ...one must loose one’s sense of self.
- 34. l n ne a Ch F l ow Increasing Skills Increasing Challenge Increasing Challenge Increasing Skills Apathy
- 35. Motivation FLOW (Malone & Lepper, 1987) (Csikszentmihalyi, 1975) Curiosity Clear Goal Adjust Performance Control Based on Feedback Optimal Challenge Balance Challenge & Skill Level Fantasy Enjoyment Interpersonal Transcend Self (Cooperation, Competition, & Recognition)
- 36. LEVEL THREE LEARNING CONTRACTS
- 39. A Timeline with Feedback Opportuni,es Built-‐in
- 40. Clear Content & Resources Accountability
- 41. Accountability Clear Strategies & Skills
- 42. • Agreement between teacher & student • Student independence & autonomy • Increased student responsibility • Provides freedom in acquiring skills
- 43. Motivation FLOW Learning (Malone & Lepper, 1987) (Csikszentmihalyi, 1975) Contracts Curiosity Clear Goal Clear Expectations Adjust Performance Benchmarks & Control Based on Feedback Defined Responsibility Balance Challenge & Defined Content & Optimal Challenge Skill Level Skills Fantasy Enjoyment Achievement Interpersonal (Cooperation, Competition, & Transcend Self Authentic Audience Recognition)
- 44. 10,000
- 45. Person Environment Fit • Person / Environment fit is the degree to which a person or their personality is compa8ble with their environment
- 46. Good Environmental Fit Occurs When: A person adjusts to their surroundings AND The environment adapts to fit their needs
- 47. Motivation FLOW Learning Gamification (Malone & Lepper, 1987) (Csikszentmihalyi, 1975) Contracts (McGonigal, 2010) Clear Curiosity Clear Goal Clear Objective Expectations Adjusted Benchmarks & Blissful Control Performance Responsibility Productivity Balance Optimal Defined Urgent Challenge & Challenge Content & Skills Optimism Skill Level Fantasy Enjoyment Achievement Epic Win Interpersonal Authentic (Cooperation, Competition, & Transcend Self Social Fabric Recognition) Audience
- 49. GAME BASED LEARNING “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 RISKS TO FIND SOLUTIONS without the feeling that they are doing something wrong. GAMES ENCOURAGE STUDENTS TO MAKE AND LEARN FROM MISTAKES , which is a particularly important concept in the K-12 setting.”
- 50. GAMIFICATION: The use of game elements and game-design techniques in non-game contexts.
- 51. POINTS BADGES LEADER BOARDS
- 52. POINTS Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display of Progress Data for Game Designer
- 53. BADGES Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers
- 54. LEADER BOARDS
- 55. ENGAGE
- 57. COLLABORATION CONTENT CHOICE -Alfie Kohn
- 58. DEFINE LEARNING OBJECTIVES
- 59. DELINEATE TARGET BEHAVIORS 2. Delineate Target Behaviors
- 62. DON’T FORGET THE FUN!
- 63. DEPLOY APPROPRIATE TOOLS
- 67. CHALLENGE WRAP UP THOUGHTS STAR Legacy PERSPECTIVES ASSESSMENT & RESOURCES
- 69. ROAD TO GIFTED
- 71. Edmodo is a free, secure, social learning platform for teachers, students, schools, and districts. FREE! FEATURES: Groups Messages Assignments Calendar Poll Student Emails NOT required!
- 84. GAME OVER ?????
- 85. Smithsonian American Art Museum
- 92. 92
- 93. COMPUTER USE INTERNET USE CREATIVITY CELL PHONE USE VIDEO GAME PLAY 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.
- 94. VIDEO GAME PLAY CREATIVITY 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.
- 95. GAME ON!