Gamification of Learning (High Tech, High Touch course)
3 likes1,758 views
This document discusses gamification and game-based learning. It begins by asking questions about games and play. It then provides statistics on gaming and discusses how games appeal to students. The document outlines characteristics of games and what defines a game. It discusses using games in education by applying game mechanics to learning. Examples are provided of content-specific games and initiatives that incorporate games. Benefits of games for learning like feedback, collaboration and problem-solving are highlighted. The document concludes with references for further information.
![Gamification [n]:Gamification [n]:
the use of game
design elements
in non-game
contexts
- The Gamification Infographic](https://image.slidesharecdn.com/gamificationoflearning-htht-140718155416-phpapp01/85/Gamification-of-Learning-High-Tech-High-Touch-course-5-320.jpg)
![Game-Based Learning [n]:Game-Based Learning [n]:
Learning through
the use of games](https://image.slidesharecdn.com/gamificationoflearning-htht-140718155416-phpapp01/85/Gamification-of-Learning-High-Tech-High-Touch-course-39-320.jpg)
Gamification of Learning (High Tech, High Touch course)
- 1. Gamification &Gamification & Game-BasedGame-Based LearningLearning Krista Leh Rundell Email: kristalehrundell@gmail.com Twitter: @klrundell
- 2. Consider these questions:Consider these questions: What is your favorite game? Why? What is “play”? What does Engaged learning look like, sound like, feel like? What are the games your students play? Why do you think they play them so often?
- 3. Other considerations:Other considerations: Did you mention a sport, board game, puzzle game, or online game? Why are our students so engaged in these games? Do our students play sports? Board games? Puzzles? Online games?
- 4. POPULAR ONLINE GAMES Which ones do YOU play?
- 5. Gamification [n]:Gamification [n]: the use of game design elements in non-game contexts - The Gamification Infographic
- 6. Characteristics of a GameCharacteristics of a Game Defining Trait Purpose Importance Goal Explains Outcome - Provides Sense of Purpose - Focuses Attention Rules Places Limitations - Unleashes Creativity - Fosters Strategic Thinking Feedback Discloses Proximity to Goal - Promises Achievability - Encourages Motivation - Jane McGonigal
- 7. What is a Game?What is a Game? Defining Trait Purpose Importance Goal Explains Outcome - Provides Sense of Purpose - Focuses Attention Rules Places Limitations - Unleashes Creativity - Fosters Strategic Thinking Feedback Discloses Proximity to Goal - Promises Achievability - Encourages Motivation Voluntary Participation Evens “Ground” - Promotes safe, fun environment with challenges - Jane McGonigal
- 8. DEBRIEFING – a key learning component (Feedback) Social Interactions - What helped us succeed? - What hindered our success? - What do we need to do differently next time? Academics - Where am I in terms of the goal? - What do I need to do to move toward goal?
- 9. What is a Game?What is a Game? - Jane McGonigal
- 10. History of GamingHistory of Gaming Go to this website and read about The History of Gaming. http://www.ancient.eu.com/article/81/
- 11. Today’s StatisticsToday’s Statistics A half billion people on Earth spent an hour per day gaming Collectively, our planet now spends 3 billion hours a week gaming By age of 21, the typical American will have spent10,000 hours playing games - as many hours of games as spent time in MS and HS – parallel structure Research indicates pro-social results of gaming for up to 21 hours per week (MIT)
- 12. Today’s StatisticsToday’s Statistics Technology is changing the way we think, learn, and communicate “Why do we let people put the best of themselves into a virtual world?” - Jane McGonigal
- 13. Rapid Change in ErasRapid Change in Eras Daniel Pink, A Whole New Mind
- 14. Rapid Change in ErasRapid Change in Eras “Technologies, cultures, climates may change, but our basic human needs and desires do not. To survive, to care for our families, and to lead happy, purposeful lives.” - Jane McGonigal, Reality is Broken
- 17. What’s Happening In Education?What’s Happening In Education?
- 18. This is what we want in education… students SO engaged that they WANT to come to school.
- 19. Jane McGonigalJane McGonigal Please watch the two videos by Jane McGonigal: The Game That Can Give You Ten Extra Years of Life Skills Students Are Learning From Games (Links on the wiki – mod 9)
- 20. Appeal of Games: 1. Clear Goals & Objectives 2. Specific, Constructive Feedback 3. Failure is Low-Risk 4. Draw on Strength of Others 5. Incremental Learning 6. Cascading Information Theory
- 21. Cognitive Benefits: Whole Child Benefits: Processing & Constructing of Knowledge Engagement Connecting, Transferring, Sharing Info Motivation Better Retention of Information Collaboration Systems-Thinking Work Ethic & Pride Attention to Detail Resiliency Freedom to Experiment; Risk-taking Sociability Failure as Growth Evolution of Self Multiple Approaches Relationship Management Problem-Solving Creativity Negotiation
- 22. High Tech vs. Low TechHigh Tech vs. Low Tech www.education.mit.edu The Education Arcade explores games that promote learning through authentic and engaging play. TEA's research and development projects focus both on the learning that naturally occurs in popular commercial games, and on the design of games that more vigorously address the educational needs of players.
- 23. Transference to EducationTransference to Education
- 24. Transference to EducationTransference to Education
- 25. PLAYPLAY Can I join you? Can I save it? Can I show you how?
- 27. Dice Games – World LanguageDice Games – World Language #1 1 – 1st person Singular 2 – 2nd person Singular 3 – 3rd person Singular 4 - 1st person Plural 5 – 2nd person Plural 6 – 3rd person Plural #2 1 – Comer 2 – Playar 3 – Estar 4 – Preguntar 5 – Creer 6 – Cambiar C O N T E N T A P P L I C A T I O N S ?
- 29. 3 letter word = 1 point 4 letter word = 2 points 5 letter word = 3 points 6+ letter word = 4 points ClothespinsClothespins C O N T E N T A P P L I C A T I O N S ?
- 36. Continuum of OptionsContinuum of Options Strongly Disagree Strongly Agree AgreeDisagree C O N T E N T A P P L I C A T I O N S ?
- 39. Game-Based Learning [n]:Game-Based Learning [n]: Learning through the use of games
- 40. Work/Occupation Related GamesWork/Occupation Related Games Med. Students: “ER: Code Red” ◦ As Dr, have to treat 35 cases Doctors & Nurses: “Septris” ◦ Stanford: ID and manage outbreak Global Issues: “Evoke” ◦ World Bank: solve social problems Military: Skill training games
- 41. Lexica science social studies reading science world language literature
- 42. Using Games in EducationUsing Games in Education Play a game to learn new content Participate in simulations to test theories & variables Analyze points of view through characters’ actions Document own learning through reflection Research new content through creation of another game - Klopfer, Osterweil, Groff, & Haas
- 43. Why are you using a game?Why are you using a game? Provide domain-specific content? Provide domain-specific analytic and problem-solving approaches? Enhance skill transfer to related tasks and domains? Enhance general skills or cognitive process? Develop specific social structures? Improve participant motivation? - Ruben R. Puentedura
- 44. Remember…Remember… Use inconsequential competition Target essential academic content Debrief game Review difficulties Allow for students to re-process information and revise notes - Robert Marzano
- 45. Initiatives and GamesInitiatives and Games THE ACTIVITY THE DEBRIEF ◦ What? What specifically did each member do? ◦ So What? How did our actions and learning impact us in the game? (life skills - ex: cooperation) ◦ Now What? How will we take these learning into the “real world” or back into the content?
- 46. Appeal of Games: In the Classroom: 1. Clear Goals & Objectives - ESSENTIAL QUESTIONS - RUBRICS 2. Specific, Constructive Feedback - WHAT IS GOING WELL - HOW TO IMPROVE 3. Failure is Low-Risk - FORMATIVE ASSESSMENT 4. Draw on Strength of Others - PAIRS/GROUPS 5. Incremental Learning / Cascading Information Theory - MOVE FORWARD WHEN PROFICIENCY ACHIEVED
- 47. ReferencesReferences Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium. Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the Technology of Today, in the Classroom of Today. http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Moving Learning Games Forward. http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf Marzano, R. (2010). Using Games to Enhance Student Achievement., Association for Supervision and Curriculum Development, Volume 67 (5), pp. 71-72. http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using- Games-to-Enhance-Student-Achievement.aspx McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin, 2011. Print. Puentadura, R. (2009, August 3). Game and Learn: An Introduction to Educational Gaming. http://hippasus.com/rrpweblog/archives/000039.html Teach Thought http://www.teachthought.com/technology/difference-gamification- game-based-learning/ The Gamification of Education infographic. https://www.knewton.com/gamification- education/
Editor's Notes
- #3: board games, physical games, puzzle games, online games, console games, mobile games, etc. Good learning – students are doing these OUTSIDE of the classroom – immersed in popular technologies MIT)
- #4: board games, physical games, puzzle games, online games, console games, mobile games, etc. Good learning – students are doing these OUTSIDE of the classroom – immersed in popular technologies MIT)
- #7: Biases against games – Don’t play games with me, feel manipulated and that others are using strategy against us Strategic thinking is defined as a mental or thinking process applied by an individual in the context of achieving success in a game or other endeavor. As a cognitive activity, it produces thought.
- #8: Biases against games – Don’t play games with me, feel manipulated and that others are using strategy against us
- #10: Robert Marzano
- #11: Herodotus told story of Ancient Lydia 700 BC – used to distract themselves from hunger for 18 years using sheep knuckles for dice. After 18 years someone had to move out. Played a dice game. Half population had to move = built ships moved to Northern Italy = Etruscans
- #12: Why do we let people put the best of themselves into a virtual world? Research shows that happiest when failed but getting feedback – learned, powerful, confident – monkey in space, experience points, stats to show what we need to do, still make an impact
- #13: Why do we let people put the best of themselves into a virtual world? Research shows that happiest when failed but getting feedback – learned, powerful, confident – monkey in space, experience points, stats to show what we need to do, still make an impact
- #14: Pg. 5 quote – McGonigal Technologies, cultures, climates may change, but our basic human needs and desires do not. To survive, to care for our families, and to lead happy, purposeful lives. Daniel Pink’s A Whole New Mind
- #15: Pg. 5 quote – McGonigal Technologies, cultures, climates may change, but our basic human needs and desires do not. To survive, to care for our families, and to lead happy, purposeful lives. Daniel Pink’s A Whole New Mind
- #18: Our kids need movement – every 7-8 minutes research now says Physical linked to mental Roll-back syndrome
- #19: Barriers to Innovation – MIT, Klopfer, Osterweil, Groff, Haas The Context – School The Innovator – Teacher The Innovation – Tool The Operator - Student
- #20: hadn’t worked so hard 2. stayed in touch with friends 3. let self be happier 4.had courage to express true self 5. true to dream Play – tackle tough challenges, adopt an identity, recruit allies, power up to energize, battle bad guys,
- #22: Systems-thinking – mindful of how their actions impact others
- #24: Games stimulate the brain to produce dopamine Dopamine helps orient attention and encourages the creation of the connection between neurons The connection, or synapses, are the physical basis for learning
- #25: Games stimulate the brain to produce dopamine Dopamine helps orient attention and encourages the creation of the connection between neurons The connection, or synapses, are the physical basis for learning Need to move every 7-8 minutes – physical or emotional movement
- #26: Q2L – show video of Katie Salen
- #27: Blank Cubes for Who? What? When? Where? Why?
- #30: Goal: Gather as many points as possible. Rules: LIKE BOGGLE. Pick 2 clothes pins and put on shirt. Have 30 seconds to grab clothespins off friends. Return to group. Have three minutes to create as many words as possible using all your clothespins. Add up points and share out. - BIGGEST word / sentence using each letter only once – 2 minutes.
- #31: Teams by grade level? One rep to me to pick up letters, chart paper and marker Must be related to some aspect of student engagement
- #32: $3.50 each board
- #33: Simulations – analogies for real-world events
- #36: Simulations – analogies for real-world events
- #37: In triads with arms linked, silently move. Then talk.
- #41: But such reality-based video games could help prepare recruits for the mental horrors of war, help train them for the real thing and even help prevent cases of post-traumatic stress disorder (PTSD) in soldiers. represent Army values and career options
- #42: Simulations – analogies for real-world events Education games