Transform your E-learning with Playful Design and Gamification
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The document outlines a webinar by Dr. Stylianos Mystakidis discussing the integration of playful design and gamification in e-learning, particularly in social virtual reality (SVR) environments. It highlights the challenges of emergency remote teaching, the use of gamification to enhance student engagement, and various case studies including the Maya Island virtual museum and MOOCs. The findings suggest that playful and gamified approaches can significantly improve motivation, completion rates, and the overall quality of learning in distance education.
Transform your E-learning with Playful Design and Gamification
- 1. Transform your E-learning with Playful Design and Gamification Dr. Stylianos Mystakidis University of Patras & Hellenic Open University BCS Webinar. BCS. 15 Oct 2020
- 2. Webinar Objectives • Appreciate Playful & Gameful Design • Value 3D E-learning (SVR) • Identify personal meaningful strategies & approaches 5 Oct 2020BCS Webinar. BCS. 2
- 3. Challenge • Emergency remote teaching • Rapidly rising demand for tertiary education and life-long learning • Unfulfilled potential of E-learning 5 Oct 2020BCS Webinar. BCS. 3
- 4. BCS Webinar. BCS. 4 MOOCs, we have a problem... 5 Oct 2020
- 5. BCS Webinar. BCS. 5 Motivation Enhancement Methods 5 Oct 2020 Serious / Epistemic Games Gameful Design / Gamifica tion Toys Playful Design Whole Parts Game Play
- 6. BCS Webinar. BCS. 6 Playful Design 5 Oct 2020
- 7. We invite you to become one of the AI NPC Lab's Experts in Virtual Worlds Education and Artificial Intelligence. We are looking forward to affirming your skills in a series of quests in the coming weeks. Are you ready for it? Initial, stage-setting message of the story
- 8. BCS Webinar. BCS. 8 Gamification 5 Oct 2020
- 9. Playful & Gameful Design in E-learning • Playful Design • Story • Metaphors • Aesthetics (e.g. Sound) • Gameful Design • Game MOOC 5 Oct 2020BCS Webinar. BCS. 9 https://vimeo.com/15751238
- 10. Social Virtual Reality (SVR) • Superior self-expression • Formal and informal genuine peer communication • Active, authentic, motivating experiences 5 Oct 2020BCS Webinar. BCS. 10
- 11. Social Virtual Reality Platforms & Technologies • Client (3D Virtual Worlds, e.g. Second Life, OpenSim, Minecraft Edu, VirBela) • VR HMDs (AltspaceVR, ENGAGE) • WebXR (Mozilla Hubs) • Mobile (Rec Room) 5 Oct 2020BCS Webinar. BCS. 11
- 12. BCS Webinar. BCS. 125 Oct 2020 Conferences in Social Virtual Reality • Virtual World Best Practice in Education Conference (2010- ) • IEEE VR 2020 Conference (March 2020) • iLRN 2020 Conference (June 2020) • Hundreds of concurrent users in VR
- 13. I. Maya Island Virtual Museum A Virtual Learning Environment, Museum, and Library Exhibit BCS Webinar. BCS. 135 Oct 2020
- 14. UW Maya Virtual Museum 4 sections: • Maya Medicine • Maya Science • Maya Mythology Triathlon • Explorer’s Cove 5 Oct 2020BCS Webinar. BCS. 14 Quick overview: https://youtu.be/mIwFGqg2rPU
- 15. Maya “Ball Game” (world’s first team sport) 5 Oct 2020BCS Webinar. BCS. 15 • Playful, immersive learning experience • Maya history & mythology • Rules • Play • Prize
- 16. BCS Webinar. BCS. 165 Oct 2020 Playful design: Surprise! The “Bump” – the divine challenge! Following the footsteps of the mythological forefathers to Xibalba, the Mayan underworld!
- 17. BCS Webinar. BCS. 175 Oct 2020 Results • 2 International Awards, 1 National Seal of Teaching Excellence • Learning went viral; over 5,000 visitors in 12 months from all over the world explored the open-access museum • K-12, higher education classes - Inspiration to famous museums • New cooperative research opportunities
- 18. II. OpenQuest: Designing a Motivational Framework for MOOCs Instruction BCS Webinar. BCS. 185 Oct 2020
- 19. BCS Webinar. BCS. 19 Theoretical Foundations 5 Oct 2020
- 20. BCS Webinar. BCS. 20 OpenQuest Framework for Massive Open Online Courses (MOOCs) 5 Oct 2020
- 21. III. Designing and Implementing a Big Open Online Course by using a 3D Virtual Immersive Environment – lessons learned BCS Webinar. BCS. 215 Oct 2020
- 22. The OWIL MOOC in a nutshell • Free and Open For all! • Workshop (problem-based course) • Distance Blended Learning Synchronous Meetings Asynchronous Activities 5 Oct 2020BCS Webinar. BCS. 22
- 23. OWIL MOOC Stats • 5 modules • 18 weeks • 2 instances • 311 participants • 23 departments 5 Oct 2020BCS Webinar. BCS. 23
- 24. BCS Webinar. BCS. 24 Method 5 Oct 2020 • RQs: Can a motivation-enhanced environment in a MOOC have a positive impact on completion rates and on the quality of learning? • Mixed method (sequential data collection) • Quantitative data: Online Questionnaire • Qualitative data: Semi-structured interviews • N=73
- 25. BCS Webinar. BCS. 25 Evaluation: OWIL learning impact 5 Oct 2020 Median Mode IQR Variation Ratio I liked it 4 4 1 0,57 I acquired new knowledge 3 3, 4 2 0,77 I acquired new skills 4 5 2 0,68 I will apply what I’ve learned 4 4 2 0,61 I found the course useful 5 5 1 0,70 I would recommend the course to my friends 5 5 1 0,71
- 26. BCS Webinar. BCS. 26 Evaluation: How satisfied where you with the following components of OWIL? 5 Oct 2020
- 27. OWIL participation and completion rate Participa nts Complete d Completi on rate OWIL I 92 30 32,61% OWIL II 219 71 32,42% Total 311 101 32,48% 5 Oct 2020BCS Webinar. BCS. 27
- 28. Results • RQ1 confirmed: Sustainable, high completion rates (>32%), higher than average MOOCs • RQ2 confirmed: • Achievement of learning goals • Acquisition of new skills • Virtual community of practice BCS Webinar. BCS. 5 Oct 2020 28
- 29. IV. Distance Education Gamification in Social Virtual Reality: A Case Study on Student Engagement BCS Webinar. BCS. 295 Oct 2020
- 30. Postgraduate Distance Learning Course Gamification UWE MA Education in Virtual Worlds (2 years, 8 modules) Module “Artificial Intelligence, Bots and Non-Player Characters” (12 weeks, 7.5 ECTS) BCS Webinar. BCS. 305 Oct 2020
- 31. BCS Webinar. BCS. 31 Indicative Quests 5 Oct 2020 Type Quest Title Class XP Raid SWOT Analysis Monk 45-60 Solo Chatbot Skillbuilder Artisan 60 Guild Learning Archetype Identification Debate Game Bard 65-80 Solo Learning Archetype Design Challenge Monk 70 Raid Mapping Learning Archetypes across the cognitive domain Bard 55-70 Guild Collaborative analysis of AI uses in VWs Monk, Bard 55-70 Solo Puppeteer Skillbuilder Artisan 70
- 32. Character classes Monk - Student of sources and defender of the written word Artisan - Possesses building & bot programming skills Bard - Master of Lore, versed in Web chat bots and public performances BCS Webinar. BCS. 5 Oct 2020 32
- 33. BCS Webinar. BCS. 33 Method 5 Oct 2020 • Research Question: what is the effect of a gamified curriculum design in student engagement? • Social constructivist epistemological underpinnings • 14 students • Qualitative data: student work, blog posts, observation, recorded tutorials, chat transcripts • Data analysis: content analysis according to the taxonomy of student engagement
- 34. Results • High levels of creative thinking and innovative adaptation • Proposal for additional, voluntary activities beyond the constraints of the compulsory and optional curriculum tasks • Achievement of high levels of student engagement by integrating AI solutions in VR BCS Webinar. BCS. 5 Oct 2020 34
- 35. BCS Webinar. BCS. 355 Oct 2020 Conclusion • Web-based e-learning platforms have limitations for semester-long courses • Social Virtual Reality can support deep meaningful learning in distance edu • Playful Design and Gamification can enhance the motivation of participants by transforming learning
- 36. BCS Webinar. BCS. 365 Oct 2020 3D or not 3D? That is the question... The answer is up to you!
- 37. Thank you for your attention! Dr Stylianos Mystakidis Learning Innovator smyst@upatras.gr Questions? BCS Webinar. BCS. 5 Oct 2020 37
- 38. Useful References & Links • Pellas, N., & Mystakidis, S. (2020). A systematic review of research about game-based learning in virtual worlds. Journal of Universal Computer Science. Retrieved from https://www.researchgate.net/publication/343523671_A_systematic_review_of_research_ab out_game-based_learning_in_virtual_worlds • Mystakidis, S. (2020). Distance Education Gamification in Social Virtual Reality: A Case Study on Student Engagement. Proceedings of the 11th International Conference on Information, Intelligence, Systems and Applications (IISA 2020). • Mystakidis, S., Berki, E., & Valtanen, J. (2017). Designing and Implementing a Big Open Online Course by using a 3D Virtual Immersive Environment – lessons learned. 9th Annual International Conference on Education and New Learning Technologies (EDULEARN17) Proceedings, 8070–8079. https://doi.org/10.21125/edulearn.2017.0487 • Mystakidis, S., & Herodotou, C. (2016). OpenQuest: Designing a Motivational Framework for MOOCs Instruction. MOOCs in Europe, 141–145. Retrieved from http://eadtu.eu/images/publicaties/MOOCs_in_Europe_November_2015.pdf • Hill, V., & Mystakidis, S. (2012). Maya Island virtual museum: A virtual learning environment, museum, and library exhibit. 2012 18th International Conference on Virtual Systems and Multimedia, 565–568. https://doi.org/10.1109/VSMM.2012.6365978
- 39. Social Virtual Reality Platforms • Second Life https://secondlife.com/ • Minecraft Edu https://education.minecraft.net/ • OpenSim http://www.opensimulator.org/ • VirBela https://www.virbela.com/ • AltspaceVR https://altvr.com/ • ENGAGE https://engagevr.io/ • Mozilla Hubs https://hubs.mozilla.com/ • Rec Room https://rec.net/ • Rumii https://www.dogheadsimulations.com/rumii