Transcript Play as You Learn? Gamification as a Technique for

Play As You Learn
Gamification as a Technique
for Motivating Learners
Dr. Ian Glover
Sheffield Hallam University, UK
[email protected]
Gamification
• Using
game-design concepts in domains
– Typically, but not exclusively, from computer games
• Distinct
from Game-Based Learning and
Serious Games
– Gamification adds an extra layer over existing
activities
– GBL and SG uses games as the learning medium
Motivation
•
Intrinsic
– Personal
– Strong
•
Extrinsic
– External
– Weak (usually)
•
Mixed motivations common
– e.g. interested in the topic, but also
want to gain recognition from peers.
Key Game Concepts
• Goal-focused
• Reward
activity
mechanism(s)
• Progress
tracking
Goal-focused Activity
• Working
• Large
towards clearly defined targets
goals should be broken down into sub-
tasks
• Each
sub-task should progress towards the
overall goal
Reward Mechanism(s)
• Different
mechanisms appeal to different
people:
– Peer recognition
– Awards
– Benefits / Prizes
• Unappealing
rewards have little motivational
effect
• Possibly
allow learners to choose rewards
Progress Tracking
• Progress
within overall goal, and any subtasks, should be readily available
• Progress
can be shown relative to peers
– e.g. Leaderboards
• Progress
tracking is not a substitute for
assessment
Existing Uses of Gamification
Education Uses
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Open Study
ClassDojo
Open Badges
Webmaker
•
Passport to
Professional Skills
• Online Travel Training
• 'Gold stars'
Business Uses
Other Uses
•
•
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RedCritter Tracker
Badgeville
FourSquare
DevHub
•
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Academic Experts
Chore Wars
Crowdrise
my1login
Quick Exercise
How would you Gamify Edmedia?
•
What would be the goal?
•
•
•
What would you encourage/discourage?
What rewards would you give?
How would you track activity?
Criticism of Gamification
• Over-justification
effect
– Extrinsic motivation can have negative effect on intrinsically
motivated learners (Groh, 2012)
creates illusion of activity being
rewarding (Teti, 2012)
• Only
• Encourages
addicted/compulsive behaviour?
(Zichermann, 2011)
• 'Rankings'
(Williams, 2012)
may discourage some people
To Gamify or Not?
•
Is motivation a problem?
• Are there behaviours to encourage/discourage?
• Does the activity lend itself to game concepts?
• Would this create a parallel assessment route?
• Would some learners be favoured over others?
• What rewards would work best?
• Are rewards too easy to obtain?
• Will it encourage learners to spend too long on
particular activities?
Gamifying e-Learning
•
e-Learning systems routinely capture data useful
for gamification
– Link Classroom Clickers to leaderboards
– Publicly rank learners according to grade
– Adaptively release new materials and activities upon
mastery
•
Encourage cooperative/collaborative learning
•
More ideas: http://www.growthengineering.co.uk/how-to-gamify-15-ways-tointroduce-gaming-concepts-into-elearning
– Reward contribution to forums, wikis, etc.
– Issue badges for achievement
Gamification
+ is a recent term for an established idea
+ can be a useful motivational tool
+ is particularly suited to behavioural
reinforcement
+ lends itself well to e-Learning
– isn't for every situation
– may have negative effects
– needs careful planning
Claim a Reward for Attending
Questions?
Or use code:
VCVAWP at
http://badg.us
Dr. Ian Glover
Sheffield Hallam University, UK
[email protected]
References
•
Groh, F. (2012). Gamification: State of the Art Definition and Utilization. In
Proceedings of the 4th seminar on Research Trends in Media Informatics, 39-46.
•
Teti, J. (2012). Rev. of Assassin’s Creed III. The Gameological Society.
•
Williams, J. (2012). The Gamification Brain Trust: Intrinsically Motivating People to
Change Behavior (part 2). Gamesbeat.
•
Zichermann, G. (2011). Gamification has issues, but they aren’t the ones everyone
focuses on. [Editorial] O’Reilly Radar.