the gamification of education - Teaching with Technology
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THE GAMIFICATION OF
EDUCATION
By
Miary
Andriamiarisoa
June 2014
THE GAMIFICATION OF EDUCATION
OUTLINE
Introduction
Definition
Global Context
Gamification Misconceptions
Gamification Implementation Workflow
Conclusion
THE GAMIFICATION OF EDUCATION
DEFINITION
The craft of deriving all the fun and addictive elements found in
games and applying them to real-world or productive activities (Yukai Chou)
A series of design principles, processes and systems used to
influence, engage and motivate individuals, groups and communities
to drive behaviors and effect desired outcomes (Wang, R. December 2011.
Demystifying Enterprise Gamification for Business . Constellation Research) .
Gamification is using game-based mechanics, aesthetics, and game
thinking to engage people, motivate action, promote learning, and
solve problems. Kapp, Karl M. (2012). The Gamification of Learning and
Instruction: Game-based Methods and Strategies for Training and Education (p. 11)
THE GAMIFICATION OF EDUCATION
GLOBAL CONTEXT
28 million people harvest their crops
on FarmVille everyday
67% of American households play
computer or video games, spending a
total of $20.77 billion in 2012
3 billion hours a week are spent on
playing video and computer games
on planet earth
World wide video and computer
game industry, which is valued at
over $105 billion
The average video game player has been playing games for over twelve
years. The majority of our students grew up playing
(video/arcade/computer) games
Today, 26% of people playing games are over fifty (vs. 9% in 1999)
Volkswagen, The Fun Theory, Musical stairs versus escalators
THE GAMIFICATION OF EDUCATION
The Musical Stairs
Once implemented, 66% of people chose to use the musical stairs
THE GAMIFICATION OF EDUCATION
EXPLOSIVE GROW TH
More than 50% of organizations that manage innovation process will
gamify those processes within the next decade ( Gartner Group, April 2011 )
Overall market for gamification is predicted to grow to $1.6 billion,
up from a reported $100 million in 2012
Within the next five years, a gamified service for consumer goods
marketing and customer retention will become as important as
Facebook, Twitter, or Amazon
Note: these societal forces are greatly influencing the future of
learning in Higher Education
THE GAMIFICATION OF EDUCATION
GAMIFICATION MISCONCEPTIONS: What gamification IS NOT
A novelty. A 7 th -century game with a fictional battlefield including
foot soldiers, elephants, and chariots ( Bepi Entertainment. A brief history
wargaming. www.faculty.virginia.edu/setear/students/wargames/page1a.htm ).
Modern examples: frequent flyer miles, reward system, Citicard
Thank-You system, etc…
of
About Badges, Points, and Rewards. It is about engagement,
storytelling, visualization of characters, and problem solving
Trivialization of learning. Gamification is a serious approach to
accelerating the experience curve of the learning, teaching complex
subjects, and systems thinking (Kapp, Karl M. p. 13)
THE GAMIFICATION OF EDUCATION
THE GAMIFICATION OF EDUCATION
GAMIFICATION MISCONCEPTIONS: What gamification IS NOT
Easy to design. A systematic approach is required to effectively build
an impactful educational game
Perfect for Every Learning Situation
Not effective for some learning content
Not always the right tool to maximize learning
Not a magic bullet to eliminate boredom.
Game-based learning. First and foremost about the game and its
cognitive residue (Example: Civilization V, Fate of the World)
Playing. The simple introduction of a goal adds purpose, focus, and
measurable outcomes. This, in turn, transform playing into gaming
THE GAMIFICATION OF EDUCATION
GAMIFICATION IN HIGHER EDUCATION
The term “gamification” is of fairly recent coinage , however the use of
game elements to teach is certainly not new
The newness of this old idea lies in the rapidly growing acceptance of
game thinking and game mechanics
Proliferation of mobile platforms & advancements in mobile technology
expand opportunities for game-play, allowing participants to engage any
time from any place.
When applied to performance, learning, and instruction, this societal
movement (wide adoption & proliferation of gaming) is forcing a reexamination of how games impact learning and performance
Gamification of learning using technology has extremely strong support:
several grants from Next Generation Learning Challenges and the Bill &
Melinda Gates Foundation
THE GAMIFICATION OF EDUCATION
GAMIFICATION IN HIGHER EDUCATION
Pepperdine University Business School: Web-based gamification tool
called Veri, which includes leaderboard for competition, multiple
levels, testing components
Course Hero: gamified course-creation tools, coursehero.com
Penn State University, Economics, ‘Who Wants to be a Millionaire’
Excelsior College, Center for Game and Simulation -based Learning
University of Minnesota’s School of Nursing. Partnership with
technology company to develop web-based interactive games that
engage nursing students with real-life scenarios
THE GAMIFICATION OF EDUCATION
GAMIFICATION IMPLEMENTATION WORKFLOW
Define Contexts
Define Learning
Objectives
Structure the
Experience
Apply Gamification
Elements
Identify Resources
THE GAMIFICATION OF EDUCATION
WORKFLOW: DEFINE CONTEXT
DEFINE LEARNING CONTEXT
Design gaming platform to be used individually or as a group
To be used in a supervised/controlled environment (classroom, breakout
rooms) or remotely (off campus)
To be counted as optional activities, prerequisite, learning reinforcement
tool, study aid, graded, extra credits
DEFINE LEARNER CONTEXT
Define possible ‘pain points’ (factors that prevent a student from
advancing through the learning program and/or achieving the objectives)
Example: poor quality of assignments submitted could be due to
Delivery method (student is a visual learner while course was delivered orally)
Low motivation (assignment didn’t count towards final grade)
THE GAMIFICATION OF EDUCATION
WORKFLOW: DEFINE LEARNING OBJECTIVES
Identify goals to be achieved through the gamification process
Clearly state mastery level students will reach after completion
of the game:
Avoid generalization such as ‘comfortable with’ learning
component.
Instead, quantify learning level such as, ‘memorize and know the
top 200 pharmaceutical drugs.’
THE GAMIFICATION OF EDUCATION
WORKFLOW: STRUCTURE THE EXPERIENCE
Sequence knowledge and quantify what students need to learn
and achieve by the end of each stage or milestone
Translate knowledge sequences into Game Levels
Categorize and group learning components
THE GAMIFICATION OF EDUCATION
WORKFLOW: IDENTIFY RESOURCES (1 of 2)
Sequenced learning material from content expert—the
instructor
Aesthetic and game-building components (usually 3D
assets)
Identify tracking mechanism to measure student progress
Define what determines the accomplishment of a level
Define currency (points, time)
Determine game rules
Define a feedback mechanism for both the instructor and
students
THE GAMIFICATION OF EDUCATION
WORKFLOW: IDENTIFY RESOURCES (2 of 2)
Aesthetic and game-building components (usually 3D
assets)
THE GAMIFICATION OF EDUCATION
WORKFLOW: APPLY GAMIFICATION ELEMENTS
Gamification is the addition of game-like-elements, also called
game mechanics, in non-game settings
Two types of game mechanics:
Self-elements
Social-elements
THE GAMIFICATION OF EDUCATION
WORKFLOW: APPLY GAMIFICATION ELEMENTS
Self-elements
Points
Achievement badges
Levels
Time restrictions
Self-elements help students compete with themselves and
recognize self-achievement
THE GAMIFICATION OF EDUCATION
WORKFLOW: APPLY GAMIFICATION ELEMENTS
Social-elements
Interactive competition (use of Leaderboards)
Group work or cooperation
Social-elements put the students in a community
with other students, and their progress and
achievements are made public (without violating
FERPA rules)
THE GAMIFICATION OF EDUCATION
THE GAMIFICATION OF EDUCATION
WORKFLOW: GAMIFICATION AT WESTERNU
University Resources
Strategist & Architect
Game Developer
Game Interface Designer
3D Animators & Designers
TechSupport request for Game Design consultation
([email protected])
THE GAMIFICATION OF EDUCATION
CONCLUSION
Gamification offers instructors
Numerous creative opportunities to enliven their instruction with contests,
leader boards, or badges
Opportunities to give students a recognition mechanism and a positive
attitude toward their study
Ability to measure progress toward clear goals, allowing students to
compete against themselves
Instructional tools using game elements that engage and motivate
students, encourage exploration, foster independent effort , and build
problem-solving skills
Gamification is not about adding games to classes, but designing
classes as games
QUESTIONS?
THE GAMIFICATION OF EDUCATION
REFERENCES
Jane McGonigal, Higher Education Is a Massively Multiplayer Game,
Educause Conference, 2013.
Huang, Wendy; Soman, Dilip (December 10, 2013).
A Practitioner’s
Guide To Gamification Of Education
(Report, February 2014). Rotman
School of Management, University of Toronto.
Zichermann, G. (2010, October 26). Fun is the future: Mastering
gamification. Google Tech Talk. http://youtu.be/6O1gNVeaE4g.
Educause Learning Initiative, 7 Things You Should Know about
Gamification, https://net.educause.edu/ir/library/pdf/ELI7075. pdf
TED, 2010, March 17. Jane McGonigal: Gaming Can Make a Better
World. http://www.youtube.com/watch?v=dE1DuBesGYM
THE GAMIFICATION OF EDUCATION
REFERENCES
Joey J. Lee, Jessica Hammer, Gamification in Education: What, How,
Why Bother? Source: http://www.gamifyingeducation.org/files/Lee Hammer-AEQ-2011.pdf
Virtual Arcade Game, College of Pharmacy, Western University of
Health Sciences http://teachtech.westernu.edu/virtual-arcadepharmacy/
4 Management Tools for Gamification of Education, http://classroomaid.com/2012/09/26/4-management-tools-for-gamification-ofeducation/