gamification how to gamify learning and instruction, part 3 (of 3)
DESCRIPTION
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.TRANSCRIPT
Gamification:
How to Gamify Learning and InstructionPART 3
Katrin Becker
2023-04-11 ACCP-CAID Gamification Master Class 2
© 2013 K.Becker
Overview
Introductions1. Who Am I2. What AM I Playing Now?
Part 1: What's All the Buzz?3. What is Gamification?4. An Inadvertent Con?5. Gamification is NOT New6. What IS New?7. Designing Instruction to be Playful8. Do's & Don'ts
Part 2: Case Study9. Baby Steps: Gamification on a Small Scale10.Increasing the Stakes11.Going All the Way: The Current Experiment12.Jumping the Gun - Early Conclusions
Part 3: De-BriefingFurther Resources
2023-04-11 ACCP-CAID Gamification Master Class 3
© 2013 K.Becker
Part 3: De-BriefingLessons Learned
Part 3: De-Briefing
2023-04-11 ACCP-CAID Gamification Master Class 4
Do's & Don'ts
Do Don'tObjectives firstOffer a variety of
quests◦ Large & small
Fast turn-around of assessments
Meaningful rewardsAppropriate rewardsFit the "game" to the
subject
Design the 'game' firstSimply change the
names of thingsBadges for nothingPoints for nothingGamify everythingUse your favorite
game as the template
Part 3: De-Briefing
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Learning Lessons
Can’t go completely flexible:• Courses still progress linearly, more-or-less.• There are practical reasons to try and have all students in more or
less the same place at the same time W.R.T. some topics.
Think of the topic outline as the narrative:• If it were a story; how would it best be told?
Course schedule vs game-based:• Variety of topics & quests.• Some quests are tied to specific topics and others are not.
Just like in a game:• P learn new things and skills as time progresses.• Some things have pre-reqs.• Others can be attempted at any time.
Game-based course is mapped out like a storyboard or concept map rather than linearly as most typical courses are.
Part 3: De-Briefing
2023-04-11 ACCP-CAID Gamification Master Class 6
© 2013 K.Becker
Designing a GamePart 3: De-Briefing
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© 2013 K.Becker
Gamified Course Concept MapPart 3: De-Briefing
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Game-Based Course Design
Gives up on the lock-step lessons notion.•Was never a reality anyways
◦People are at different stages.• PROBLEM:
◦Cannot go completely over to individualized learning.
◦Simply impractical in many situations.
Each node is like a gamescreen or location.• Relationships (paths) between nodes are
determined by content rather than time.
There are quests, items, associated with each node.
Part 3: De-Briefing
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The Big Challenges
Instructor: Learner:
Up-Front DesignEnsuring objectives
are addressed.Competency-Based
Assessment*Scoring Records keepingMarking Load
Taking Ownership of Learning
MotivationTime ManagementStrategizing
Taking Ownership of Learning
Part 3: De-Briefing
2023-04-11 ACCP-CAID Gamification Master Class 10
© 2013 K.Becker
Your TurnGamifying the Syllabus (rules); Tasks (Quests); Grading (& Assessment)Assuming we already have objectives and a syllabus.
2023-04-11 ACCP-CAID Gamification Master Class 11
© 2013 K.Becker
Step 1: Design Meaningful Evidence of Competence
Create Quests
Part 4: Your Turn
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Step 2: Map Scores XP & Grades LevelsPart 4: Your Turn
GRADE & GPA Table (Used to calculate student grades on the Gradebook sheet)
Score Letter Grade GPA XP Level
0 - 19 F 0.00 0 - 199 0
20 - 39 F 0.00 200 - 399 1
40 - 49 F 0.00 400 - 499 2
50 - 54 D 1.00 500 - 549 3
55 - 59 D+ 1.70 550 - 599 4
60 - 62 C- 1.70 600 - 629 5
63 - 66 C 2.00 630 - 669 6
67 - 69 C+ 2.30 670 - 699 7
70 - 72 B- 2.70 700 - 729 8
73 - 76 B 3.00 730 - 769 9
77 - 79 B+ 3.30 770 - 799 10
80 - 84 A- 3.70 800 - 849 11
85 - 94 A 4.00 850 - 949 12
95 - 100 A+ 4.00 950 - 1000 13
101+ A+ 4.00 1001+ 14
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Step 3: Assign XP values to QuestsPart 4: Your Turn
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Step 4: Decide on: Options; Flexibility; Achievement Path
Part 4: Your Turn
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Step 5: Set Up Scoring MechanismPart 4: Your Turn
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© 2013 K.Becker
Resources
• Brands that failed with gamification http://www.imediaconnection.com/content/32280.asp#singleview
• Becker, K. (2004). Reconciling a Traditional Syllabus with an Inquiry-Based Introductory Course. The Journal of Computing Science in Colleges, 20(2), 28-37.
• Becker, K. (2006). How much choice is too much? SIGCSE Bull., 38(4), 78-82. doi: 10.1145/1189136.1189176.
• Becker, K. (2007). Digital Game Based Learning, Once Removed: Teaching Teachers BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, SIG-GLUE Special Issue on Game-Based Learning 2007, 38(3), 478-488.
• Bogost, I. (2012). Persuasive Games: Exploitationware. Gamasutra. Retrieved from http://www.gamasutra.com/view/feature/6366/persuasive_games_exploitationware.php
• Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638-654. doi: 10.1111/j.1467-8535.2010.01068.x.
• Deci, E. and Ryan, R. (2004). Handbook of Self-Determination Research. Rochester, NY: University of Rochester Press.
• Deterding, S. (2012). 9.5 Theses on the Power and Efficacy of Gamification. Microsoft Research. [Microsoft Research Video] Retrieved from http://research.microsoft.com/apps/video/dl.aspx?id=174677&l=i on 12 October 2012.
• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". Paper presented at the Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland
• Kapp, K. M. (2012). The gamification of learning and instruction : game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
• Nicholson, S. (2012). A User-Centered Theoretical Framework for Meaningful Gamification. Paper presented at the Games + Learning + Society 8.0, Madison, WI. on June 13
• Sheldon, L. (2012). The Multiplayer Classroom : Designing Coursework as a Game. Boston, Mass.: Course Technology/Cengage Learning.