gamification in the classroom - emory university · gamifying teaching and learning: •encourages...

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    T E A C H I N G A N D L E A R N I N G L I B R A R I A N

    O X F O R D C O L L E G E L I B R A R Y

  • W H AT I S G A M I F I C AT I O N ?

  • Application of gaming elements to non-gaming


    New concept with old roots

    What makes games successful, powerful, engaging? Apply those techniques to non-game situations

    Playing a game is the voluntary attempt to overcome

    unnecessary obstacles.

    Bernard Suits,The Grasshopper: Games, Life, and Utopia

  • W H Y G A M I F Y T E A C H I N G A N D L E A R N I N G ?

  • Gamifying teaching and learning:

    Encourages learning and boosts motivation

    Applies to various learning styles

    Students work together and build bonds

    Fosters critical thinking, leadership, teamwork, and problem


    Playing a game is satisfying

    Provides instant feedback and gratification

    Heightened sense of achievement

  • Successful educational games have these


    Clear learning objectives

    Provides intrinsic motivation & regular feedback

    Engages students

    Interactive & social

    High level of player participation

    Challenging, but low level of frustration

    Simple complex games not better

  • Challenges with educational games:

    Must be tied to course content and learning outcomes

    Educational games are not voluntary

    Students need motivation (grades, points, credit)

    Require in-class time probably wont play in their free time

  • H O W D O Y O U G A M I F Y Y O U R C L A S S E S ?

  • Playing and creating games

  • Points:

    Encourage and motivate students to accomplish tasks

    Students may work harder in exchange for points personal accomplishment or competition

    Allow instructor to provide feedback frequently, easily, and quickly


    Allow students to see how they compare to their peers

    Keeps grades confidential

  • Digital Badges:

    Visual indicator of accomplishment or skill in a learning


    Portable validation of knowledge

    Tied to online classroom (MOOC, LMS)

  • Kahoot!

    Free game-based response system

    Students work individually or in teams

    Timed questions answer as quickly as possible

    Displays scoreboard between each question

    Students can use pseudonyms

    Students join with a game pin no accounts required


  • Make Kahoot! work for you:

    Assess student learning, review concepts, teach new

    material, facilitate classroom discussion

    Multiple correct answers can spark discussion or debate

    Formative assessment: instructor & students can spot gaps

    in learning and immediately address them

    Incorporate videos and images for multimodal learning

    Use Kahoot! to introduce a new topic

  • G A M I F I C AT I O N AT O X F O R D & E M O R Y

  • Disciplinary Applications: Anthropology Alicia DeNicola:

    Games are fascinating to cultural anthropologists cross-cultural implications, fun but also serious, appeal to both kids and adults

    Anth 101: students make their own games based on Trobriand Islands culture, specifically the economic and kinship systems

    Students think critically about rules that guide behavior and practice in life and culture

    Anth 353: Students play Settlers of Catan in class

    Simplified barter system, connects goods to culture and worth, win by getting more resources

    Students think about success and the ideology of growth

    Systems and culture are constructed

  • What did the students learn from this project?

    It breaks down the my culture is the best mentality

    It makes you look at how you live life you question why you do things the way you do

    How different cultures connect through trading and giving or receiving gifts

    I questioned our contemporary notion of kinship

    It makes me question why our society doesnt give... we focus on ourselves our goals, our gains, our achievements

    I realized my success in life should be more focused on my friendships and connections

  • Gamification at Emory David Morgen:

    Project Manager of Domain of Ones Own and Coordinator of the Emory Writing Program

    Eng 181: Read | Write | Play course

    Students study the cultural and narrative significance of video games

    Gamifies the course with badges and points

    Uses gaming terminology (assignments quests)

    Students produce a podcast series on games and gaming

    Roleplaying: each student takes a turn as Producer and Assistant Producer for one episode

  • Reacting to the Past:

    Program housed at Barnard College of Columbia University

    Role playing games based on historical events and classic texts

    Sessions run by students with instructors as advisors

    Students devise their own course of action to win the game and

    change the course of history

    Transcends disciplinary structures

    Virtual Reality