incorporang$fun:$a$ gamificaon $ framework$aligned$with$qm · 2018-01-16 · dr.$ram$de$larosa...
TRANSCRIPT
Dr. Ram de la Rosa Anthony Salinas Jessica Sanchez
Center for Online Learning & Teaching Technology
Incorpora9ng Fun: A Gamifica9on Framework Aligned with QM
University of Texas Rio Grande Valley Demographics
Programs – Undergraduate: 64 – Masters: 49
• 9 Fully Online • 6 Accelerated
– Doctoral: 4 – Coopera9ve Doctoral: 2 – Online Enrollment: 9,976
17,678 7376
1186 2584
Student Popula1on
U Full-‐9me
U Part-‐9me
G Full-‐9me
G Part-‐9me
Total Popula9on: 28,824
Student Ethnicity White, Non Hispanic
Black
Hispanic
Asian
UTRGV Online Programs Fully Online Programs • Business Administra9on (MBA) • Business Administra9on (Spanish MBA) • Bilingual Educa9on (MED) • Educa9onal Technology (MED) • Kinesiology (MS) • Mathema9cs (MS) • Nursing Administra9on (MSN) • Nursing Educa9on (MSN) • Spanish Transla9on & Interpre9ng (MA) Cer1ficates • Court Interpre9ng� (Graduate Cer9ficate) • Digital Literacy Leader (Graduate Cer9ficate) • E-‐Learning (Graduate Cer9ficate) • Film Studies (Minor) • Master Reading Teacher (Graduate Cer9ficate) • Spanish Transla9on (Graduate Cer9ficate) • Technology Leadership in Educa9on (Graduate
Cer9ficate) • TxVSN Digital Literacies (Graduate Cer9ficate)
Accelerated Online Programs • Business Administra9on (MBA) • Business Administra9on in Health Care
Administra9on (MBA) • Health Sciences in Health Care Administra9on
(MS) • Health Sciences in Clinical Laboratory Sciences
(MS) • Public Affairs (MPA) • Special Educa9on (MED)
Par1ally Online Programs • Applied Arts & Sciences (BAAS) • Criminology & Criminal Jus9ce (BSCJ) • Curriculum & Instruc9on (MED) • Health Services Technology (BAT) • Mul9disciplinary Studies (BMS) • Nursing (BSN)
Center for Online Learning & Teaching Technology
Our Mission The Center for Online Learning & Teaching Technology, a department of the Division of Academic Affairs, supports and fulfills the mission of the University of Texas Rio Grande Valley by providing services and faciliEes that promote, support, and integrate best pedagogical pracEces in applied technologies in teaching, learning, and research for tradiEonal and web-‐based learning offerings.
Our Staff • 18 Full Time
How We Started
What is Gamifica9on?
“The craI of deriving fun and engaging elements found typically in games and thoughJully applying them to real-‐world or producEve acEviEes”
Yu-‐kai Chou (2015) In educa9onal context: “On its surface, gamificaEon is simply the use of game mechanics to make learning and instrucEon more fun. It seems "fake" arEficial or like a shortcut. It's not. Underneath the surface is the idea of engagement, story, autonomy, and meaning“
Kapp (2012)
Why Gamifica9on? • Mo9va9on • Engagement • Reten9on • S9mulate Produc9vity and Crea9ve Inquiry • Create Posi9ve Change Behavior • Knowledge Acquisi9on in a Fun Way
Why does it maier? Learners recall:
80% of learners say that their produc9vity would increase if their university was more game-‐like
Elearninginfographic.com
10% of what they read
20% of what they hear
30% of what they hear and read
50% of what they observe
90% if they do it themselves even in simula9on
Gamifica9on Misconcep9ons 1. Gamifica9on and Game Based Learning are the
same
2. Gamifica9on is simply Points, Badges, and Leaderboards
3. Gamifica9on is just a buzzword
Types of Gamifica9on
Content Gamifica1on • Story • Challenge • Curiosity • Characters • Immediate Feedback • Opportunity to fail • Mystery
Structural Gamifica1on • Points • Badges • Leaderboards • Levels
Gaming Elements Dy
namics • Emo9ons
• Narra9ve • Progression • Constraints • Rela9onships M
echanics
• Challenges • Chance • Compe99on • Coopera9on • Feedback • Resources Acquisi9on
• Transac9ons • Rewards • Turns • Win State
Compo
nents • Achievements
• Avatars • Points • Badges • Boss Fight • Combat • Content Unlocking • Levels • Avatars • Badges • Leaderboards • Content Unlocking • Gining • Teams • Quests
There are more to games than their elements.
Ac9vity
Mo9va9on
Extrinsic Intrinsic
Need to learn and assimilate
Maslow’s Hierarchy of Needs
The desire to do something because it is enjoyable, meaningful and you want to do it.
Points, Levels, Badges
The desire to do something because of external rewards such as awards, money and praise.
A Proposed Model of Mo9va9on
Needs Based
Maslow’s Hierarchy of Needs
Needs Achievement Theory
Goal Sepng Theory
Self Efficacy Theory
Social Based
Social Comparison
Personal Investment Theory (PIT)
Rewards Based
Expectancy Value Theory
Skinner’s Reinforcement Theory
Self-‐Determina9on Theory – Comprehensive Theory ß-‐-‐-‐-‐-‐-‐Intrinsic -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Social -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Extrinsic -‐-‐-‐-‐à
Model of mo9va9on (based on Richter et al, 2015, Ryan & Deci, 2000 and Vassileva, 2012 )
Flow-‐Theory
Ac9vity
Player Types Bartle’s Player Type (1996)
Killers • Winning • Rank • Peer to Peer Compe99on
Achievers • Aiaining status • Achieving goals quickly & completely
Socializers • Socializing • Develop a network of friends and contacts
Explorers • Exploring • Drive to Discover
Kim’s Player Types (2012) Ac9ng
Interac9ng
World Players
Explore • Gain Knowledge • Explore Boundaries • Value accurate Informa9on
Compete • Tes9ng Skills • Status • Value mastery, learning & rela9onship building through compe99on
Create • Self Expression • Value original thought
Collaborate • Working with others • Enjoy working with groups
Ac9ng
Interac9ng
Content Players
Lazzaro’s 4 Keys 2 Fun
• Like opportuni9es for challenge, strategy and problem solving • Structured • Emo9ons: frustra9on and Fiero (personal triumph) • Increases Engagement
Hard Fun (Challenge + Mastery)
• Like intrigue, curiosity, explora9on & role play • Emo9ons: wonder, awe and mystery • “bubble wrap of game design”
Easy Fun (Novelty)
• Like meaningful experiences, value & sense of progress • Emo9ons: aspire, excitement, focus, relaxa9on
Serious Fun (Meaning)
• Like social interac9on (communicate, compete, collaborate) • Emo9ons: Amusement, schadenfruede (taking pleasure in the misfortune of others)
People Fun (Friendship)
Andrzej Marczewski: User Type 2.0
© Andrzej Marczewski hip://www.gamified.uk/user-‐types/
Ac9vity
Micro & Macro Gamifica9on
Micro Gamifica9on
Gamified Individual Course Module or Unit
Change in Behavior is Limited to a Module/Unit
No Story Behind the Gamified Ac9vi9es
Macro Gamifica9on
Holis9c Game Environment
Change Behavior Beyond the
Game Environment
Story Design for Meaning and Cohesion • Weaving the course together
Consequences of Bad Design
Students focus on the extrinsic factor more then the material of the
course
An unbalance of extrinsic mo9va9on
Loss of mo9va9on
Overall Story does not follow subject
maier, lose meaning
Leaderboards may discourage interest because students realize they are no
longer in the running to win
Course becomes to hard or too easy
Framework
Werbach & Hunter Game Design
Define business objec9ves
Delineate target behaviors
Describe players
Devise ac9vity loops
Don’t forget the fun!
Deploy the appropriate tools
Jones Holis1c Gamified Framework
Define Learning Goals & Objec9ves
Iden9fy Learners & Learning Factors
Assess Learners Intrinsic
Mo9va9on
Design Narra9ve for Player/Learner
Types
Choose Learning Materials & Tools
Apply Game Principles & Elements
Guiding Framework Set Goals and Objec9ves
Consider the Audience
Set Measurements for Success
Maintain Alignment
Include Progression
Incorporate Meaningful Choices
Include Consequences
Deploy Appropriate tools
Include Fun!
Get Student Feedback
Make improvements Ques9onnaire
Macro-‐Blueprint
UTRGV Gamifica9on Process/Framework
Future Research • Call for Proposal-‐ Pilot Study using Framework
Refining Framework
• Study the Sociology/Psychology Behind Gamifica9on • Survey Full Online Courses and Gamified Courses
– Compare Results: Engagement, Mo9va9on, Reten9on
References • Bartle, R. (1996)Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs.Journal of MUD Research
1, 1 • Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC
Horizon Report: 2013 Higher Educa9on Edi9on. Aus9n, Texas: The New Media Consor9um. • Kapp, K. (2012). The Gamifica9on of Learning and Instruc9on: Game-‐based Methods and Strategies
for Training and Educa9on. San Francisco: Pfeiffer.” • Kim, A.J. (2012) Social Engagement: Who's playing? How do they like to engage? retrieved from
hip://amyjokim.com/2012/09/19/social-‐engagement-‐whos-‐playing-‐how-‐do-‐they-‐like-‐to-‐engage/ • Knewton. (n.d.). Gamifica9on Infographic. Retrievd from
hip://www.knewton.com/gamifica9on-‐educa9on/ • Kumar, Janaki Mythily and Herger, Mario (2013): Gamifica9on at Work: Designing Engaging Business
Sonware. Aarhus, Denmark, The Interac9on Design Founda9on. ISBN: 978-‐87-‐92964-‐06-‐9. Book available online at hips://www.interac9on-‐design.org/books/gamifica9on_at_work.html
• Lazzaro, N. (nd). The 4 Keys 2 Fun. Retrieved from hip://www.nicolelazzaro.com/the4-‐keys-‐to-‐fun/ • Reiners, T., & Wood, L. C. (2015). Gamifca9on in Educa9on and Business. • Ryan, R. M., & Deci, E. L. (2000). Self-‐determina9on theory and the facilita9on of intrinsic mo9va9on,
social development, and well-‐being. American Psychologist, 55 (1), 68–78. • Vassileva, J. (2012). Mo9va9ng par9cipa9on in social compu9ng applica9ons: A user modeling
perspec9ve. User Modeling and User-‐Adapted Interac9on, 22 (1), 177–201. • Yu-‐Kai, C. (2015). Ac9onable gamifica9on: Beyond points badges lederboards. USA: Octalysis Media.
Contact Us Dr. Ramiro de la Rosa [email protected]
Dr. Le9cia DeLeon [email protected]
Anthony Salinas [email protected]
Jessica Sanchez [email protected]
Thank you!