Gamification to Increase Student Engagement

transcript

Gamification to Increase Student

Engagement Krista Leh Rundell

kristalehrundell@gmail.com @klrundell

What’s Happening In Education?

Educating the Whole Child §  Healthy §  Safe §  Engaged §  Supported §  Challenged Social

Emotional Learning

What’s Happening In Education?

Pairs Pairs To Quads

Rotating Trios

RESPECT��RESPONSIBILITY��RELATIONSHIPS

The quality of students' relationships with teachers have the most direct and

significant effect on students' involvement in learning.

Full Value Contract ² Keep ourselves and other emotionally and physically safe.

² Act and speak in a way that puts others up, not down.

² Give speci;ic, honest, thoughtful feedback.

² Know when to let something go and move on.

Line up

Birthdate Height Hair Length Time Woke Up

Meet and Greet � What is your favorite game? Why?

� What does Engaged learning look like, sound like, feel like?

� What are the games your students play? Why do you think they play them so often?

Eights

IMO - ��one of the worst things to say to a child…

Today’s Statistics §  1/2 billion people spend 1 hour/day gaming §  People world-‐wide spend 3 billion hours per week gaming

§  By age of 21, the typical American has spent 10,000 hours playing games “parallel structure”

§  Pro-‐social results of gaming for up to 21 hours per week (MIT)

Popular Games

Jane McGonigal �  The Game That Can

Give You Ten Extra Years of Life (start at 2:15)

�  PhD – game developer for Institute for the Future

Technology is changing the way we think, learn, & communicate

“Why do we let people put the best of themselves into a

virtual world?” -‐ Jane McGonigal

Rapid Change in Eras

Gamification [n]: the use of game

design elements in non-game contexts

- The Gamification Infographic

What is a Game? Defining

Trait Purpose Importance

Voluntary Participation

Choice & Control

- Promotes safe, fun environment with challenges

Goal Explains outcome

- Provides Sense of Purpose - Focuses Attention

Rules Places limitations

- Unleashes Creativity - Fosters Strategic Thinking

Feedback Discloses proximity to goal

- Promises Achievability - Encourages Motivation

- Jane McGonigal

DEBRIEFING – a key learning component – Feedback - Social Interactions

- What helped us succeed? - What hindered our success? - What do we need to do differently next time?

- Academics - Where am I in terms of the goal? - What do I need to do to move toward goal?

What is a Game? - Jane McGonigal

Tying It All Together… – positive interdependence – individual and group accountability – promote interaction – appropriate use of social skills – group processing – participation

– goals – rules – feedback

3D Object

Jane McGonigal �  Skills Students Are

Learning From Games

Appeal of Games: 1. Clear Goals & Objectives

2. Specific, Constructive Feedback

3. Failure is Low-Risk

4. Draw on Strength of Others

5. Incremental Learning & Cascading Information Theory

Appeal of Games: In the Classroom: Clear Goals & Objectives Give out rubrics before project

Specific, Constructive Feedback

Detailed conferencing Written feedback/rubric notes

Failure is Low-Risk Second chance learning Infinite play until mastery

Draw on Strength of Others Collaboration

Incremental Learning & Cascading Information Theory

Level “up” to unlock content Discover pockets of info Accumulate of points Play to avoid losing gains

Cognitive Benefits: Whole Child Benefits: Processing & Constructing of

Knowledge Engagement

Connecting, Transferring, Sharing Info Motivation

Better Retention of Information Collaboration

Systems-Thinking Work Ethic & Pride

Attention to Detail Resiliency

Freedom to Experiment; Risk-taking Sociability

Failure as Growth Evolution of Self

Multiple Approaches Relationship Management

Problem-Solving Creativity

Negotiation

Transference to Education

Tying It All Together… – positive interdependence – individual and group accountability – promote interaction – appropriate use of social skills – group processing – participation

– goals – rules – feedback

History of Gaming

Dice Games

Dice Games #1

1 – 1st person Singular 2 – 2nd person Singular 3 – 3rd person Singular 4 - 1st person Plural 5 – 2nd person Plural 6 – 3rd person Plural

1 – Comer 2 – Playar 3 – Estar 4 – Preguntar 5 – Creer 6 – Cambiar

Dice Games

- Each person has one die. - Roundtable: Each person adds a sentence using the # or term he/she rolled on the die. - Topic for paragraph: Gaming

Clothespins

3 letter word = 1 point 4 letter word = 2 points 5 letter word = 3 points 6+ letter word = 4 points

TrainersWarehouse.com

Line Ups Strongly Disagree

Strongly Agree

Agree Disagree

Alphabet Games •  Create a word •  Identify part

of speech •  Devise a

definition •  Use it in a

sentence

Card Games

Analogies Simula'ons: analogies for real-‐world events

Play-doh

Drawing Games

Transference to Education

PLAY § Can I join you? § Can I save it? § Can I show you how?

High Tech vs. Low Tech www.education.mit.edu

The Education Arcade explores games that promote learning

through authentic and engaging play. TEA's research and

development projects focus both on the learning that naturally occurs in popular commercial games, and on the design of games that more vigorously address the educational

needs of players.

Work/Occupation Related Games §  Med. Students: “ER: Code Red”

– As Dr, have to treat 35 cases §  Doctors & Nurses: “Septris”

– Stanford: ID and manage outbreak §  Global Issues: “Evoke”

– World Bank: solve social problems §  Military: Skill training games

Lexica

Using Games in Education §  Play a game to learn new content §  Participate in simulations to test theories &

variables §  Analyze points of view through characters’

actions §  Document own learning through reflection §  Research new content through creation of

another game - Klopfer, Osterweil, Groff, & Haas

Remember… § Use inconsequential competition

§ Target essential academic content

§ Debrief game & Review difficulties

§ Allow for students to re-process information and revise notes

- Robert Marzano

Jane McGonigal

� Massively Multi-player Thumbwrestling

References §  Johnson, L., Adams, S., and Cummins, M. (2012).

The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.

§  Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the Technology of Today, in the Classroom of Today. http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

§  Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Moving Learning Games Forward. http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf

§  Marzano, R. (2010). Using Games to Enhance Student Achievement., Association for Supervision and Curriculum Development, Volume 67 (5), pp. 71-72. http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx

§  McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin, 2011. Print.

§  Puentadura, R. (2009, August 3). Game and Learn: An Introduction to Educational Gaming. http://hippasus.com/rrpweblog/archives/000039.html

§  The Gamification of Education infographic. https://www.knewton.com/gamification-education/