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ANGELA HOUSAND
BRIAN HOUSAND
bit.ly/nagc2012
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y g
AGAMES AND PLAY
BMOTIVATION
Ccontracts
DgamificationG PLATFORMS
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LEVEL ONEGAMES
and
PLAY
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what isa game
OBJECTIVESRULES OBSTACLES
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GAMESARE
VOLUNTARY
GAMESOFFER
CHOICES
CHOICESHAVE
CONSEQUENCES
CONSEQUENCES
OFFERFEEDBACK
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FREEDOM TO
EXPERIMENT
FREEDOM TO FAIL
FREEDOM TO TRY ON
DIFFERENT IDENTITIES
FREEDOM OF EFFORT-Scot Osterweil
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10,000
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1) Active, Critical Learning Principle
2) Design Principle
3) Semiotic Principle
4) Semiotic Domains Principle
5) Meta-level thinking about Semiotic Domain Principle
6) "Psychosocial Moratorium" Principle
7) Committed Learning Principle
8) Identity Principle9) Self-Knowledge Principle
10) Amplification of Input Principle
11) Achievement Principle
12) Practice Principle
13) Ongoing Learning Principle
14) "Regime of Competence" Principle
15) Probing Principle
16) Multiple Routes Principle
17) Situated Meaning Principle18) Text Principle
19) Intertextual Principle
20) Multimodal Principle
21) "Material Intelligence" Principle
22) Intuitive Knowledge Principle
23) Subset Principle
24) Incremental Principle
25) Concentrated Sample Principle
26) Bottom-up Basic Skills Principle
27) Explicit Information On-Demand and Just-in-Time Principle
28) Discovery Principle
29) Transfer Principle
30) Cultural Models about the World Principle
31) Cultural Models about Learning Principle
32) Cultural Models about Semiotic Domains Principle
33) Distributed Principle
34) Dispersed Principle35) Affinity Group Principle
36) Insider Principle
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Games are the most elevated form of investigation.
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LEVEL TWOMOTIVATION
AND
FLOW
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Motivation(Malone & Lepper, 1987)
Curiosity
Control
Optimal Challenge
Fantasy
Interpersonal(Cooperation, Competition, & Recognition)
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Curious
Independent
Attracted tocomplexity
Originality inthought and action
Willing to take risks Aware of their own
creativeness
Need to produce
CreativelyGifted
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Motivation is Complex
Perception ofCompetenceExperience of Autonomy
Sense of Control
Willingness to Pursue GoalsPersistence when Challenged
Enjoyment or Interest
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Intrinsic Motivation(Self-Determination Theory)
Perception ofCompetenceExperience ofAutonomy
Sense of Control
Willingness to Pursue GoalsPersistence when Challenged
Enjoyment or Interest
Relatedness
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RELATEDNESS...
Feeling connected to others and having a
sense of belonging to a community.
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COMPETENCE
Ability to demonstrate ones capacity forsuccess when faced with a challenge or
opportunity.
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COMPETENCE
Feelings of competence shape a personswillingness to actively engage and persist in
different behaviors.
(Bandura 1986, 1997)
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Autonomy
The more autonomous(self-determined) a personbelieves their behavior tobe the greater the personal
satisfaction and enjoymentfrom engaging in thatbehavior.
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ONTARGET
Autonomously-Motivated Students
Higher academic achievement
Higher perceived competence
More positive emotionality
Higher self-worth
(Reeve, 2002)
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ONTARGET
Autonomously-Motivated Students
(Reeve, 2002)
Preference for optimal challenge
Enjoy engaging challenges Stronger perceptions of control
Greater creativity
Higher rates of retention
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Motivation(Malone & Lepper, 1987)
Self-Determination(Deci & Ryan, 1980; 2000)
Curiosity Goal Pursuit
Control Autonomy
Optimal Challenge Competence
Fantasy Achievement
Interpersonal(Cooperation, Competition, & Recognition) Relatedness
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Apathy
Flow
Cha
nnel
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To Experience FLOW...
...the task must
provide clear goals and feedback.
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...one must
become immersed in the activity.
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...the task must
be challenging and require skill.
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...one must
learn to enjoy immediate experience.
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...one must
loose ones sense of self.
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Apathy
Flow
Cha
nnel
IncreasingSkills
IncreasingSkillsIncrea
sing
Challenge
Increasing
Challenge
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Motivation(Malone & Lepper, 1987)
FLOW(Csikszentmihalyi, 1975)
Curiosity Clear Goal
ControlAdjust Performance
Based on Feedback
Optimal Challenge Balance Challenge & Skill Level
Fantasy Enjoyment
Interpersonal(Cooperation, Competition, & Recognition) Transcend Self
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LEVEL THREE
LEARNING
CONTRACTS
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ClearExpecta,ons
Authen,cAudience
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ATimelinewith
FeedbackOpportuni,esBuilt-in
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ClearContent&Resources
Accountability
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ClearStrategies&Skills
Accountability
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Agreementbetweenteacher&student
Studentindependence&autonomy
Increasedstudentresponsibility
Providesfreedominacquiringskills
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Motivation(Malone & Lepper, 1987)
FLOW(Csikszentmihalyi, 1975)
LearningContracts
Curiosity Clear Goal Clear Expectations
ControlAdjust Performance
Based on Feedback
Benchmarks &
Defined Responsibility
Optimal ChallengeBalance Challenge &
Skill LevelDefined Content &
Skills
Fantasy Enjoyment Achievement
Interpersonal
(Cooperation, Competition, &Recognition) Transcend Self Authentic Audience
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10,000
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PersonEnvironmentFit
Person/Environmentfitisthedegreetowhicha
personortheirpersonalityiscompa8blewiththeir
environment
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GoodEnvironmentalFitOccursWhen:
Apersonadjuststotheirsurroundings
AND
Theenvironmentadaptstofittheirneeds
L i
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Motivation(Malone & Lepper, 1987)
FLOW(Csikszentmihalyi, 1975)
LearningContracts
Gamification(McGonigal, 2010)
Curiosity Clear Goal ClearExpectations
Clear Objective
ControlAdjusted
Performance
Benchmarks &
Responsibility
Blissful
Productivity
OptimalChallenge
BalanceChallenge &Skill Level
DefinedContent & Skills
UrgentOptimism
Fantasy Enjoyment Achievement Epic Win
Interpersonal(Cooperation, Competition, &
Recognition) Transcend Self
Authentic
Audience Social Fabric
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LEVEL FOUR
GAMIFICATION
GAME
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While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.),what may be most appealing to educators is that games provide students
A SAFE PLACE TO LEARN FROM FAILURE.In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to
EXPERIMENT AND TAKE RISKSTO FIND SOLUTIONS
without the feeling that they are doing something wrong.
GAMES ENCOURAGE STUDENTS TOMAKE AND LEARN FROM MISTAKES,
which is a particularly important concept in the K-12 setting.
GAMEBASEDLEARNING
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GAMIFICATION:The use of game
elements and
game-design
techniques in
non-gamecontexts.
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POINTS BADGES LEADERBOARDS
POINTS
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POINTS
Effectively Keep ScoreDetermine WIN State
Connection Between Progressand Reward
Provide Feedback
External Display of Progress
Data for Game Designer
BADGES
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BADGES
Goals to Strive Toward
Guidance About Possibilities
Visual Markers ofAccomplishment
Status Symbols
Tribal Markers
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LEADERBOARDS
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ENGAGE
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GAMIFICATION OFFERS CHOICE
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COLLABORATION
CONTENT
CHOICE
-Alfie Kohn
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DEFINE LEARNING
OBJECTIVES
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2. Delineate Target BehaviorsDELINEATE TARGET BEHAVIORS
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DESCRIBE YOUR PLAYERS
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DEVISE
ACTIVITY
CYCLES
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DONT
FORGET
THE
FUN!
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DEPLOY
APPROPRIATE
TOOLS
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LEVEL FIVE
PLATFORMS FOR
GAMIFICATION
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STARLegacy
CHALLENGE
PERSPECTIVES& RESOURCES
THOUGHTS
ASSESSMENT
WRAP UP
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ROAD
TO
GIFTED
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Edmodo is a free, secure, social learning platform
for teachers, students, schools, and districts.
FREE!
FEATURES:
Groups
Messages
AssignmentsCalendar
Poll
Student Emails NOT required!
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http://help.edmodo.com/teachers/
how-to-createmanage-badges/
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http://help.edmodo.com/teachers/
how-to-createmanage-badges/
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GAME OVER
?????
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ENDURINGLY
NGAGING
XPERIENCES
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92
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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.
CREATIVITY
COMPUTER
USE
INTERNET
USE
CELL
PHONE
USE
VIDEO
GAME
PLAY
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Jackson, L. A., Witt, E. A ., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.Computers in Human Behavior, 28(2), 370-376.
CREATIVITYVIDEO
GAME
PLAY
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