11/2/2021 1 SLIDESMANIA.COM ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS THROUGH GAMIFICATION AND GAME THROUGH GAMIFICATION AND GAME THROUGH GAMIFICATION AND GAME THROUGH GAMIFICATION AND GAME- BASED LEARNING ACTIVITIES BASED LEARNING ACTIVITIES BASED LEARNING ACTIVITIES BASED LEARNING ACTIVITIES ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS THROUGH GAMIFICATION AND GAME THROUGH GAMIFICATION AND GAME THROUGH GAMIFICATION AND GAME THROUGH GAMIFICATION AND GAME- BASED LEARNING ACTIVITIES BASED LEARNING ACTIVITIES BASED LEARNING ACTIVITIES BASED LEARNING ACTIVITIES Shall We Play a Game? Shall We Play a Game? AET 43rd Annual Conference, November 6, 2021 Bonnie Massimino, M. Ed., BCET Bonnie Massimino, M. Ed., BCET Bonnie Massimino, M. Ed., BCET Bonnie Massimino, M. Ed., BCET [email protected][email protected][email protected][email protected]SLIDESMANIA.COM Why this this this this topic? Let me introduce myself. Let me introduce myself. Let me introduce myself. Let me introduce myself. Let me introduce myself. Let me introduce myself. Let me introduce myself. Let me introduce myself. ● the kinds of students I work with ● my enthusiasm and passion for incorporating games/game-based learning activities 1 2
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ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS THROUGH GAMIFICATION AND GAMETHROUGH GAMIFICATION AND GAMETHROUGH GAMIFICATION AND GAMETHROUGH GAMIFICATION AND GAME----
BASED LEARNING ACTIVITIESBASED LEARNING ACTIVITIESBASED LEARNING ACTIVITIESBASED LEARNING ACTIVITIES
ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS ENGAGING RELUCTANT LEARNERS THROUGH GAMIFICATION AND GAMETHROUGH GAMIFICATION AND GAMETHROUGH GAMIFICATION AND GAMETHROUGH GAMIFICATION AND GAME----
BASED LEARNING ACTIVITIESBASED LEARNING ACTIVITIESBASED LEARNING ACTIVITIESBASED LEARNING ACTIVITIES
Shall We Play a Game?Shall We Play a Game?
AET 43rd Annual Conference, November 6, 2021
Bonnie Massimino, M. Ed., BCETBonnie Massimino, M. Ed., BCETBonnie Massimino, M. Ed., BCETBonnie Massimino, M. Ed., [email protected]@[email protected]@gmail.com
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Why thisthisthisthis topic?Let me introduce myself.Let me introduce myself.Let me introduce myself.Let me introduce myself.Let me introduce myself.Let me introduce myself.Let me introduce myself.Let me introduce myself.
realrealrealreal----life examples/case life examples/case life examples/case life examples/case studiesstudiesstudiesstudies
FUN!!FUN!!FUN!!FUN!!
*BONUS* (link to templates)*BONUS* (link to templates)*BONUS* (link to templates)*BONUS* (link to templates)
What you can expect:What you can expect:What you can expect:What you can expect:My goal for the audience:My goal for the audience:My goal for the audience:My goal for the audience: WE WILL:WE WILL:WE WILL:WE WILL:
WE WILL:WE WILL:WE WILL:WE WILL:
● If you don’t already use gamification/ If you don’t already use gamification/ If you don’t already use gamification/ If you don’t already use gamification/
gamegamegamegame----based learning activities as a based learning activities as a based learning activities as a based learning activities as a
tool to engage your students, you will tool to engage your students, you will tool to engage your students, you will tool to engage your students, you will
be convinced of the merits of doing so.be convinced of the merits of doing so.be convinced of the merits of doing so.be convinced of the merits of doing so.
● If you do already acknowledge the If you do already acknowledge the If you do already acknowledge the If you do already acknowledge the
value of gamification/ gamevalue of gamification/ gamevalue of gamification/ gamevalue of gamification/ game----based based based based
learning activities, you will have more learning activities, you will have more learning activities, you will have more learning activities, you will have more
tools in your ET toolbox to meet the tools in your ET toolbox to meet the tools in your ET toolbox to meet the tools in your ET toolbox to meet the
needs of all of your students.needs of all of your students.needs of all of your students.needs of all of your students.
Explore motivational and learning theory and potential impact of gamification/ game-based learning activities on student engagement and motivation.
Discuss how to choose, design, and implement components of gamification/ game-based learning activities.
● You are inspired You are inspired You are inspired You are inspired
play some play some play some play some
games.games.games.games.
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Let’s start with some Queries...Let’s start with some Queries...Let’s start with some Queries...Let’s start with some Queries...Let’s start with some Queries...Let’s start with some Queries...Let’s start with some Queries...Let’s start with some Queries...
�What do you think a “reluctant learner” is?
�What behaviors do you see in your students/clients who
are reluctant learners?
�What do you think are some reasons that
students/clients might be reluctant learners?
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MotivationMotivationMotivationMotivationMotivationMotivationMotivationMotivationis a prerequisite for learningis a prerequisite for learningis a prerequisite for learningis a prerequisite for learningis a prerequisite for learningis a prerequisite for learningis a prerequisite for learningis a prerequisite for learning
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A Challenge for You:A Challenge for You:A Challenge for You:A Challenge for You:A Challenge for You:A Challenge for You:A Challenge for You:A Challenge for You:Think of one of your students who is a reluctant learner. Throughout this presentation, use that
student as a starting point. Think about how you can apply what we talk about today to that student.
Think of one of your students who is a reluctant learner. Throughout this presentation, use that
student as a starting point. Think about how you can apply what we talk about today to that student.
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What can we learn about What can we learn about What can we learn about What can we learn about motivation from Harlow and motivation from Harlow and motivation from Harlow and motivation from Harlow and
his monkeys?his monkeys?his monkeys?his monkeys?
What can we learn about What can we learn about What can we learn about What can we learn about motivation from Harlow and motivation from Harlow and motivation from Harlow and motivation from Harlow and
his monkeys?his monkeys?his monkeys?his monkeys?
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Motivation and LearningMotivation and LearningMotivation and LearningMotivation and LearningMotivation and LearningMotivation and LearningMotivation and LearningMotivation and Learning�Motivation is directly correlated with the effort and time a
student spends engaging in learning .�Motivation is the thing that encourages us to complete
goal-directed behaviors.�Motivation is among the most important predictors of
student academic achievements.
Motivation is a prerequisite to learning. What does the research say
about motivation?
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YES!YES!YES!YES!YES!YES!YES!YES!If you are presenting a website, an
internet product or an app, you can
place a screenshot of it here.
There are 28 academic motivation theories. These 14 are related to gamification/game-based learning & ET targets:➢ Acquired Needs Theory: we seek power, achievement or affiliationAcquired Needs Theory: we seek power, achievement or affiliationAcquired Needs Theory: we seek power, achievement or affiliationAcquired Needs Theory: we seek power, achievement or affiliation➢ Activation Theory: we have a need for arousalActivation Theory: we have a need for arousalActivation Theory: we have a need for arousalActivation Theory: we have a need for arousal➢ Cognitive Evaluation Theory: we select tasks based on how doable they areCognitive Evaluation Theory: we select tasks based on how doable they areCognitive Evaluation Theory: we select tasks based on how doable they areCognitive Evaluation Theory: we select tasks based on how doable they are➢ Control Theory: we seek to control the world around usControl Theory: we seek to control the world around usControl Theory: we seek to control the world around usControl Theory: we seek to control the world around us➢ Drive Theory: we seek to satisfy needsDrive Theory: we seek to satisfy needsDrive Theory: we seek to satisfy needsDrive Theory: we seek to satisfy needs➢ Endowed Progress Effect: progress is motivatingEndowed Progress Effect: progress is motivatingEndowed Progress Effect: progress is motivatingEndowed Progress Effect: progress is motivating➢ Escape Theory: we seek to escape uncomfortable realitiesEscape Theory: we seek to escape uncomfortable realitiesEscape Theory: we seek to escape uncomfortable realitiesEscape Theory: we seek to escape uncomfortable realities➢ Expectancy Theory: we are motivated by desirable things we expect we can achieveExpectancy Theory: we are motivated by desirable things we expect we can achieveExpectancy Theory: we are motivated by desirable things we expect we can achieveExpectancy Theory: we are motivated by desirable things we expect we can achieve➢ Extrinsic Motivation: external: tangible rewardsExtrinsic Motivation: external: tangible rewardsExtrinsic Motivation: external: tangible rewardsExtrinsic Motivation: external: tangible rewards➢ GoalGoalGoalGoal----Setting Theory: different types of goals motivate us differentlySetting Theory: different types of goals motivate us differentlySetting Theory: different types of goals motivate us differentlySetting Theory: different types of goals motivate us differently➢ IntrinIntrinIntrinIntrinsic Motivation: internal: valuesic Motivation: internal: valuesic Motivation: internal: valuesic Motivation: internal: value----based rewardsbased rewardsbased rewardsbased rewards➢ Investment Model: our commitment depends on what we have investedInvestment Model: our commitment depends on what we have investedInvestment Model: our commitment depends on what we have investedInvestment Model: our commitment depends on what we have invested➢ Positive Psychology: we want to do what makes us happyPositive Psychology: we want to do what makes us happyPositive Psychology: we want to do what makes us happyPositive Psychology: we want to do what makes us happy➢ SelfSelfSelfSelf----Determination Theory: external and internal motivationDetermination Theory: external and internal motivationDetermination Theory: external and internal motivationDetermination Theory: external and internal motivation
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How does motivation relate How does motivation relate How does motivation relate How does motivation relate to instructional design?to instructional design?to instructional design?to instructional design?How does motivation relate How does motivation relate How does motivation relate How does motivation relate to instructional design?to instructional design?to instructional design?to instructional design?
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Universal Categories of MotivatorsUniversal Categories of MotivatorsUniversal Categories of MotivatorsUniversal Categories of MotivatorsUniversal Categories of MotivatorsUniversal Categories of MotivatorsUniversal Categories of MotivatorsUniversal Categories of Motivators�autonomy/independence/control/powerautonomy/independence/control/powerautonomy/independence/control/powerautonomy/independence/control/power
�praise/attention/status/approval from otherspraise/attention/status/approval from otherspraise/attention/status/approval from otherspraise/attention/status/approval from others
�purpose/making a differencepurpose/making a differencepurpose/making a differencepurpose/making a difference
What motivatesWhat motivatesWhat motivatesWhat motivatesYOUYOUYOUYOU????
What motivatesWhat motivatesWhat motivatesWhat motivatesYOUYOUYOUYOU????
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How does including gameHow does including gameHow does including gameHow does including game----play motivate students for play motivate students for play motivate students for play motivate students for goalgoalgoalgoal----directed learning?directed learning?directed learning?directed learning?
How does including gameHow does including gameHow does including gameHow does including game----play motivate students for play motivate students for play motivate students for play motivate students for goalgoalgoalgoal----directed learning?directed learning?directed learning?directed learning?
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Another Query...Another Query...Another Query...Another Query...Another Query...Another Query...Another Query...Another Query...
�Think back to when you were a kid (or even now)
about the games you enjoyed. What is it that you
like about the experience of playing games?
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“playing games” vs. “playing games” vs. “playing games” vs. “playing games” vs. “gamification” vs. “game“gamification” vs. “game“gamification” vs. “game“gamification” vs. “game----based learning activitiesbased learning activitiesbased learning activitiesbased learning activities
“playing games” vs. “playing games” vs. “playing games” vs. “playing games” vs. “gamification” vs. “game“gamification” vs. “game“gamification” vs. “game“gamification” vs. “game----based learning activitiesbased learning activitiesbased learning activitiesbased learning activities
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“gamification”“gamification”“gamification”“gamification”“gamification”“gamification”“gamification”“gamification”“Gamification” is the process of adding game-like
elements to an environment or task that is not, in itself, a
game
For example: Safeway’s Monopoly game, Starbucks
rewards program, etc.
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“game“game“game“game----based learning”based learning”based learning”based learning”“game“game“game“game----based learning”based learning”based learning”based learning”“Game-based learning refers to activities in which playing
the game leads to learning outcomes, including academic
information, critical thinking, and problem solving skills.
For example:
● Boggle, SET, Mastermind, Spot It, 24 Game, etc.
● Using game boards or cards to reinforce concepts or skills
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Am I just “playing games” with my Am I just “playing games” with my Am I just “playing games” with my Am I just “playing games” with my students?students?students?students?
Am I just “playing games” with my Am I just “playing games” with my Am I just “playing games” with my Am I just “playing games” with my students?students?students?students?
Merely “playing games” does not imply any goal-directed learning
targets. However, when used in a thoughtful, goal-directed way,
most, if not all, games have merit. As Educational Therapists, our
responsibility is to use games in a way that enhances educational
therapy outcomes to benefit our clients.
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The Why and How of The Why and How of The Why and How of The Why and How of Implementing GamesImplementing GamesImplementing GamesImplementing GamesThe Why and How of The Why and How of The Why and How of The Why and How of Implementing GamesImplementing GamesImplementing GamesImplementing Games
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Benefits of Incorporating GamesBenefits of Incorporating GamesBenefits of Incorporating GamesBenefits of Incorporating GamesBenefits of Incorporating GamesBenefits of Incorporating GamesBenefits of Incorporating GamesBenefits of Incorporating Games�games feel like a less/nongames feel like a less/nongames feel like a less/nongames feel like a less/non----threatening environment → more willing threatening environment → more willing threatening environment → more willing threatening environment → more willing
to tryto tryto tryto try
�games have builtgames have builtgames have builtgames have built----in motivation and engagement → more willing to in motivation and engagement → more willing to in motivation and engagement → more willing to in motivation and engagement → more willing to begin and continuebegin and continuebegin and continuebegin and continue
�playing games builds relationship between ET and client → more playing games builds relationship between ET and client → more playing games builds relationship between ET and client → more playing games builds relationship between ET and client → more willing to take chances with you (ET)willing to take chances with you (ET)willing to take chances with you (ET)willing to take chances with you (ET)
**Games are FUN!! When you are having fun, you want to do more.****Games are FUN!! When you are having fun, you want to do more.****Games are FUN!! When you are having fun, you want to do more.****Games are FUN!! When you are having fun, you want to do more.**
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Think back to when you were a kid (or
as an adult) about a game you liked to
play. What is it that you like about the
experience of playing that game? What
motivates you to want to continue
playing?
Think back to when you were a kid (or
as an adult) about a game you liked to
play. What is it that you like about the
experience of playing that game? What
motivates you to want to continue
playing?
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Game ElementsGame ElementsGame ElementsGame ElementsGame ElementsGame ElementsGame ElementsGame Elements�avatars/characters�theme/story line�engaging graphics�quests/a goal�immediate feedback�expectation for
opportunity to improve (do-over)
�rewards, badges�points, progress (levels)�an element of chance�opportunity for choice &
exploration�strategy�a way to WIN - not necessarily
against another player
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● TTTTARGET: What is the learning goal?
● IIIINDIVIDUAL IIIINTEREST: what interests can be incorporated to activate/engage the student?
● MMMMOTIVATIONAL FEATURES: what features will motivate the student to continue even when it is challenging?
● EEEEnd RESULT: what is this for? (practice, automaticity, or teaching something new?) How & when will progress be measured?
Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:Take T.I.M.E. to think and plan:
● Where can I add a give-and-take aspect?
● How can I add some competition or track
progress?
● How can I build in choices/give them control?
● How can I add a sense of adventure or mystery?
This is what sets us apart as ETs… we can use our vast knowledge and experience to individualize for each students instead of following a set script that is one-size-fits-all.
Consider the T.I.M.E. when you choose a tool!
1- Task:
2- Interest:
3- Motivation:
4 - End result:
Tool/game choices: ● Where can I add SEL aspects to my lesson?
● How can I add some competition or track progress?
● How can I build in choices/give them control?
● How can I add a sense of adventure or mystery to
my lesson?
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Want to talk more about games?Want to talk more about games?Want to talk more about games?Want to talk more about games?Want to talk more about games?Want to talk more about games?Want to talk more about games?Want to talk more about games?
