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Gamification: Creating Heroes and Saving the World
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Gamification: Creating Heroes and Saving the World

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Creating Heroes and Saving the World - Who is the hero of your students' classroom?

Creating Heroes and Saving the World - Who is the hero of your students' classroom?


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  • When we’re depressed, according to the clinical definition:\n\nwe suffer from two things:\na pessimistic sense of inadequacy and a despondent lack of activity. \n\nTo fix: an optimistic sense of our own capabilities and an invigorating rush of activity. \n\nThere’s no clinical psychological term that describes this positive condition. But it’s a perfect description of the emotional state of gameplay. \nA game is an opportunity to focus our energy, with relentless optimism, at something we’re good at (or getting better at) and enjoy. In other words, gameplay is the direct emotional opposite of depression.\n
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  • Remember: challenges are unnecessary and voluntary\nWe all need to do hard work to feel challenged, and thereby more successful\n
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  • We have stress at work and school, projects and goals\nWe go home and create stress for ourselves:\n Saving the world is no small task!\n Neither is refinishing the kitchen...\nThe body is energized, the mind sharp and focused\nGood Stress!\n
  • X-BOX has achievements\nGame Center has badges\nMMOs have unique items\nSchool has... the lack of negative consequences...\n (We don’t even give gold stars anymore!)\n
  • Immediate feedback is key to engrossing learning\nGamers don’t ask “Am I winning?”\nA key element of gamification is being able to offer immediate, or nearly immediate, feedback - good or bad!\nComputers are good at this, use your LMS! \n
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  • Group work isn’t collaboration\nGood multiplayer modes make teams, or allow players to have a friendly competition!\n
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  • Transcript

    • 1. CREATING HEROES AND SAVING THE WORLD Aaron Perrell - WyoDLC.org
    • 2. GAMIFYINGCLASSROOMS
    • 3. “THE OPPOSITE OF PLAY ISN’TWORK. IT’S DEPRESSION.” - Brian Sutton-Smith
    • 4. WHAT ARE GAMES?When you strip away the genre differences and the technological complexities, all games sharefour defining traits: a goal, rules, a feedback system, and voluntary participation.
    • 5. THE BUILDING BLOCKS• Story or Narrative • Eustress• Character identification • Rewards& Feedback• Challenges • Replayability• Choice • Multiplayer?• Immersion
    • 6. CHARACTER IDENTIFICATION Who are your students? Heroes or recipients. Halo School
    • 7. CHALLENGESChallenges are not simply tests. Even if tests are challenging.
    • 8. CHOICE Choice → Personalization Personalization → OwnershipOwnership → Motivation / Intrinsic Value Motivation → Success
    • 9. IMMERSION Immersive learning is nothing new (parlez vous francais?)Using a mediated game should create Situated Apprenticeship
    • 10. SITUATED APPRENTICESHIP An environment that educates.Games put players in a world that guides them.
    • 11. REWARDS
    • 12. FEEDBACKGamers dont ask "am I winning?"Students often ask "am I passing?"
    • 13. REPLAYABILITY “Can I write another midterm? - Kid in my class (no, for reals) Good game environments have value beyondcompletion: reset buttons, multiplayer & extra lives.
    • 14. MULTIPLAYER? In games it’s called MultiplayerIn the real world it’s called Collaboration In school it’s called Cheating
    • 15. OK, SO WHAT DO WE DO? Play the game(s) of life! You wouldnt buy a book from an author who doesnt read...
    • 16. HTTP://WWW.CHOREWARS.COM http://bit.ly/Classwars
    • 17. HTTP://EMAILGA.ME *Requires GMail(which you should be using anyway)
    • 18. THE REAL WORLD 1. Build a Gamified lesson. 2. Build a Gamified course 3. ??? 4. Profit!
    • 19. AARON PERRELL @DrPeril (office hours when I’m not fighting Batman) Aaron@WyoDLC.OrgPlease write me, let’s keep talking about Gamification!