1. ANGELA HOUSAND
BRIAN HOUSAND
bit.ly/nagc2012

2. AGAMES AND PLAY
B MOTIVATION
C contracts
D gamification
G PLATFORMS

3. LEVEL ONE
GAMES
and
PLAY

8. what is
a game
RULES OBJECTIVES OBSTACLES

9. GAMES GAMES
ARE OFFER
VOLUNTARY CHOICES
CHOICES CONSEQUENCES
HAVE OFFER
CONSEQUENCES FEEDBACK

10. FREEDOM TO
EXPERIMENT
FREEDOM TO FAIL
FREEDOM TO TRY ON
DIFFERENT IDENTITIES
FREEDOM OF EFFORT
-Scot Osterweil

11. 10,000

13. 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 Principle
9) 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 Principle
18) 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 Principle
35) Affinity Group Principle
36) Insider Principle

14. Games are the most elevated form of investigation.

15. LEVEL TWO
MOTIVATION
AND
FLOW

16. Motivation
(Malone & Lepper, 1987)
Curiosity
Control
Optimal Challenge
Fantasy
Interpersonal
(Cooperation, Competition, & Recognition)

17. Creatively Gifted
• Curious
• Independent
• Attracted to
complexity
• Originality in
thought and action
• Willing to take risks
• Aware of their own
creativeness
• Need to produce

18. Motivation is Complex
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest

19. Intrinsic Motivation
(Self-Determination Theory)
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest
Relatedness

20. RELATEDNESS...
Feeling connected to others and having a
sense of belonging to a community.

21. COMPETENCE…
Ability to demonstrate one’s capacity for
success when faced with a challenge or
opportunity.

22. COMPETENCE…
Feelings of competence shape a person’s
willingness to actively engage and persist in
different behaviors.
(Bandura 1986, 1997)

23. Autonomy
The more autonomous
(self-determined) a person
believes their behavior to
be the greater the personal
satisfaction and enjoyment
from engaging in that
behavior.

24. ON TARGET
Autonomously-Motivated Students
•Higher academic achievement
•Higher perceived competence
•More positive emotionality
•Higher self-worth
(Reeve, 2002)

25. ON TARGET
Autonomously-Motivated Students
• Preference for optimal challenge
• Enjoy engaging challenges
• Stronger perceptions of control
• Greater creativity
• Higher rates of retention
(Reeve, 2002)

26. Motivation Self-Determination
(Malone & Lepper, 1987) (Deci & Ryan, 1980; 2000)
Curiosity Goal Pursuit
Control Autonomy
Optimal Challenge Competence
Fantasy Achievement
Interpersonal Relatedness
(Cooperation, Competition, & Recognition)

27. Mihaly
Csikszentmihalyi

28. l
n ne
a
Ch
F l ow
Apathy

29. To Experience FLOW...
...the task must
provide clear goals and feedback.

30. To Experience FLOW...
...one must
become immersed in the activity.

31. To Experience FLOW...
...the task must
be challenging and require skill.

32. To Experience FLOW...
...one must
learn to enjoy immediate experience.

33. To Experience FLOW...
...one must
loose one’s sense of self.

34. l
n ne
a
Ch
F l ow
Increasing
Skills
Increasing
Challenge
Increasing
Challenge
Increasing
Skills Apathy

35. Motivation FLOW
(Malone & Lepper, 1987) (Csikszentmihalyi, 1975)
Curiosity Clear Goal
Adjust Performance
Control
Based on Feedback
Optimal Challenge Balance Challenge & Skill Level
Fantasy Enjoyment
Interpersonal Transcend Self
(Cooperation, Competition, & Recognition)

36. LEVEL THREE
LEARNING
CONTRACTS

38. Authen,c
Audience
Clear
Expecta,ons

39. A
Timeline
with
Feedback
Opportuni,es
Built-­‐in

40. Clear
Content
&
Resources
Accountability

41. Accountability
Clear
Strategies
&
Skills

42. • Agreement
between
teacher
&
student
• Student
independence
&
autonomy
• Increased
student
responsibility
• Provides
freedom
in
acquiring
skills

43. Motivation FLOW Learning
(Malone & Lepper, 1987) (Csikszentmihalyi, 1975) Contracts
Curiosity Clear Goal Clear Expectations
Adjust Performance Benchmarks &
Control
Based on Feedback Defined Responsibility
Balance Challenge & Defined Content &
Optimal Challenge
Skill Level Skills
Fantasy Enjoyment Achievement
Interpersonal
(Cooperation, Competition, & Transcend Self Authentic Audience
Recognition)

44. 10,000

45. Person
Environment
Fit
• Person
/
Environment
fit
is
the
degree
to
which
a
person
or
their
personality
is
compa8ble
with
their
environment

46. Good
Environmental
Fit
Occurs
When:
A
person
adjusts
to
their
surroundings
AND
The
environment
adapts
to
fit
their
needs

47. Motivation FLOW Learning Gamification
(Malone & Lepper, 1987) (Csikszentmihalyi, 1975) Contracts (McGonigal, 2010)
Clear
Curiosity Clear Goal Clear Objective
Expectations
Adjusted Benchmarks & Blissful
Control
Performance Responsibility Productivity
Balance
Optimal Defined Urgent
Challenge &
Challenge Content & Skills Optimism
Skill Level
Fantasy Enjoyment Achievement Epic Win
Interpersonal Authentic
(Cooperation, Competition, & Transcend Self Social Fabric
Recognition) Audience

48. LEVEL FOUR
GAMIFICATION

49. GAME
BASED
LEARNING
“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 RISKS
TO FIND SOLUTIONS
without the feeling that they are doing something wrong.
GAMES ENCOURAGE STUDENTS TO
MAKE AND LEARN FROM MISTAKES ,
which is a particularly important concept in the K-12 setting.”

50. GAMIFICATION:
The use of game
elements and
game-design
techniques in
non-game
contexts.

51. POINTS BADGES LEADER
BOARDS

52. POINTS
Effectively Keep Score
Determine WIN State
Connection Between Progress
and Reward
Provide Feedback
External Display of Progress
Data for Game Designer

53. BADGES
Goals to Strive Toward
Guidance About Possibilities
Visual Markers of
Accomplishment
Status Symbols
Tribal Markers

54. LEADER
BOARDS

55. ENGAGE

56. GAMIFICATION OFFERS CHOICE

57. COLLABORATION
CONTENT
CHOICE
-Alfie Kohn

58. DEFINE LEARNING
OBJECTIVES

59. DELINEATE TARGET BEHAVIORS
2. Delineate Target Behaviors

60. DESCRIBE YOUR PLAYERS

61. DEVISE
ACTIVITY
CYCLES

62. DON’T
FORGET
THE
FUN!

63. DEPLOY
APPROPRIATE
TOOLS

64. LEVEL FIVE
PLATFORMS FOR
GAMIFICATION

67. CHALLENGE
WRAP UP THOUGHTS
STAR
Legacy
PERSPECTIVES
ASSESSMENT & RESOURCES

69. ROAD
TO
GIFTED

71. Edmodo is a free, secure, social learning platform
for teachers, students, schools, and districts.
FREE!
FEATURES:
Groups
Messages
Assignments
Calendar
Poll
Student Emails NOT required!

74. http://help.edmodo.com/teachers/
how-to-createmanage-badges/

75. http://help.edmodo.com/teachers/
how-to-createmanage-badges/

84. GAME OVER
?????

85. Smithsonian American Art Museum

90. E
NDURINGLY
NGAGING
XPERIENCES

92. 92

93. COMPUTER
USE
INTERNET
USE
CREATIVITY
CELL
PHONE
USE
VIDEO
GAME
PLAY
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.

94. VIDEO
GAME
PLAY
CREATIVITY
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.

95. GAME ON!