Hamm Thesis Defense

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Hamm Thesis Defense

  1. 1. TODAY'S LEARNERS: APPLYING GAMING ELEMENTS TO CREATE STUDENT ENGAGEMENT<br />Breanna Hamm<br />6/13/2011<br />
  2. 2. Context of Problem<br />Today’s learners grew up in digital world<br />Not as engaged in classroom as by other outlets<br />Use gaming in the classroom to promote engagement<br />
  3. 3. Problem Statement<br />The problem of the study was to identify and analyze gaming characteristics to determine how certain game characteristics could be effectively incorporated into a introductory digital photography course curriculum to create more motivation in class critiques and discussion. <br />
  4. 4. Objectives<br />1.) Identify elements of games that are most engaging and motivational to students.<br />2.) Create a model using gaming elements that could be effectively applied to an introductory photography course. <br />
  5. 5. Significance of Study<br />Video games prominent in everyday lives<br />Game based solutions to education problem<br />Some schools already adapting ideas<br />VCT2820 Introductory Photography class experiencing difficulty with class engagement<br />
  6. 6. Literature Review<br />Current Learners and Education <br />Digital Game Based Learning <br />Social Games <br />User-Generated Content <br />Alternate Reality Games <br />Elements of Games <br />Gaming in Education <br />Learning Tools <br />Summary <br />
  7. 7. Current Learners and Education<br />New technology – major push in education<br />Traditional methods may not be as effective<br />Students engaged more outside of the classroom<br />Focus on learner’s needs<br />
  8. 8. Digital Game Based Learning<br />One solution for student engagement<br />Games are exploratory<br />Immersive, challenging, engaging<br />Not afraid to fail <br />However, bias against games<br />
  9. 9. Social Games<br />Farmville – 55mil<br />Casual Game – Facebook<br />Play with real life friends<br />Gifts, items, missions<br />World of Warcraft – 11.6mil<br />MMORPG – played on PC<br />Play with other members of WoW community<br />Guilds, quests, items<br />
  10. 10. User-Generated Content<br />Farmville Blogs<br />Farmville Freak<br />Farmville Cost Sheet<br />WoW Wiki<br />Fan art, information, fan fiction<br />
  11. 11. Alternate Reality Gaming<br />Games that exist outside of virtual worlds<br />IloveBees<br />Promote the game Halo 2<br />Chore Wars<br />Competitive game for friends, family, co-workers<br />
  12. 12. Elements of Games<br />Tom Chatfield<br />1. Experience bars measuring progress<br />2. Multiple long and short term goals<br />3. Reward for Effort<br />4. Rapid, frequent, clear feedback<br />5. Element of uncertainty<br />6. Windows of enhanced attention<br />7. Other People<br />
  13. 13. Gaming in Education<br />Disconnect in technology and education<br />Schools applying game principles<br />Indiana University - Portal<br />Cape Fear & Sufferon Middle Schools – WoW<br />Quest to Learn<br />
  14. 14. Learning Tools<br />Potential collaborative environments for classroom use<br />Facebook<br />Notifications, groups, events<br />Edmodo<br />Private, gradebook, assignments<br />
  15. 15. Summary<br />Learners not engaged in classroom<br />Digital game based learning as a solution<br />Games widely popular – Farmville, WoW<br />User-Generated content – wikis, blogs<br />Game layer outside of real world – ARG<br />Gaming already being implemented in education<br />Potential learning tools<br />
  16. 16. Methodology<br />Purpose<br />Research Design<br />Data Collection<br />Expert Panel<br />
  17. 17. Purpose<br />The problem of the study was to identify and analyze gaming characteristics to determine how certain game characteristics could be effectively incorporated into a introductory digital photography course curriculum to create more motivation in class critiques and discussion. <br />The objectives of this study were to<br />1.) Identify elements of games that are most engaging and motivational to students.<br />2.) Create a model using gaming elements that could be effectively applied to an introductory photography course. <br />
  18. 18. Research Design<br />Chatfield Framework<br />1. Experience bars measuring progress<br />2. Multiple long and short term goals<br />3. Reward for Effort<br />4. Rapid, frequent, clear feedback<br />5. Element of uncertainty<br />6. Other People<br />Six game elements applied to VCT2820 Photography course<br />
  19. 19. Data Collection<br />Alpha and Beta Review<br />Models developed with reviews and recommendations from expert panel members<br />Changes made to models based upon recommendations <br />
  20. 20. Expert Panel<br />Reviewed alpha and beta models<br />Provided recommendations<br />Expert Panel members<br />Education psychology, online and blended learning, game theory, digital photography<br />
  21. 21. Findings<br />Alpha Review<br />Beta Review<br />
  22. 22. Alpha Review<br />Panel Recommendations<br />Pros<br />Facebook notifications<br />Use of experience bars<br />Cons<br />Issues with Facebook – FERPA, privacy settings<br />Experience points used for grade<br />Additional work for instructor<br />Recommendations<br />Use of additional tools – Twitter, FlickR, Foursquare<br />Create new assignments – long and short term goals<br />Create photo community – alumni, professionals, and class<br />
  23. 23. Beta Review<br />Pros<br />New bonus assignments<br />BGSU Blogs as alternative<br />Alternate final assignments<br />Cons<br />Workload of instructor still high<br />Class teams - unfair<br />Suggestions<br />Students earn experience individually as well – perks<br />Evaluation<br />Facebook privacy policies<br />
  24. 24. Summary<br />Model developed based on review of literature<br />Recommendations made by expert panel members<br />
  25. 25. Objectives<br />Objective 1.) Identify elements of games that are most engaging and motivational to students.<br />Chatfield’s 6 gaming elements<br />Found in popular games such as WoW and Farmville<br />2.) Create a model using gaming elements that could be effectively applied to an introductory photography course. <br />Each of Chatfield’s elements applied to a model<br />Reviewed and revised by expert panel<br />Final Model<br />
  26. 26. Conclusion<br />Gaming in education becoming more popular<br />Many tools available to use in classroom<br />Still difficult to implement<br />
  27. 27. Recommendations<br />1. Application and evaluation of the proposed model used in the VCT2820 - Introductory to Digital Photography course. <br />2. Use alternative tools in place of Facebook, BGSU Blogs, and Excel in this model as new technical tools become available.<br />3. Creation of an online course environmentthat would be replacement of Facebook<br />4. Incorporation of alternate reality game characteristics into the course model to develop further interactive characteristics. <br />

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