Gamification to Increase Student Engagement
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Gamification to Increase Student Engagement

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Gamification to Increase Student Engagement Gamification to Increase Student Engagement Presentation Transcript

  • Gamification to Increase Student Engagement Krista Leh Rundell kristalehrundell@gmail.com @klrundell !
  • What’s Happening In Education?
  • Educating the Whole Child §  Healthy §  Safe §  Engaged §  Supported §  Challenged Social Emotional Learning (SEL)
  • What’s Happening In Education?
  • Pairs Pairs To Quads Rotating Trios
  • RESPECT RESPONSIBILITY RELATIONSHIPS The quality of students' relationships with teachers have the most direct and significant effect on students' involvement in learning.
  • Full Value Contract ² Keep  ourselves  and  other  emotionally     and  physically  safe.     ² Act  and  speak  in  a  way  that  puts  others     up,  not  down.     ² Give  speci;ic,  honest,  thoughtful  feedback.     ² Know  when  to  let  something  go  and     move  on.  
  • Line up Birthdate Height Hair Length Time Woke Up
  • Meet and Greet — What is your favorite game? Why? — What does Engaged learning look like, sound like, feel like? — What are the games your students play? Why do you think they play them so often? Pairs Quads Eights
  • IMO -  one of the worst things to say to a child…
  • Today’s Statistics §  1/2  billion  people  spend  1  hour/day  gaming   §  People  world-­‐wide  spend  3  billion  hours  per   week  gaming   §  By  age  of  21,  the  typical  American  has  spent   10,000  hours  playing  games  “parallel   structure”   §  Pro-­‐social  results  of  gaming  for  up  to  21  hours   per  week  (MIT)  
  • Popular Games
  • Jane McGonigal —  The Game That Can Give You Ten Extra Years of Life (start at 2:15) —  PhD – game developer for Institute for the Future
  • Technology is changing the way we think, learn, & communicate “Why  do  we  let  people  put  the   best  of  themselves  into  a   virtual  world?”   -­‐  Jane  McGonigal  
  • Rapid Change in Eras
  • Gamification [n]: the use of game design elements in non-game contexts - The Gamification Infographic
  • What is a Game? Defining Trait Purpose Importance Voluntary Participation Choice & Control - Promotes safe, fun environment with challenges Goal Explains outcome - Provides Sense of Purpose - Focuses Attention Rules Places limitations - Unleashes Creativity - Fosters Strategic Thinking Feedback Discloses proximity to goal - Promises Achievability - Encourages Motivation - Jane McGonigal
  • DEBRIEFING – a key learning component – Feedback - Social Interactions - What helped us succeed? - What hindered our success? - What do we need to do differently next time? - Academics - Where am I in terms of the goal? - What do I need to do to move toward goal?
  • What is a Game? - Jane McGonigal
  • Tying It All Together… – positive interdependence – individual and group accountability – promote interaction – appropriate use of social skills – group processing – participation – goals – rules – feedback
  • 3D Object
  • Jane McGonigal —  Skills Students Are Learning From Games
  • Appeal of Games: 1. Clear Goals & Objectives 2. Specific, Constructive Feedback 3. Failure is Low-Risk 4. Draw on Strength of Others 5. Incremental Learning & Cascading Information Theory
  • Appeal of Games: In the Classroom: Clear Goals & Objectives Give out rubrics before project Specific, Constructive Feedback Detailed conferencing Written feedback/rubric notes Failure is Low-Risk Second chance learning Infinite play until mastery Draw on Strength of Others Collaboration Incremental Learning & Cascading Information Theory Level “up” to unlock content Discover pockets of info Accumulate of points Play to avoid losing gains
  • Cognitive Benefits: Whole Child Benefits: Processing & Constructing of Knowledge Engagement Connecting, Transferring, Sharing Info Motivation Better Retention of Information Collaboration Systems-Thinking Work Ethic & Pride Attention to Detail Resiliency Freedom to Experiment; Risk-taking Sociability Failure as Growth Evolution of Self Multiple Approaches Relationship Management Problem-Solving Creativity Negotiation
  • Transference to Education
  • Tying It All Together… – positive interdependence – individual and group accountability – promote interaction – appropriate use of social skills – group processing – participation – goals – rules – feedback
  • History of Gaming
  • Dice Games
  • Dice Games #1 1 – 1st person Singular 2 – 2nd person Singular 3 – 3rd person Singular 4 - 1st person Plural 5 – 2nd person Plural 6 – 3rd person Plural #2 1 – Comer 2 – Playar 3 – Estar 4 – Preguntar 5 – Creer 6 – Cambiar
  • Dice Games - Each person has one die. - Roundtable: Each person adds a sentence using the # or term he/she rolled on the die. - Topic for paragraph: Gaming
  • Clothespins
  • 3 letter word = 1 point 4 letter word = 2 points 5 letter word = 3 points 6+ letter word = 4 points
  • TrainersWarehouse.com
  • Line Ups Strongly Disagree Strongly Agree AgreeDisagree
  • Alphabet Games •  Create a word •  Identify part of speech •  Devise a definition •  Use it in a sentence
  • Card Games
  • Analogies Simula'ons:    analogies  for   real-­‐world   events  
  • Play-doh
  • Drawing Games
  • !
  • Transference to Education
  • PLAY § Can I join you? § Can I save it? § Can I show you how?
  • High Tech vs. Low Tech www.education.mit.edu The Education Arcade explores games that promote learning through authentic and engaging play. TEA's research and development projects focus both on the learning that naturally occurs in popular commercial games, and on the design of games that more vigorously address the educational needs of players.
  • Work/Occupation Related Games §  Med. Students: “ER: Code Red” – As Dr, have to treat 35 cases §  Doctors & Nurses: “Septris” – Stanford: ID and manage outbreak §  Global Issues: “Evoke” – World Bank: solve social problems §  Military: Skill training games
  • Lexica
  • Using Games in Education §  Play a game to learn new content §  Participate in simulations to test theories & variables §  Analyze points of view through characters’ actions §  Document own learning through reflection §  Research new content through creation of another game - Klopfer, Osterweil, Groff, & Haas
  • Remember… §  Use inconsequential competition §  Target essential academic content §  Debrief game & Review difficulties §  Allow for students to re-process information and revise notes - Robert Marzano
  • Jane McGonigal — Massively Multi-player Thumbwrestling
  • !
  • References §  Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium. §  Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the Technology of Today, in the Classroom of Today. http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf §  Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Moving Learning Games Forward. http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf §  Marzano, R. (2010). Using Games to Enhance Student Achievement., Association for Supervision and Curriculum Development, Volume 67 (5), pp. 71-72. http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using- Games-to-Enhance-Student-Achievement.aspx §  McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin, 2011. Print. §  Puentadura, R. (2009, August 3). Game and Learn: An Introduction to Educational Gaming. http://hippasus.com/rrpweblog/archives/000039.html §  The Gamification of Education infographic. https://www.knewton.com/gamification-education/