This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element.
Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.
Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.
Full presentation with voice-over: http://bit.ly/18hwzPP . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.
3. What lights up your hippocampus?
http://www.youtube.com/watch?v=AzLjXF--G1w
The more the
hippocampus is lit
up the more likely
we are to repeat a
new behaviour …
400% improvements
in long term
behaviour change.
Jane McGonigal
“
4. What can we borrow from games?
Intheflow
Build resilience by balancing positive and
negative emotions
A feeling of continuous progression
Clear goals, rules, feedback and choices
Use extrinsic motivation to build intrinsic
motivation
Offer status, access, power and stuff - in that
order
Digital Games Boost Test Scores
7. What is a game?
When you strip
away the genre
differences and
the technological
complexities, all
games share four
defining traits: a
goal, rules, a
feedback system,
and voluntary
participation.
Jane McGonigal, Reality is
Broken
http://janemcgonigal.com/my-book/
10 million Minecrafters
241,920,000 logins per month
1,000 logins per hour
2,000,000,000 downloads
“
8. Four Common Elements
Element Angry
Birds
Tetris Linked In
(a non-game
example)
Goals Kill Pigs Fill an entire row Online Resume - join
discussions
Rules Have to fling the
birds in the right
direction
Within the time given
turn the blocks to
build up rows
Only members can
see. Try to connect
to as many people as
possible
Feedback Pigs die
(audio/animation)
Points, Score, Game
ends when top is
reached
Progress Bar
Leaderboard –
Most popular
discussion
Voluntary
Participation
Choose your level
of achievement
within each level
Choose to beat your
own score e.g.
12,000 points
Optional subscription
to discussions
9. Four Elements – applied in LMS
Element Course Core Moodle
LMS
Moodle
Plugins
Goals What activities do I
have to do?
(Elements of
Competence)
• Mark as complete
Check boxes
• Gradebook
Progress Bar
Rules/
Challenges/
Obstacles
When are they due?
How can I submit
my work?
(Assignments)
• Due Dates (My Home)
• Lesson
• Groups
Collapsed
Topic course
format
Feedback Did I meet the
standard? Am I
finished yet?
(Gradebook)
• Completion Block
• Gradebook, Scales
• Permissions
• Badges Moodle 2.5
Moo Profile
Voluntary
Participation
Self-directed, self-
assessment, self-
paced (RPL)
• Groups
• Conditional Activities
• Lesson pathways
• Flexible Rubrics
Self enrol
groups based
on choice
11. a) I will give a Moodle for Motivation Guide
poster to anyone who tweets a question
@moodlemuse
b) What questions do you have about
gamification and education?
c) I bet you can't ask me a question about
gamification that I can't answer!
d) I will feel really sad if no-one asks any
questions about gamification :(
Which statement most motivates you?
It's not what you do, but why you do it
12. Interacting
Players Acting
Bartle Player Types
Explorers
Players like interacting
with the environment.
They try to find out as
much as they can
about the world around
them.
Socialisers
Players like interacting.
They use
communicative facilities
as a context in which to
interact with their fellow
players.
Killers
Players like acting on
other players. They are
Politicians. They kill with
kindness (Mother Hen)
or unkindness (tease,
heckle). They like to
dominate.
Achievers
Players like acting in the
environment to be
successful. They give
themselves game-
related goals, and
vigorously set out to
achieve them.
14. Interacting
Players Acting
Lesson -
Interactice
branched
learning
Quiz - Multiple choice
Discussion
Forums
Killer
Socialiser
Explorer
Achiever
Which assessment method BEST suits each player type?
http://bit.ly/bartlex Take a 3 question quiz
Debates
Lesson –
Interactice
branched learning
DebatesPractical
Lesson - Interactice
branched learning
Quiz - Multiple choice
15. Initial Survey analysis
Disclaimer:
• Not everyone likes taking surveys – need to broaden the sample population
and survey method. At least this brief survey has shown that Bartle‟s Player
types are relevant to assessment methods.
Surprises so far:
• Quizzes made it to the list of most
motivating, despite their bad
reputation as „traditional‟
• Essays are journals are strongly
disliked across the board
17. Quizzes, Interactive Branched
Lessons & Practical
0
2
4
6
8
10
12
14
Most Motivating Assessment Types Socializer
Explorer
Achiever
http://bit.ly/bartlex
Please note this survey is a work in progress - DRAFT ONLY
18. Course planning starts
with the gradebook
The gradebook
tells your learners
what the goal
and standards
are and how they
are progressing
toward that goal.
www.klevar.com
“
19. Why your totals are not working
• Scales MUST go from
lowest to highest (DCBA)
• Match a three level scale
in assignments with a
three level scale in total
(or four, or five, …just
make sure they have the
same number of levels)
20. Quick tips for non-maths fans
• Hide what you don‟t need
(Categories and items >
select the eye icon)
• Ask Admin to set site level for
your needs (e.g. hide email)
• Customise „Letters‟ or Scales
within your course to use the
words you prefer – e.g.
Satisfactory/ Excellent
• VET Tip - Use LOWEST GRADE
to calculate totals
21. For the Math fans
• Every grade is converted into
percentages - show real (% )
until it becomes clearer
• Set up grade categories for
flexible totals
__________________
Apprentice < 90%
__________________
Novice < 70%
_________________
Observer < 20 %
__________________
Master < 100%
Letters use unequal divisionsScales use equal divisions
22. Rubrics and Custom Scales
• In Rubrics your score out of the maximum possible result
is converted into a percentage e.g. 18/24 75%
• Use scales or letters to show if these scores are
acceptable to pass
• Make a custom scale and use your own names e.g.
Observer (0-33%) Novice (33-66%) Master (66-100%)
Gamification Custom Scale with four levels
• Level Four (75-100%)
• Level Three (50 -75%)
• Level Two (25-50%)
• Level One (0-25%)
23. Demo courses in gamification
http://www.md.moojoo.com.au/
– Moodle Gradebook
configuration
– Custom scales
– Progress Bar with stars
download customised
version
– Collapsed topic multi-
column layout
– Group self-selection
– Profile Block
24. Social >Explore >Achieve
Make it
social, make it
meaningful and
give people some
freedom.
Then, integrate a
well thought out
reward system
(points, badges
e.t.c).
„For the Win‟ Kevin Werbach
http://marczewski.me.uk/user-types/
“
25. Pitfalls of Gamification Design
The introduction of
carefully selected
extrinsic rewards, built
around a design that
speaks to intrinsic
motivational states
(sometimes not the ones
most closely aligned
with the behaviour we
seek to change), is the
most powerful design
model we have today.
Status – we do it
because other people
will think we‟re cool
Access – to something
special that other
people don‟t have
Power – able to do
certain things
Stuff – tangible
rewards:
Awards, Badges, Certif
icates, Virtual
Goods, Points, Levels, S
cores
http://www.gamification.co/2011/10/27/intrinsic-and-
extrinsic-motivation-in-gamification/
“
Gabe Zichermann
26. Summary
But real gamification
lies not in the
scattershot application
of points (or badges, or
whatever) but in the
design of a learning
experience that
engages (and
delights!) learners and
helps them to see
where they are going
and how they are
doing at any one time
(feedback).
http://mozuku.edublogs.org/2013/02/08/efl-
gamification-1/
“
27. Key points: What can we
borrow from games?
Intheflow
Build resilience by balancing positive
and negative emotions
A feeling of continuous progression
Clear goals, rules, feedback and choices
Use extrinsic motivation to build intrinsic
motivation
Offer status, access, power and stuff - in that
order
http://www.md.moojoo.com.au/
28. Further Information
Linked in Group
“Moodle For Motivation”
Share ideas and resources
Natalie Denmeade
@moodlemuse
natalie@moojoo.com.au
Credits
Hippo artwork: Gabe Cunnett gabe@klevar.com
Photos of gamers: Mr Toledano
Unless noted all images public domain from wikimedia
www.klevar.com
Editor's Notes
This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element. Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.
The caudate and thalamus are parts of our brain associated with simple rewards, pleasure and motivation – think Gambling. The hippocampus is of more interest to educators who have the goal of behaviour change.
MRI brain imaging shows that interactive game play actually stimulates the parts of the brain - the caudate and thalamus - associated with reward and motivation, as well as the hippocampus, which is associated with learning and long-term memory. SRI meta-study finds there is a potential of 25% increase in learning outcome when using simulations, and 12% increase when using Digital Games
Having seen the evidence that games increase learning outcomes substantially, many educators are asking: “What can we borrow from games?”. Game Designers refer to the state of total absorption while playing a game as being “In the flow”As teachers we love that feeling when the learners are focused on the task and enjoying it – “In the flow”. We know how to achieve that in face-to-face learning, but how can a Learning Management System like Moodle assist? This presentation will cover 5 key areas to keep learners engaged and motivated: 1.Build resilience by balancing positive and negative emotions 2.A feeling of continuous progression3.Clear goals, rules, feedback and choices4.Use extrinsic motivation to build intrinsic motivation5.Offer status, access, power and stuff - in that order
Anxiety around exams and assessments is often tied to a fear of an epic fail, or fear of past failures. Yet in games people will keep on attempting a daunting task – up to 80% of interactions in games are failures! The key seems to be the balance of positive and negative emotions achieved by game designers. The number one positive emotion experienced in games is creativity. Educators can learn from this by providing more of the positive emotions throughout the process, and planning failures to be small and private. Feedback needs to given more frequently and faster through formative assessment. One badge at the end of a course is not going to be effective as a reward system built in to levels of mastery throughout the process.“Gamification offers the promise of resilience in the face of failure, by reframing failure as a necessary part of learning. Gamification can shorten feedback cycles, give learners low-stakes ways to assess their own capabilities, and create an environment in which effort, not mastery, is rewarded. Students, in turn, can learn to see failure as an opportunity, instead of becoming helpless, fearful or overwhelmed” Lee, J. J. & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly
Frequent rewards not only build resilience they keep small achievable goals in sight. Many learners will quit before even attempting an exam. They see the goal as insurmountable. In the game world a series of levels is used to maintain player interest. In designing your course offer the reward, state what is required to achieve the standard, and then give the reward as quickly as possible and invite them to move up to the next level, this is otherwise known as bribery – it works!
There are many types of games. “When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, and voluntary participation.”
Linked in is a good example for educators as a gamified system. There are four elements – Goals, rules, feedback, and voluntary participation yet it is a professional space – there is nothing frivolous or childish involved. Linked in has the goal of collecting your information and joining in discussions. There are rules about membership, commenting, advertising and connecting. The introduction of a progress bar was very effective in increasing the amount of information in each member’s profile. Simple communication… this is the goal, this is how far you have come.
The Moodle Learning Management System has built in gamification elements and plugins that offer additional functionality.
Learners are motivated in different ways. The Moodle for Motivation Guide uses gamification to map elements from games to eLearning activities in Moodle LMS. The goal is higher engagement, increased productivity and completion of Moodle courses.This poster is based on Bartle’s Player Types. You will play multiple roles and will change the roles you play over time, but will have dominant methods of interacting.
This graph has different colours to show how each player type responded. Essays and Journals are not very motivating across all player types.
The Achiever type really likes quizzes, but so do the explorers and socialisers. Socialisers seemed most versatile in their preferred mode. Explorers enjoy debates and roleplays.
The first step is to decide how totals will be calculated and the grading /scoring system you will be using. Group the activities into required or optional. It is worth getting some advice or training on this before you start making the course.
If you have tried using the Moodle gradebook and it appears as if it the totals don’t work. Here are some common issues: Set up your scales (either at site level or course level) to be from lowest to highest – D,C,B, A, or - Not Yet Competent, Competentor - Pass, Credit, Distinction, Using a scale with 3 possible choices to mark an activity will be best matched up by using the same scale to calculate totals, or at least a scale with the same number of choices. You could assess each task as- Not Satisfactory, Satisfactory then you should use a scale with two choices to calculate the total eg Not Yet Competent, Competent
The gradebook offers options for many different academic needs. Hide whatever doesn’t apply to you. This makes it easier for learners to see what they must complete and understand their results. If your scores are equal divisions use Scales. If you would like to set your own cut off to move up to the next band use custom ‘letters’.In a competency based system you can use custom scales (Not Satisfactory, Satisfactory) for each activity. To calculate the total as being either Not Yet Competent, Competent set the aggregation ( a fancy word for total) to be the LOWEST GRADE. If a learner is satisfactory in ALL tasks the result will be Competent. If one , or more tasks is Not Satisfactory the learner will receive Not Yet Competent. The same principle works for graded competency – choose LOWEST GRADE, but the teacher may manually apply a credit or distinction to the final result as an exception. You do have the choice in the gradebook of calculate total based on every activity or to calculate totals only those activities that have been attempted.
Understanding the maths behind the calculations reminds me of the little coloured blocks I used to learn maths when I was a child. The largest orange blocks represent 10 and each of the smaller blocks in different colours can be matched up against the orange block. In the Moodle gradebook Scales will always use equal divisions of 100%, where as the Letters of unequal divisions. If you want more flexibility in how the total is calculated through out your course you can make new grade categories and set different scales for each one.
Confused?Just download the sample course with pre-configured scales, letters, and demonstration of gamification strategies. Modify this course to meet your own needs
If you do it this way around, you are not creating a system that relies on the rewards to run. That way, you get the intrinsically motivated people anyway and those that are there for rewards are catered for.
Tweet your personal goal of what tips from this presentation you intend to try in the Moodle Gradebook