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Gamification: From Gove to Gomorrah
 

Gamification: From Gove to Gomorrah

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Slides from a talk give at Coventry University. January 2012

Slides from a talk give at Coventry University. January 2012

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  • Location-based games using mobile phones and GPSStarted around 2007. Games: Invisible Buildings, Detect-o-saurus, PopScotchLegacy games: Fruit Farmer, Treasure Hunt
  • After gaining BSc in Biology, Richard Vahrman pursued a variety of jobs including musician and truck driver, before working with Prof. Heinz Wolff at the Clinical Research Institute in Harrow, and later helping him set up the Institute of Bioengineering at Brunel University. There they specialised in building robotic equipment for the European Space Agency. He left to form MultiAxis where he invented and marketed a novel method for tracking containers within the dairy industry. On moving to Brighton, he started up Brighton Web, a web hosting and design company with around 200 clients. He now heads LocoMatrix, one of the first companies to work in location-based gaming for mobile phones. Richard also has more general interests in phone and tablet technology and their use in education (Digital Education Brighton - DEB) and for the elderly (Being Older Brighton - BOB).
  • Where the title comes fromGamification – why I liked it, then I didn’t, then I didThe ideas that came from that particularly about educationThe games that I’ve developedWork with students and DEBEducation and gamificationEducation and computers
  • Game Mechanics – not to be confused with Gay MechanicsWhygamification doesn’t exist
  • Badgeville / Four Square / Trip AdvisorSo do badges come from games or did games use badgesThe clue is in the picture
  • Golf is a good walk spoiled – Mark TwainGolf is a good walk spoiled by gamification – Richard VahrmanThis is Jeff Nolan - Get Satisfaction – List
  • Yes – there’s more
  • See – it doesn’t existNot sure about this image – what does it mean?
  • See
  • But this is why we like games
  • After reading the bad book, started thinking about this. See article that is about to be published in Design Thinkers
  • Was thinking about kitchens too.What’s most noticeable about this picture?Correct answer: it’s a room full of storage cabinetsWe have taken a step back – the larder was a far better conceptA modern kitchen should be our friend in preparing fresh, healthy, delicious foodThe cooker which hasn’t really advanced in years (accurate heat for precise times)Other than you can’t kill yourself by putting your head in the oven
  • Main talk is about education
  • Original aim of LocoMatrix was to make playing outdoor games fun to unhealthy computer-playing children
  • These were the first games – old phones – gpsbluetooth modulesHard to program – problems on non-smart phones
  • Then came the smartphones50k grant and how difficult it was to choose the right game to programMy insistence that it should relate to what schools were teachingThe Romans
  • Invisible buildings – the Romans – archaeology – how it looks a little like Time TeamBut then that was inevitableWhy people are embarrassed to say they have seen Time Team – why?
  • Use of real finds and junkChildren indoors will see finds as they come inLook in catalogue to find whether Roman/Ancient Briton or something elseSomething about the junk – what it will tell someone in the future about us
  • Geo-physics – shows what is underground by measuring changes in soil conditions e.g. resistanceWe will build a machine to attach to phoneWe will be going out to play this tooCompare with aerial photos and other outward signsWe end up with a building floor plan – what might that indicate
  • Take the floor planDecide which are going to be the points where we digGo outside and mark up points for diggingAlso put the plan into our art program
  • Adding the bits to the floor plan with drag-and-drop game
  • My desire to show what the building looked like in 3dAnd how we cheated by starting from the end and working back
  • Use of SketchUp – ability to create the building and then make the animation
  • Then able to cut the bits out to make the bits for the dig
  • And to create the geofizz
  • And how we can locate the siteCreating the overlay for the gamesEnhancing the colours
  • Mention the difference between the schools where we prototypedSee the clip on YouTubehttp://www.youtube.com/watch?v=8U7L0YKi-bc
  • Making a dinosaur gameWith Dinosaur IsleCalled Detect-o-saurus
  • Going to talk about another game that we are making3 15 year-olds made the game How we encourage work experience students
  • Wanted a treasure hunt type of gameBut one which required a strategyAnd would be played against the clockMap reading – running – to locate the general area of bombs
  • Then using clues to find the bomb within a defined area
  • Having to defuse the bombColours of wires to break could be linked to multiple choice revision questionsBut other possibilities – calling to a backup team at HQ
  • Helping the losers. If you are not the fastest you can still win
  • Importance of narrative in game24 meets University Challenge
  • And here’s the trailer for the gameCould talk about IndieGogo and ways to fund the game
  • Back to work experience children and how was amazed at lack of computer skills – back in 2010Decided to do something about it
  • Helped to set up DEB as means to help locallyProject basedSee DEB blog for more info
  • But this is one project that I am doing. Walking from Scotland back to BrightonPlaying games on the wayThis is me going past CoventryWhich is where I ended my recent talk
  • Schools are the dinosaur compared to SMLC.Reason to show this slide – compare a trip to the Natural History Museum by a school and SMLC
  • someone (in high office) decided what facts children should learna special school (which came to be called a university) was set up to teach adults these facts so they could pass them on to the childrenthese people (who came to be called teachers) would stand at the front of the classthe children would sit at desks in rows facing the teachera means of displaying the facts would be put on a wall behind the teacher – this was called the blackboardwhen there was no more room to display the facts, a rubbing device would erase some or all of the fact, so more could be put in their placethe rubbing device could also be thrown at a child to maintain control – a wooden stick was a useful backup device.periodically the children would be required to show that they had remembered the facts. Occasionally just some of the facts had to be regurgitated – this was called a test. At other times all the facts had to be seen to be remembered – this was called an examination.if you passed examinations, you were entitled to rise higher in the system. If you failed, you remained at that level, almost certainly for the rest of your life (unless your family had money).
  • someone (in high office) decides what facts children should learnspecial schools (called a teacher training colleges) have been set up to teach adults these facts so they could pass them on to the childrenthese people (still called teachers) stand at the front of the classthe children sit at desks in rows facing the teachera means of displaying the facts is put on a wall behind the teacher – this is called the whiteboardwhen there is no more room to display the facts, a rubbing device can erase some or all of the fact, so more can be put in their placethe rubbing device (and cane) are no longer available (health and safety reasons) for maintaining order – this enabled the invention of the electronic whiteboardperiodically the children are required to show that they had remembered the facts. Occasionally just some of the facts have to be regurgitated – these are called SATS. At other times all the facts have to be shown to be remembered – these are still called examinations.if you pass examinations, you are entitled to rise higher in the system. If you fail, you remain at that level, almost certainly for the rest of your life (unless your family have money).
  • by Penny Arcade Gamification / Gamifying Education with a grading system every students starts by thinking they are an A+ – from there, the only way is downwith a games system, you give experience points, so everyone is working their way upthere are opportunities for collaboration – bonus point for all students if some do well – gives an incentive to support the high achieversbut could also design topics to enable  the more able to help those doing less well – such that one only goes on to the next “level” when all the students have “made it”a sense of “agency” – feeling that you have control over your own destiny – that your choices matteragency is a scale – the more you have, the more likely you are to succeed, the less likely are you to be put off by failures.agency can be improved by playing games. In games, direction can be clear – you try things and fail, then start all over again until you get thereexternal motivators and how the playing of Alternate Reality Games (ARGs) encourage learning – best if cross-disciplinary, designed not to be specific to one type of person only
  • Finally get round to Thunderbird puppet: GoveNot sure that experts are the right way – see BCA curriculumNot sure that Wikification of the syllabus is right either although it seemed a good idea to me originallyBut started thinking about how I started
  • BBC BComputers came with nothing – no gamesBut a manual of how you could start to programIt was all you could do just about
  • You might start programming because you has an interest in something that computers might be useful forMine was the DX7. Easier to edit on a computer than on the keyboard itself
  • Now of course you have too many distractions to learnAnd your computer is probably not a computer
  • Back in the old days everything you needed to know could be put onto one sheet of A4
  • Now it’s not that simpleDo we useFlash / Flash Develop / Flash Builder / Flex / Actionscript (2 or 3?) / AirMX components / Spark add to complicationsDoesn’t always work – in the old days if it went wrong it was your own faultAdobe tools for learning – TourDeFlex – videos – learn in a weekOr get a friendOr
  • The Google Search Cut Paste method
  • Scratch / Flip / Storytelling Alice / Greenfoot are gentle entries to computingExperiment we are doing at Sussex Uni and self-managed learning
  • Arduino (and EmBed / Raspberry Pi) are the new ways to learn – modern equiv to my BBC B
  • The end - phew

Gamification: From Gove to Gomorrah Gamification: From Gove to Gomorrah Presentation Transcript

  • Richard Vahrman
  • Gamification: from Gove to Gomorrah
  • Truth about Gamification• Computer games are fun• Things within games that make them sticky• These are the game mechanics – levels, scores, achievements, badges• Things in life are boring / not compelling• Make them interesting by adding game mechanics• Welcome to the world of gamification
  • Badges
  • Game Mechanics• Challenges: Defined missions to complete or goals to accomplish, with awards or virtual items earned upon completion.• Points: Basic virtual currency. Points can be spent on virtual items or simply accrued.• Avatar System: When people create something it’s uniquely theirs and it expresses their individuality, which reinforces their connection to the app or service. Avatars are the most basic mechanism for doing this… and are a virtual good that can be acquired with points or currency.• Avatar Catalogs: Enable a user to buy virtual goods and customize an avatar.• Trophy Case: Show a user all the available awards, the ones that they’ve completed, and their progress.• Levels: Enables users to earn defined experience or level status and attain rankings to demonstrate their status within the community.• Leaderboards: Enables the app or site to keep track of, and publicize, the activities of end users based on statistics determined by app.• Canvas: Enables users to place graphical assets in a 2D space and customize a virtual representation or space, such as an avatar, or virtual room.• Groups: People like being part of something bigger than just themselves, and competing with small groups of individuals or as teams. Group activities compliment individual activities and can be used in combination in order to achieve new level status.
  • More Game Mechanics• Competitions: A way to allow users to compete against each other, and mini-challenges that users can create and send to each other.• Gifting: Enable users to buy each other gifts for their avatars, digital canvas (virtual spaces).• Trivia: Embed a multiple-choice game widget into a site, and spin up new games on any topic you like. Slideshows are another example, increases clicks and drives simple engagement with content submitted by users.• Friends: Encourage selective participation and promote. Friends have denote strong and weak connections to other users on the system, inform group participation, and provide audience for user submitted contests and challenges.• Social Network Connectors: Enables users to enable/disable posting to, for example, Twitter and Facebook from your site, and displays “missions” for users to complete on respective social networks.• Star Rating: Enables users to rate pieces of content and see the average rating by other users.• Comments: A comment wall on your User’s profile pages. Asynchronous communication gives users additional reasons to check back to see how the conversation is evolving.• News Feed: Enables a continuous feed of the actions of various end users.• Notifier: Provides feedback and notifications to end users, such as to alert users to points that can be earned or, challenges that can be undertaken, or site features that should be investigated.
  • Life was full of …• … Life mechanics• Computer games came along and applied them• The shame is we never called this “lification”
  • Because if we had…… we would now begetting excited aboutapplying lification toer, life
  • Being unfair to Computer Games• Novelty• Variety• In control• Chance to make mistakes• Chance to do better• Measure progress• Doing things you can’t/won’t do in life
  • Gangs, Gongs and Government: Gamification and Democracy
  • Kitchens
  • Education
  • A Little Background
  • Games and particularly the Treasure Hunt
  • Lullingstone and some luck
  • Time Team
  • Story 1 – Metal Detectors
  • Story 2 - GeoFizz
  • Story 3 – the Dig
  • Story 4 – Finding the Plot
  • Story 5 – Hey Presto
  • Story in Reverse - 1
  • Reverse 2 – Create the Bits
  • Reverse 3 – Create the GeoFizz
  • Reverse 4 – Working with Maps
  • Clip from Invisible Buildings http://www.youtube.com/watch?v=8U7L0YKi-bc
  • Dinosaurs
  • Work Experience
  • Discovery
  • Orienteering
  • Defusing
  • Defragmentation
  • Narrative
  • The Trailerhttp://www.locomatrix.com/wordpress/?p=217
  • Work Experience
  • Current• Using smartphones in the classroom.• Teachmeet 2012• Mobile games competition• Cherokee Nation exchange• Smartphone repository• Learning programming• Richard’s Taking the Tablets TourProposed• Quad blogging• Free school• Raspberry PiCompleted• Teachmeet September 2011
  • Taking The Tablets Tour
  • Self Managed Learning College
  • Education: the Early Days
  • Education: Now
  • Gamification of Education
  • Gove and what he said• ICT out – Computer Programming in• He said it because he had to• Curriculum designed by experts• Cf Curriculum of the BCA• Wikification
  • How we learnt computing before
  • Yamaha DX7One of the most popular digital synths ever was the DX7 from Yamaha,released in 1983. It featured a whole new type of synthesis called FM(Frequency Modulation). It certainly is not analog and it is difficult toprogram but can result in some excellent sounds! It is difficult because itis non-analog and thus, a whole new set of parameters are available fortweaking, many of which seemed counter-intuitive and unfamiliar. Andprogramming had to be accomplished via membrane buttons, one dataslider and a small LCD screen
  • Now there’s no time to program
  • In a Flash
  • Google Search: as3 camera tutorial
  • Scratch
  • Arduino