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MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
MADLat Gamification Session, 2014
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MADLat Gamification Session, 2014

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This is my presentation on gamification in education from the MADLaT Conference, 2014. In it, I discuss what gamification is, what MMORPGs are like, and how you can map those strategies to a course …

This is my presentation on gamification in education from the MADLaT Conference, 2014. In it, I discuss what gamification is, what MMORPGs are like, and how you can map those strategies to a course you are teaching.

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  • 1. Gamification Leveraging the Power of Games for Teaching Richard Van Eck, 2014, University of North Dakota
  • 2. A Tale of Two Talks • Title discusses gamification and games for mathematics and science • Really two different topics • Gestalt, Monster, or Shavian Reversal?
  • 3. What Gamification Is Not •Using video games in your classroom •Building a video game •Tricking students into enjoying your class
  • 4. What It Is •Making your class INTO a game, or •Borrowing elements of games and applying them to learning •A buffet • Take what you want and what works; leave the rest
  • 5. What Is Gamification? •Applying game strategies to some activity • Learning, social change, getting healthy •Not because games are fun (they are) • Because they use good teaching strategies • Objectives, assignments, assessment •Figure out how they map to the classroom
  • 6. What Are Games? •How many game players here? •How many MMORPG players? •Game types • Many can be mapped to teaching • Many share the same characteristics • MMORPGs make some of the best • 400 million worldwide (50M in USA)* *Petitte, O., 2012. Infographic shows $13 billion spent worldwide on MMOs in 2012. PCGamer, http://www.pcgamer.com/2012/12/15/mmo- infographic/
  • 7. Develop Some Character
  • 8. Starting Out in Life
  • 9. A Questing We Will Go
  • 10. Home Away from Home
  • 11. Learning the Ropes
  • 12. Oh, The People You’ll Meet!
  • 13. There’s Treasure in Them Thar Hills!
  • 14. Getting Ahead in Life
  • 15. My Sixth-Grade Teacher WAS Right!
  • 16. The Right Tool for the Right Job
  • 17. Rinse and Repeat (Only Harder)
  • 18. More Friends
  • 19. You ‘Da Boss—YOU ‘Da Boss!
  • 20. 1. Things Betwixt and Majula 2. Forest of Fallen Giants 3. Heide’s Tower of Flame 4. No-Man’s Wharf 5. Lost Bastille 6. Sinner’s Rise 7. Belfry Luna 8. Huntsman’s Copse 9. Undead Purgatory 10. The Gutter 11. Black Gulch 12. Grave of Saints 13. Shaded Woods 14. Doors of Pharros 15. Brightstone Cove Tseldora 16. Return to Huntsman’s Copse 17. Harvest Valley to Earthen Peak 18. Earthen Peak 19. Iron Keep And All The Rest
  • 21. Related Items
  • 22. More Tools
  • 23. Principles •Failure is not an option, it’s a goal • Failures are small and recoverable •Every action earns points • What you gain with each task, not how many points you lost off the maximum score
  • 24. Principles •Start easy and build up •Quests are steps on the journey toward the big boss
  • 25. Principles •Work at your own pace, but work together • Can move ahead or take time, but all have to be successful •Many ways to play, for many kinds of players • Skip some, do them all, do them to mastery • Dex, Strength, Faith, Intelligence builds
  • 26. Assessment • Typical training teaches, then tests • Practice questions as attention checks • All levels and knowledge assessed at once • Long stretches of info-dumping
  • 27. Game = Assessment • Can’t progress without demonstration • Game completion = mastery • Learning/practice/as sessment/feedback … • …are recursive and frequent
  • 28. Gaming Your Class •Have to think about course differently • Epistemic frames • Map outcomes in real world to projects • Map real world roles on those projects to roles in the class
  • 29. Assignments •Ours go to 11 • At least two assignments for each outcome; let them choose or do them all • IDT Final Project Options •Let your students fly the co-op • Group work is powerful
  • 30. Classes Games Notes Points Experience Points Should be lots of them Grades Levels Level up early & often Requires more later Assignments Quests Should build on each otherExams/Big Projects Bosses Tools & Theories Weapons Required to beat bosses Facts/Concepts Items (found things) From readings or given out (they must figure them out) Real-world roles/ind. differences Character classes Choose avatars Groups Co-op/Guilds Consider throughout class
  • 31. Examples •Attendance • Points for attending each time, not lump sum at end •Course structure • Start with several small projects in beginning and build levels quickly • Choose avatars (name and character)
  • 32. Major Projects •Let students propose major project •Pitch to class •Vote on best projects •Vote for ones they want to work on •Form guilds based on top projects and interests
  • 33. Guilds •Keep constant throughout class •Structure rewards based on group success • Extra points go to whole team if one member gets •Require participation from each member •Do anonymous group evaluation • Guild Leader (max points), Raid Leader, Crafter, Leeroy Jenkins (min points)
  • 34. Guilds •Create physical and virtual spaces around key concepts • Forest of Finances (budgetary aspect) • Rotate them through each area as they work on each aspect of their projects
  • 35. Rewards •Consider token economies • XP or loot can be used for privileges • Extra day on assignment; trade in for extra advising session/feedback •Easter eggs and special items • Hide items and valuables in places they can uncover if they go the extra mile
  • 36. Debates & Readings •PvP (Player vs. Player) •Guilds play as a team (Family Feud) •Clickers to ring in with answers (readings quiz) or to vote
  • 37. Bosses •Mid-term exam and final project pitch •Prepare for Mid-term as PvP • Generate more questions than will be on exam • Use them in PvP guild wars (compete with clickers or ? • Give out XP for first, second, and third
  • 38. Projects & Presentations •Pitch final projects to “experts” • IDT 560 RFP •Award points for content AND creativity in presentations
  • 39. Game Your System •Add up max points for minimum work to see how it grades out •Be prepared to shift during class as you find weaknesses •Prepare for three iterations before you are completely happy
  • 40. Part II: The Games
  • 41. Project NEO • Conventional wisdom says middle school • Fundamentals not mastered in elementary • Elementary Preservice Teachers (PSTs) • PSTs are themselves underprepared • Ball, Lubienski, and Mewborn, 2005; Wu, 2009; Hill, 2010; Morris et al., 2009 • Less than 4% of PSTs have a science major, and • 42% have taken 4 or fewer science courses • Fulp, S. and Horizon Research, 2002
  • 42. •5E Learning Cycle Model (Bybee, 1989)
  • 43. The Premise
  • 44. Talia Awakens
  • 45. Villain Addresses Talia
  • 46. Results •Knowledge increased (acquisition) or stayed the same (decay prevention) on concepts covered by the game •Attitudes toward games (perceived barriers) INCREASED from pre- to post
  • 47. PlatinuMath •Preservice teachers • http://platinumath.com/load.html?gid=11 • http://platinumath.com/load.html?gid=12 • http://platinumath.com/load.html?gid=21
  • 48. Math Builders • Middle School Students • Findings • Competition inhibits Transfer • Avatars promote transfer
  • 49. Notable Serious Games• Project Selene • Re-Mission • McLaren’s Adventures • River City • Global Conflicts Palestine • Triad Interactive Media (PlatinuMath, Far Plane, Contemporary Studies of the Zombie Apocalypse, Project NEO) • Alelo, Inc. (Tactical Iraqi, RezWorld, Encounters Chinese) • Filament Games (Citizen Science, We The Jury, Law Firm, Reach For The Sun) • Darfur Is Dying • Food Force • www.gamesforchange.org • www.gamesforhealth.org

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