SCE 550 - seminar presentation

1. GUIDELINE FOR TEACHER
IN GAMIFICATION OF SCIENCE LEARNING

2. STEP TO GAMIFY
LEARNING IN
SCIENCE
Gamification design frameworks by
Werbach and Hunter (2012).
1. Define business objectives.
2. Describe your players.
3. Delinate target behaviors.
4. Devise the activity loops.
5. Don’t forget the fun.
6. Deplay the appropriate tools.

3. • The learning objectives have to be specific and clearly
defined.
• The purpose of education is to achieve the learning
objectives, because otherwise all activities including
gamifications activities will seem pointless.
• The objectives determine what educational content and
activities to be included in learning process and selection
of appropriate game mechanics and techniques to achieve
them.
DEFINITION OF LEARNING OBJECTIVES.
• When teacher implement new approaches in learning
process, it is essential to define student’s characteristics in
order to determine whether the new tools and techniques
would be suitable.
• The key and decisive factors are the predisposition of the
students to interact with the learning content and to
participate in learning events with competitive nature.
• If tasks are very easy or difficult, is possible demotivation
of learners and negative outcome.
DETERMINATION OF LEARNER’S CHARACTERISTICS
STEP IN GAMIFY LEARNING IN SCIENCE

4. • The educational content should be interactive, engaging and
rich in multimedia elements.
 Multiple performance – The learning activities need to
be designed so that students can repeat them in case of
an unsuccessful attempt.
 Feasibility - The learning activities should be
achievable. They have to be tailored and adapted to
student’s potential and skill levels.
 Increasing difficulty level – Each subsequent task is
expected to be more complex, requiring more efforts
from students and corresponding to their newly acquired
knowledge and skills.
 Multiple paths – They need to be able to reach the
objectives by various paths. This allows students to build
their own strategies, which is one of the key
characteristics of the active learning.
CREATION OF EDUCATIONAL CONTENT AND
ACTIVITIES FOR GAMIFICATION
03
STEP TO GAMIFY
LEARNING IN
SCIENCE

5. • Consider how the mechanics will work and how
often learners will encounter them.
• Badges are the best used to engage with the
learners in who are extrinsically motivated.
DESIGN A GAME PLAN.
• Certain mechanics, like badges and learderboards,
align better with certain player types.
• Some mechanic appeal to more than one player.
SELECT GAME MECHANICS
STEP IN GAMIFY LEARNING IN SCIENCE
• Be creative and put the mechanics to work.
• Non-player character avatar (NPCs) are a great
way to advance the narrative.
CREATE GAMIFIED CONTENT

6. • It takes time and even a little trial and error to create a
great gamified experience.
• These simple steps are fundamental guidelines towards
which all gamifications effort should be built.
PLAY THE GAME
07
• The key elements of gamifications is the inclusion of
tasks that learners have to perform.
• The performance of tasks leads to accumulation of
points, transition to higher levels and winning awards.
• All these actions are aimed at achieving predetermined
learning objectives.
ADDING GAME ELEMENTS AND
MECHANISMS
08
STEP TO GAMIFY
LEARNING IN
SCIENCE

7. • Award student every time they mastered a skill.
• Encourage students to acknowledge the
accomplishments and continue to progress.
• Create an engaging experience, continuously
incentizing and motivating students.
OFFER REWARDS
STEP IN GAMIFY LEARNING IN SCIENCE
• Show how much students have achieved.
• Create and share a bar chart that contains each
student’s progress towards mastering a skill.
MAKE PROGRESS VISIBLE