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Everyone in this class is going to receive an
. . . unless you level up!F
Creating and Implementing a Multiplayer Classroo...
Andy Petroski
Director of Learning Technologies
Assistant Professor of Learning Technologies
Harrisburg University
@apetro...
who are you?
What is?
Why do it?
What does it look like?
What are the results?
How can you do it?
Games
Games
Games
Games
games?
Games in Education
Game Attributes & Learning
(a) contextual bridging, (b) high time-on-task,
(c) motivation and goal orientation, even after...
Game Balance
Flow: The Psychology of Optimal Experience
Mihaly Csikszentmihalyi
Challenge
Skill
Flow
Channel
story character goal
obstacles feedback levels
  
  
mechanics

What is the Multiplayer Classroom?
what is your MPC experience?
MMORPG
Massively Multiplayer Online Role Playing Game
MMOG
Massively Multiplayer Online Game
MMORPG
7.5 million+
Top business executives, high
performers and entrepreneurs
have all praised WoW for its
ability to tea...
World of Warcraft
Non-Educational Educational
Fantasy Story Planning
Battles Teamwork
Marketplace Strategy
Use of Resource...
Multiplayer Classroom
Gamification
the concept of applying game-design thinking to non-game
applications to make them more fun and engaging
Gamification
The use of game design techniques and mechanics to
solve problems and engage audiences.Typically
gamification...
Why the Multiplayer Classroom?
Why Change?
(General)
Classroom Multiplayer Classroom
Teacher-centered Student-centered
Engaging Immersive (Fun)
Conversat...
Marked Tree High School (Biology)
• Before - December 2009, 62% of sophomores taking Biology were passing with a
D or high...
Velencia College: United States History to 1877
• Increased engagement, but grades were only slightly stronger
• Students ...
Robert Louis Stevenson Middle School: General Math
• Increased engagement in all activities
• Less focus on the grade
• Af...
Why Change?
(Specific)
LTMS 510 LTMS 510 MPC
Teacher-centered Student-centered
Whole group Individualized
Focus on topics ...
What Can it Look Like?
MPC vs. Classroom
What’s it look like?
How Can You Do It?
What are the Results?
General Benefits
Student-centered Individualized
Immersive (Fun) Focus on exploration
Collaborative Connected topics
Lots ...
Overall Observation
On Track Need to Rethink
XP, levels and badges XP and levels
Guilds No due dates
Collection of resourc...
Overall Student Feedback
Positive Constructive
Different type of class; Fun; Different kind of motivation;
Format was moti...
Grades & Results
Achievement Number of Students
Level 16 (A) 2
Level 15 (A-) 1
Level 14 (B+) 2
Level 13 (B) 2
Level 12 (B-...
What is?
Why do it?
What does it look like?
What are the results?
How can you do it?
Questions / Comments
Resources
• Can World of Warcraft MakeYou Smarter?
• The Multiplayer Classroom: Designing Coursework as a Game
• The Multi...
Everyone in this class is going to receive an
. . . unless you level up!F
Creating and Implementing a Multiplayer Classroo...
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
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Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game

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These slides are from a presentation at the Edugaming Conference at Lehigh Carbon Community College on 8/4/14

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Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game

  1. 1. Everyone in this class is going to receive an . . . unless you level up!F Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game Andy Petroski Director and Assistant Professor of Learning Technologies Harrisburg University of Science & Technology http://www.harrrisburgu.edu/learningtechnologies @apetroski apetroski@harrisburgu.edu
  2. 2. Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University @apetroski apetroski@harrisburgu.edu apetroski.wikispaces.com Harrisburg University LTMS CAE&LT
  3. 3. who are you?
  4. 4. What is? Why do it? What does it look like? What are the results? How can you do it?
  5. 5. Games Games Games Games
  6. 6. games?
  7. 7. Games in Education
  8. 8. Game Attributes & Learning (a) contextual bridging, (b) high time-on-task, (c) motivation and goal orientation, even after failure, (d) providing learners with cues, hints and partial solutions to keep them progressing, (e) personalization of learning, and (f) infinite patience
  9. 9. Game Balance Flow: The Psychology of Optimal Experience Mihaly Csikszentmihalyi Challenge Skill Flow Channel
  10. 10. story character goal obstacles feedback levels       mechanics 
  11. 11. What is the Multiplayer Classroom?
  12. 12. what is your MPC experience?
  13. 13. MMORPG Massively Multiplayer Online Role Playing Game MMOG Massively Multiplayer Online Game
  14. 14. MMORPG 7.5 million+ Top business executives, high performers and entrepreneurs have all praised WoW for its ability to teach skills that can be easily and effortless transferred into the business market and any career or managerial and team role.
  15. 15. World of Warcraft Non-Educational Educational Fantasy Story Planning Battles Teamwork Marketplace Strategy Use of Resources Feedback
  16. 16. Multiplayer Classroom
  17. 17. Gamification the concept of applying game-design thinking to non-game applications to make them more fun and engaging
  18. 18. Gamification The use of game design techniques and mechanics to solve problems and engage audiences.Typically gamification applies to non-game applications and processes. *Wikipedia (http://en.wikipedia.org/wiki/Gamification)
  19. 19. Why the Multiplayer Classroom?
  20. 20. Why Change? (General) Classroom Multiplayer Classroom Teacher-centered Student-centered Engaging Immersive (Fun) Conversational Collaborative Failure is damaging Lots of opportunities Limited Feedback Ongoing Feedback
  21. 21. Marked Tree High School (Biology) • Before - December 2009, 62% of sophomores taking Biology were passing with a D or higher, 10% of whom had an A or B. • After – December 2010, 98% of sophomores taking Biology were passing with a D or higher, 36% of whom had an A or B. • End of quarter test 1 (9 weeks of questing) o 2009 – students were 29% proficient or higher on the exam o 2010 – 68% were proficient or advanced • End of quarter test 2 o 2009 – 31% proficient or advanced o 2010 – 81% proficient or advanced • Advanced o 2009 – 3% of students scoring advanced o 2010 – 55% of students scoring advanced
  22. 22. Velencia College: United States History to 1877 • Increased engagement, but grades were only slightly stronger • Students were more prepared for class • Level chart gave students their status in the class. Previously, he believes most students didn’t know how they were performing in the class – even some who were passing choosing to withdrawal. • 81% did a “B” or better in preparation. Historically, that’s 50%
  23. 23. Robert Louis Stevenson Middle School: General Math • Increased engagement in all activities • Less focus on the grade • After multiplayer classroom, 30% of students who had a grade letter of C or below, had increased their grade to a B or higher
  24. 24. Why Change? (Specific) LTMS 510 LTMS 510 MPC Teacher-centered Student-centered Whole group Individualized Focus on topics Focus on exploration Step-by-step / linear Connected topics Reading / Discuss / Activity Explore / Activity / Discuss
  25. 25. What Can it Look Like?
  26. 26. MPC vs. Classroom What’s it look like?
  27. 27. How Can You Do It?
  28. 28. What are the Results?
  29. 29. General Benefits Student-centered Individualized Immersive (Fun) Focus on exploration Collaborative Connected topics Lots of opportunities Ongoing Feedback Anything to do with the game format?
  30. 30. Overall Observation On Track Need to Rethink XP, levels and badges XP and levels Guilds No due dates Collection of resources Crafting & questing maximums Student-focused class sessions (variety of methods) Guild challenges Pre-assessment of topics Leaderboard No due dates Post-assessment of topics Game twists / mechanics
  31. 31. Overall Student Feedback Positive Constructive Different type of class; Fun; Different kind of motivation; Format was motivating beyond the grade Great! (12%); OK (25%); Confusing, but I got the hang of it (38%); I would prefer a traditional format (25%) Liked working in guilds So many resources was overwhelming Peer interaction Provide a checklist of activities and suggested strategies / pacing guide (more guidance) Many different formats and ways to interact / lots of opportunities to contribute Fewer game elements Lots of resources Less competitive Doing one of each required each student to do something new; Questing allowed personalized learning Gave me a chance to think about how effective games can be
  32. 32. Grades & Results Achievement Number of Students Level 16 (A) 2 Level 15 (A-) 1 Level 14 (B+) 2 Level 13 (B) 2 Level 12 (B-) 1 Badges 11 Conquered Lands 2
  33. 33. What is? Why do it? What does it look like? What are the results? How can you do it?
  34. 34. Questions / Comments
  35. 35. Resources • Can World of Warcraft MakeYou Smarter? • The Multiplayer Classroom: Designing Coursework as a Game • The Multiplayer Classroom on Facebook • The LTMS 510 Multiplayer Classroom Syllabus • http://apetroski.wikispaces.com • http://www.slideshare.net/apetroski/
  36. 36. Everyone in this class is going to receive an . . . unless you level up!F Creating and Implementing a Multiplayer Classroom: Results from Designing a Class as a Game Andy Petroski Director and Assistant Professor of Learning Technologies Harrisburg University of Science & Technology http://www.harrrisburgu.edu/learningtechnologies @apetroski apetroski@harrisburgu.edu

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