Motivating Learners using Gamification - Hermy Cortez Llacuna and Michael Garner
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Interested in using gamified learning in your Blackboard site, but unsure where to start? Join us to explore building Game-Inspired activities using Blackboard Learn tools and understand the theory behind it.
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Motivating Learners using Gamification - Hermy Cortez Llacuna and Michael Garner
- 1. Hermy Cortez Llacuna and Michael Garner Motivating Learners using gamification Leveraging Gamification in Learn
- 3. What is your favourite game? Board game Online game Football Candy Crush Card game
- 4. Why is it your favourite game? Sense of Achievement CompetitionEnjoyment Peer Pressure Fun
- 5. What is Gamification? An emergent Approach to instruction A tool to change behaviour Through positive reinforcment More than a technique… It’s a mindset
- 6. The games are everywhere! How and why do these work?
- 7. The games are everywhere! How and why do these work? • Immediate feedback • Sense of community and social presence • Positive Reinformecement • Challenge
- 8. The science behind the fun Flow Theory “complete and energized focus in an activity, with a high level of enjoyment and fulfillment” Csikszentmihalyi (1990), p.4 Situated Learning students are more inclined to learn by actively participating in the learning experience Clancey, W. J. (1995) Constructivist Learning The learner is an information constructor, learning is an active, constructive process. Skill Challenge Low High Low High Anxiety Boredom
- 9. Do work and play mix?
- 10. What are you trying to teach? • Facts • Concepts • Compliance Training • Skills Training • Soft Skills 11
- 11. The Spectrum
- 13. High Cost/ Time Low Cost/ Time Highly Immersive Less Immersive Badges Platform Mobile AR VR
- 14. Challenge Ideas • Contribution Badge – Issued to people who demonstrate a substantive contribution to a learning community. • Competency-based Badge – Issued for demonstrating that you have reached a certain competency tied to a course or independent of a course (criterion-referenced). • Recommendation Badge – Issued based upon nominations or recommendations of individuals who speak to your accomplishment or achievement. • Experience Badge – Issued to recognize your active engagement and persistence with a meaningful / valued experience. • Riddle / Puzzle Badge – A badge is issued when a puzzle or riddle is solved, opening up access to the next clue. • Personal Learning Network / Online Identity Management Badge – This badge does not necessarily recognize new learning or accomplishments but instead focuses on building meaningful connections and a lifelong learning network that can be tapped to accomplish various learning goals. • Stand Out Badge – Issued to recognise commendable character, contribution or achievement in comparison to a peer group (norm- referenced) http://etale.org/main/2016/02/12/10567/
- 15. Tools to support gamifying your course Achievements Adaptive Release Announceme nts Assignments Audio Bb Collaborate Blogs Calendar Chat Contacts Content Folder Content Packages Course Links Course Messages Course Module Course Reports Discussion Board Email File Glossary Goals Groups Image Item Journals Kaltura Lesson Plan Mashups Messages Module Page My Grades My Blackboard Performance Dashboard Portfolio Retention Center Roster Rubric SafeAssign Self and Peer Assessment Survey Syllabus Test Video Web Link Wikis xpLor 16
- 18. List more Learn tools here Gaming elements Tools Characterisation Avatar Quests/Narrative Learning Module, Content Folders, Adaptive Release Challenges Tests, Adaptive Release Badges Achievements tool Competition Leaderboards
- 20. What makes a good gamified course? 1. Challenge 2. Curiosity 3. Control 4. Fantasy 5. Feedback
- 21. Fundamentals of Success Don’t play for points Include story, challenge & feedback Not just a bolt on Structure, framework and effort Taking what you’ve learnt and applying it Extrinsic Reward
- 22. Questions?
- 23. Resources • What is gamification? A few ideas https://www.youtube.com/watch?v=BqyvUvxOx0M (9 mins 23) • Is the future game-based? https://www.trainingjournal.com/articles/feature/future-game-based-0 • Get recognized – learners on open badges http://lccdigilit.our.dmu.ac.uk/2012/11/26/get-recogonised-learners-on-open-badges/ • About ImagineNation – ‘The startup game’ http://www.imaginenation.com.au/start-game/
Editor's Notes
- Activity – Imagine your favourite game highlight it above or add your own?
- Activity – Think about why its your favourite, add your own! What is it about the game and what you get out of it that makes it your favourite A lot of the answers we see relate to the affect domain of learning, its an emotional response Have you ever noticed how fast time flies when you’re doing something enjoyable – for example, playing a game of cards? This happens because what you are doing has you emotionally connected to the activity. When you’re more emotionally attached to something, you tend to be more serious, more focused, and more aware about what is going on – without the stress. This, in turn, significantly enables you to learn quickly. Participating in GBL in a corporate setting can have the same effects. You will be entertaining your employees as well as training them at the same time.
- tool to change behaviour through positive reinforcement - a very traditional sense of operant conditioning - the idea that we can reward people for changed behaviour which continues to motivate and promote long term learn (rather than surface learning)
- The idea of gamification is all around us We see many commercial products take on a Gamified approach to their use as a means to encourage us to use something in a particular way or to change our behaviour
- Understand progress in a timely manner rather than waiting for the end of a session/course, which in turn enables them to make change Bring people togther either in a competitive or collaborate nature It is fundamentaly rewarding – you get something out of it Finally its challenging it allows people to progress at their own pace
- Why do we learn through gamification - Psycological theory – the secret to happiness! Is about the feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment - In simplest form - Immersed concentration and concentration on one activity there is pretty much universal agreement that when there isn't a high correlation between the challenge (the height of the mountain, depth of the dive) and the ability to meet that challenge, fun is something we're definitely not having We need to Maintaining the dynamic balance between abilities and challenge is key to the fun experience in work. Situated learning is a theory on how individuals acquire professional skills, extending research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs” Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective. Originators and important contributors: Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner Keywords: Learning as experience, activity and dialogical process; Problem Based Learning (PBL); Anchored instruction; Vygotsky’s Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning.
- Theres often polarizing opions about gamification Many people think that it has no place in the corporate world stems historically Industrial Age - clock in to work clock out to play, now we move through the information age a time of discrete skills Through to what Dan Pink calls the conceptual age – to be successful in work is about entrepreneurial and creative skills, sustainable, social/communicative (we see this being reflected in the skills employers look for and the graduate attributes educational institutions try to position) And technology has led the way – technology is not something we might do it’s a must 1 – Work env changed 2 – Technology availability 3 – Games are the norm 4 – the research games are more engaging than traditional forms of learning, because of their ability to tap into the affective domain of learning, (think back to when I asked you about why you like it) it eliciting emotions such as enjoyment, excitement, anger and fun YES IT HAS A PLACE!
- Factual Knowledge - often boring, games provide a narrative that helps encode the information Conceptual Knowledge - games that facilitate experimental learning - cause and effect scenarios Compliance Training - dry and unengaging - games provide the motivation and engagement but also about application - compliance training is typically rule based, games enable learners to apply rules through simulations, cause and effect Skills Training - helping trainees move from novice to expert in a safe environment which encourages rpractice Soft Skills (leadership) - many use video role play which can become costly otherwise its dull and ineffective: Games are as effective as video role play for teaching leadership skills and more cost effective. John Seely Brown and John Hagel (2009) are advocates of using games such as World of Warcraft to teach leadership and other soft skills required for success in business. Through experience of interacting with characters in the game-based learning environment, learners figure out for themselves the appropriate skills to apply while simultaneously learning about group dynamics.
- Gamification and Game based learning are different! Basic – Points, Badges, Leaderboards and Challenges Mobile – is locaility based, scavenger hunts – goose chase Platform – buiding games (platform to multiplayer to virtual works) A learning game is a self-contained unit with a definitive start, game play and ending. Learners know they are engaged in a game activity, and at the end there is a “win state.” Games can deliver different types of learning content in different settings. Gamification, on the other hand, only uses a few game elements. Learners don’t play an entire game from start to finish; they participate in activities that include video or mobile game elements such as earning points, overcoming a challenge or receiving badges for accomplishing tasks.
- Some examples of AR
- At the end of the day it’s all about the challenge and rules and story, the example I showed you is tasked/content based but ither ideas include micro gamification (unit level) macro is at the course level think about a game that encourages enterprise sharing e.g you need to achieve points by either 1 sharing stories, (benefit for the company too)
- Task: A task is the individual requirement that the student must complete. Rule: A rule contains all the tasks that a student must complete before that rule is marked as complete. Badge: A badge will be awarded when one of the rules is marked as complete. - Reviewing items - Grade - Membership - Dates
- Task: A task is the individual requirement that the student must complete. Rule: A rule contains all the tasks that a student must complete before that rule is marked as complete. Badge: A badge will be awarded when one of the rules is marked as complete. - Reviewing items - Grade - Membership - Dates
- Over to Hermy to impart some of her knowledge?
- Definition “At simplest level - Goals, rules with scenario designs for immersion and multimedia elements” What makes a good learning experience · Challenge – having clear, fixed goals that are relevant for the learner. We can do this by offering variable difficulty levels, hidden information and randomness. · Curiosity exists in sensory and cognitive forms. Audio and visual effects, particularly in computer games may enhance sensory curiosity. When learners are surprised or intrigued by paradoxes or incompleteness, it arouses cognitive curiosity · Control is experienced as feelings of self determination and control on the part of the learner. The ingredients of contingency, choice and power contribute to the control feature. When individuals face choices that produce powerful effect, it increases their sense of personal control. · Fantasy encompasses both emotions and thinking processes of the learner. Fantasies should appeal not only to emotional needs of learners but should provide relevant metaphors or analogies. Fantasies should have an integral relationship to the material covered. - Feedback - Feedback on performance should be frequent, unambiguous and supportive. Lastly, the activity should promote feelings of competence for the person involved.
- When considering whether to integrate gamification into learning and development strategy, ensure that efforts are not simply a “bolt on” of meaningless, superficial game elements. Employees need to have a structure and a framework to participate in the gamification effort. Clearly describe the challenge before them, provide transparency into how they can be successful and provide an explanation of gamification. These steps can lead to better learning, retention and ultimately increased bottom-line results. The least exciting element of any game is the points, badges or leaderboards. People don’t play a game just for points, they play for mastery, to overcome challenges and to socialize with others. The most effective gamification efforts include more than points and badges — they contain elements of story, challenge and continual feedback as well as a high level of interactivity. These are the most engaging elements in games, and they can have a big effect on the organization. Extrinsic Rewards - how can they take what they have learnt and apply it to what they do in their everyday work (this also encourages deep long term learning)