The Multiplayer Classroom:
 Designing Coursework as a Game

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The Multiplayer Classroom:
 Designing Coursework as a Game

  1. 1. The Multiplayer Classroom:Designing Coursework as a Game<br />applied gamification 4 teh win<br />Philadelphia, Pennsylvania<br />9 August 2011<br />
  2. 2.
  3. 3. Once upon a time…<br />
  4. 4.
  5. 5.
  6. 6.
  7. 7. Tradition<br />
  8. 8. The Video Game Generation<br />
  9. 9. How can we get them to focus like that in class???<br />
  10. 10. Maybe with video games? Duh.<br />
  11. 11. But we’ve had Video Games in the Classroom for decades<br />Be careful with that research: Even bad games can get good results in classrooms.<br />
  12. 12. Because Even bad games are better than this<br />
  13. 13. Abstraction<br />Too literal? Why make a game at all? <br />
  14. 14. “Ah! We have a question from a member of the audience!”<br />
  15. 15. “Grrrr….. Where did the idea of a multiplayer classroom come from?”<br />
  16. 16. One idea<br />Video Games<br />Solo<br />Immersion<br />Engagement<br />Experience points<br />Leveling<br />Learning by Failure<br />PhatlOOt<br />
  17. 17. A second idea<br />Multiplayer games & virtual worlds<br />Competition<br />Collaboration<br />Boss raids<br />Zones<br />Pick-up groups<br />Guilds<br />Community<br />
  18. 18.
  19. 19. A third idea<br />Alternate Reality Games<br />Real-time<br />Real world<br />
  20. 20.
  21. 21. Game Boards<br />
  22. 22. “Good morning, you all have an F.”<br />
  23. 23.
  24. 24. “However you can all level up.”<br />
  25. 25.
  26. 26. Multiplayer Game Design ClassSpring 2010<br />
  27. 27.
  28. 28. Creating avaTars(Investment)<br />
  29. 29. Students teaching students(Challenge)<br />
  30. 30. Learning by failure<br />
  31. 31. Grading by attrition<br />
  32. 32. Intrinsic rewards<br />
  33. 33. Boss raids<br />
  34. 34. Guest bosses<br />
  35. 35. Guild vs. guild Midterm prep<br />
  36. 36. “Ah! We have another question from a member of the audience!”<br />
  37. 37. “Grrrr….. I can see that it might work in video game classes, but it would never work in others.”<br />
  38. 38. Rensselaer Polytechnic Institute<br />Indiana University<br />Marked Tree High School<br />University of Arizona<br />Louisiana State University<br />Valencia Community College<br />Robert Louis Stevenson Middle School<br />Texas Tech University<br />Ohio Valley College of Technology<br />Waunakee Community High School<br />Game boards<br />
  39. 39. Teacher is a gamer<br />80% of students fall below the poverty line <br />Added time element to the quests<br />Used classroom items as quest givers<br />Quests designed to reach every skill level and learning style<br />Biology Bucks<br />“In December of 2009, 62% sophomores taking Biology were passing with a D or higher. These students were taking a Biology class taught in the traditional format. In December 2010 98% of sophomores taking Biology are passing with a D or higher, 36% of which have an A or a B. This is compared to 2009’s 10% having an A or a B. The increase in scores is in direct relation to questing.<br /> <br />Each quarter students must take an End of Course Practice Test. Students must score 60% to be considered proficient in Biology. The EoC is a comprehensive test. In October 2009 students were 29% proficient or higher on this exam. In the 2010 administration 68% were proficient or advanced. At this time the 2010 students had been questing for 9 weeks. The second administration was given in December. In 2009 students scored 31% proficient or advanced. The results from the 2010 test show that 81% of the students were scoring proficient or advanced.”<br />School administration encouraging other core subjects to try the multiplayer classroom <br />Marked tree high schoolBiology<br />Denishia Buchanan<br />
  40. 40. Teacher is not a gamer<br />Fewer late students & absences<br />“Each student also has an avatar.  It is a cut out paper body that they drew on to represent themselves.  This was our "get to know you" activity on the first day of class--students introduced their avatar after drawing on them. At the end of each quest, I hand out something for them to "stick" on their avatar that represents the era we worked on (buckled shoes for the colonial era, magnifying glasses or archival history, etc.).  These are paper items I copy & cut out and they stick on with double-sided tape. When students lead the quest, they provide the items for the avatar. At the end of the class, the get to keep the avatars as a visual representation of everything they learned.”<br />“I carry bag full of Ziploc bags for each student that contains their poker chips, avatars, and weird plastic objects I give out as special awards. It is a pain, but watching my students engage in quests enthusiastically, seeing them motivated, and well–prepared for class, and hearing them say that they are having fun and love for history makes it worth lugging bags of things around.”<br />Texas tech universityhistory of higher education in the united states<br />Stacy Jacob<br />
  41. 41. Mix of students including special education and English language learners<br />Experience bar using Google sites & gadgets<br />Negative XP for not closing laptops<br />Re-takeable quests<br />“Before introducing Knowledge Quest, some students would come in, talk with their friends, not take out any materials to work with, the bell would ring, they would still be talking and not inputting their learning goals, and some would never write down the learning goal. As soon as we introduced Knowledge Quest and were giving students XP for completing these tasks, over 90% of the students were in class, seated, logging into their Navigators, and filling out their Math Notes with the learning goal for the day before class even started. Many students were now putting their learning goals into their notes before school or during recess.”<br />“After introducing Knowledge Quest, 30% of students who had a grade letter of C or below for the first two quarters, had increased their grades to a B or higher.”<br />Robert louisstevenson middle schoolgeneral math<br />
  42. 42. “Grrrr….. But how do students who have experienced multiplayer classrooms do when they move on to more traditional teaching methods in later classes?”<br />
  43. 43. Ongoing Benefits<br />In the Multiplayer Classroom:<br />Students learn the same material with more retention than in non-multiplayer classrooms<br />Class performance is ultimately measured in the same way as non-multiplayer classes<br />Benefits of the multiplayer classroom are carried over to traditional classes.<br />“Good morning, you all have an F.”<br />
  44. 44. “Grrrr….. But how do students who have experienced multiplayer classrooms do in the job market?”<br />
  45. 45. What did I just say?<br />Students learn the same material with better retention than in non-multiplayer classrooms<br />Class performance is ultimately measured in the same way as non-multiplayer classes<br />Benefits of the multiplayer classroom are carried over to traditional classes.<br />Students will be highly competitive in any job market<br />Jobs<br />
  46. 46. “Grrrr….. But what about the cost?”<br />
  47. 47.
  48. 48. Actively engaged students (even students who are not gamers)<br />Average grade on last big exam: A (up from C)<br />Average grade for class: B (up from C)<br />Almost perfect attendance<br />Students come early to class and work hours outside of class by choice (even if no homework is assigned)<br />Positive results from middle school to university level<br />Positive results from poverty-level students, special education students and second-language learners<br />Positive results continue after leaving a multiplayer classroom, even if education continues using traditional methods<br />Teachers can design classes as games even if they themselves are not gamers<br />No additional cost to teacher or school<br />observations<br />
  49. 49. Thank you!<br />Join us on Facebook<br />sheldc2@rpi.edu<br />

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