Gamification &Gamification &
Game-BasedGame-Based
LearningLearning
Krista Leh Rundell
Email: kristalehrundell@gmail.com
Tw...
Consider these questions:Consider these questions:
What is your favorite game? Why?
What is “play”?
What does Engaged l...
Other considerations:Other considerations:
Did you mention a sport, board
game, puzzle game, or online game?
Why are our...
POPULAR
ONLINE
GAMES
Which ones do YOU play?
Gamification [n]:Gamification [n]:
the use of game
design elements
in non-game
contexts
- The Gamification Infographic
Characteristics of a GameCharacteristics of a Game
Defining
Trait
Purpose Importance
Goal
Explains
Outcome
- Provides Sens...
What is a Game?What is a Game?
Defining
Trait
Purpose Importance
Goal Explains
Outcome
- Provides Sense of Purpose
- Focus...
DEBRIEFING – a key learning component
(Feedback)
Social Interactions
- What helped us succeed?
- What hindered our success...
What is a Game?What is a Game?
- Jane McGonigal
History of GamingHistory of Gaming
Go to this website and read about
The History of Gaming.
http://www.ancient.eu.com/arti...
Today’s StatisticsToday’s Statistics
A half billion people on Earth spent an hour
per day gaming
Collectively, our plane...
Today’s StatisticsToday’s Statistics
Technology is changing the way we think,
learn, and communicate
“Why do we let peopl...
Rapid Change in ErasRapid Change in Eras
Daniel Pink,
A Whole New Mind
Rapid Change in ErasRapid Change in Eras
“Technologies, cultures, climates may
change, but our basic human needs and
desir...
What’s Happening In Education?What’s Happening In Education?
This is what we want in education…
students SO engaged that they
WANT to come to school.
Jane McGonigalJane McGonigal
Please watch the two videos
by Jane McGonigal:
The Game That Can Give
You Ten Extra Years of...
Appeal of Games:
1. Clear Goals & Objectives
2. Specific, Constructive Feedback
3. Failure is Low-Risk
4. Draw on Strength...
Cognitive Benefits: Whole Child Benefits:
Processing & Constructing of
Knowledge
Engagement
Connecting, Transferring, Shar...
High Tech vs. Low TechHigh Tech vs. Low Tech
www.education.mit.edu
The Education Arcade
explores games that promote
learni...
Transference to EducationTransference to Education
Transference to EducationTransference to Education
PLAYPLAY
Can I join you?
Can I save it?
Can I show you how?
Dice GamesDice Games
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
Dice Games – World LanguageDice Games – World Language
#1
1 – 1st
person Singular
2 – 2nd
person Singular
3 – 3rd
person S...
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
3 letter word = 1 point
4 letter word = 2 points
5 letter word = 3 points
6+ letter word = 4 points
ClothespinsClothespins...
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
TrainersWarehouse.com
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
Card GamesCard Games
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
Play-dohPlay-doh
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
Drawing GamesDrawing Games
C
O
N
T
E
N
T
A
P
P
L
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C
A
T
I
O
N
S
?
AnalogiesAnalogies
C
O
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T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
Simulations:
analogies for
real-world
events
Continuum of OptionsContinuum of Options
Strongly
Disagree
Strongly
Agree
AgreeDisagree
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
...
Alphabet/Number GamesAlphabet/Number Games
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
JengaJenga
C
O
N
T
E
N
T
A
P
P
L
I
C
A
T
I
O
N
S
?
Game-Based Learning [n]:Game-Based Learning [n]:
Learning through
the use of games
Work/Occupation Related GamesWork/Occupation Related Games
Med. Students: “ER: Code Red”
◦ As Dr, have to treat 35 cases
...
Lexica
science
social studies
reading
science world language
literature
Using Games in EducationUsing Games in Education
Play a game to learn new content
Participate in simulations to test the...
Why are you using a game?Why are you using a game?
Provide domain-specific content?
Provide domain-specific analytic and...
Remember…Remember…
Use inconsequential competition
Target essential academic content
Debrief game
Review difficulties
...
Initiatives and GamesInitiatives and Games
THE ACTIVITY
THE DEBRIEF
◦ What?
 What specifically did each member do?
◦ So...
Appeal of Games: In the Classroom:
1. Clear Goals & Objectives - ESSENTIAL QUESTIONS
- RUBRICS
2. Specific, Constructive
F...
ReferencesReferences
 Johnson, L., Adams, S., and Cummins, M. (2012).
The NMC Horizon Report: 2012 Higher Education Editi...
Gamification of Learning (High Tech, High Touch course)
Gamification of Learning (High Tech, High Touch course)
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Gamification of Learning (High Tech, High Touch course)

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Gamification of Learning (High Tech, High Touch course)

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Gamification of Learning (High Tech, High Touch course)

  1. 1. Gamification &Gamification & Game-BasedGame-Based LearningLearning Krista Leh Rundell Email: kristalehrundell@gmail.com Twitter: @klrundell
  2. 2. Consider these questions:Consider these questions: What is your favorite game? Why? What is “play”? What does Engaged learning look like, sound like, feel like? What are the games your students play? Why do you think they play them so often?
  3. 3. Other considerations:Other considerations: Did you mention a sport, board game, puzzle game, or online game? Why are our students so engaged in these games? Do our students play sports? Board games? Puzzles? Online games?
  4. 4. POPULAR ONLINE GAMES Which ones do YOU play?
  5. 5. Gamification [n]:Gamification [n]: the use of game design elements in non-game contexts - The Gamification Infographic
  6. 6. Characteristics of a GameCharacteristics of a Game Defining Trait Purpose Importance Goal Explains Outcome - Provides Sense of Purpose - Focuses Attention Rules Places Limitations - Unleashes Creativity - Fosters Strategic Thinking Feedback Discloses Proximity to Goal - Promises Achievability - Encourages Motivation - Jane McGonigal
  7. 7. What is a Game?What is a Game? Defining Trait Purpose Importance Goal Explains Outcome - Provides Sense of Purpose - Focuses Attention Rules Places Limitations - Unleashes Creativity - Fosters Strategic Thinking Feedback Discloses Proximity to Goal - Promises Achievability - Encourages Motivation Voluntary Participation Evens “Ground” - Promotes safe, fun environment with challenges - Jane McGonigal
  8. 8. DEBRIEFING – a key learning component (Feedback) Social Interactions - What helped us succeed? - What hindered our success? - What do we need to do differently next time? Academics - Where am I in terms of the goal? - What do I need to do to move toward goal?
  9. 9. What is a Game?What is a Game? - Jane McGonigal
  10. 10. History of GamingHistory of Gaming Go to this website and read about The History of Gaming. http://www.ancient.eu.com/article/81/
  11. 11. Today’s StatisticsToday’s Statistics A half billion people on Earth spent an hour per day gaming Collectively, our planet now spends 3 billion hours a week gaming By age of 21, the typical American will have spent10,000 hours playing games - as many hours of games as spent time in MS and HS – parallel structure Research indicates pro-social results of gaming for up to 21 hours per week (MIT)
  12. 12. Today’s StatisticsToday’s Statistics Technology is changing the way we think, learn, and communicate “Why do we let people put the best of themselves into a virtual world?” - Jane McGonigal
  13. 13. Rapid Change in ErasRapid Change in Eras Daniel Pink, A Whole New Mind
  14. 14. Rapid Change in ErasRapid Change in Eras “Technologies, cultures, climates may change, but our basic human needs and desires do not. To survive, to care for our families, and to lead happy, purposeful lives.” - Jane McGonigal, Reality is Broken
  15. 15. What’s Happening In Education?What’s Happening In Education?
  16. 16. This is what we want in education… students SO engaged that they WANT to come to school.
  17. 17. Jane McGonigalJane McGonigal Please watch the two videos by Jane McGonigal: The Game That Can Give You Ten Extra Years of Life Skills Students Are Learning From Games (Links on the wiki – mod 9)
  18. 18. Appeal of Games: 1. Clear Goals & Objectives 2. Specific, Constructive Feedback 3. Failure is Low-Risk 4. Draw on Strength of Others 5. Incremental Learning 6. Cascading Information Theory
  19. 19. Cognitive Benefits: Whole Child Benefits: Processing & Constructing of Knowledge Engagement Connecting, Transferring, Sharing Info Motivation Better Retention of Information Collaboration Systems-Thinking Work Ethic & Pride Attention to Detail Resiliency Freedom to Experiment; Risk-taking Sociability Failure as Growth Evolution of Self Multiple Approaches Relationship Management Problem-Solving Creativity Negotiation
  20. 20. High Tech vs. Low TechHigh Tech vs. Low Tech www.education.mit.edu The Education Arcade explores games that promote learning through authentic and engaging play. TEA's research and development projects focus both on the learning that naturally occurs in popular commercial games, and on the design of games that more vigorously address the educational needs of players.
  21. 21. Transference to EducationTransference to Education
  22. 22. Transference to EducationTransference to Education
  23. 23. PLAYPLAY Can I join you? Can I save it? Can I show you how?
  24. 24. Dice GamesDice Games C O N T E N T A P P L I C A T I O N S ?
  25. 25. Dice Games – World LanguageDice Games – World Language #1 1 – 1st person Singular 2 – 2nd person Singular 3 – 3rd person Singular 4 - 1st person Plural 5 – 2nd person Plural 6 – 3rd person Plural #2 1 – Comer 2 – Playar 3 – Estar 4 – Preguntar 5 – Creer 6 – Cambiar C O N T E N T A P P L I C A T I O N S ?
  26. 26. C O N T E N T A P P L I C A T I O N S ?
  27. 27. 3 letter word = 1 point 4 letter word = 2 points 5 letter word = 3 points 6+ letter word = 4 points ClothespinsClothespins C O N T E N T A P P L I C A T I O N S ?
  28. 28. C O N T E N T A P P L I C A T I O N S ?
  29. 29. TrainersWarehouse.com C O N T E N T A P P L I C A T I O N S ?
  30. 30. Card GamesCard Games C O N T E N T A P P L I C A T I O N S ?
  31. 31. Play-dohPlay-doh C O N T E N T A P P L I C A T I O N S ?
  32. 32. Drawing GamesDrawing Games C O N T E N T A P P L I C A T I O N S ?
  33. 33. AnalogiesAnalogies C O N T E N T A P P L I C A T I O N S ? Simulations: analogies for real-world events
  34. 34. Continuum of OptionsContinuum of Options Strongly Disagree Strongly Agree AgreeDisagree C O N T E N T A P P L I C A T I O N S ?
  35. 35. Alphabet/Number GamesAlphabet/Number Games C O N T E N T A P P L I C A T I O N S ?
  36. 36. JengaJenga C O N T E N T A P P L I C A T I O N S ?
  37. 37. Game-Based Learning [n]:Game-Based Learning [n]: Learning through the use of games
  38. 38. Work/Occupation Related GamesWork/Occupation Related Games Med. Students: “ER: Code Red” ◦ As Dr, have to treat 35 cases Doctors & Nurses: “Septris” ◦ Stanford: ID and manage outbreak Global Issues: “Evoke” ◦ World Bank: solve social problems Military: Skill training games
  39. 39. Lexica science social studies reading science world language literature
  40. 40. Using Games in EducationUsing Games in Education Play a game to learn new content Participate in simulations to test theories & variables Analyze points of view through characters’ actions Document own learning through reflection Research new content through creation of another game - Klopfer, Osterweil, Groff, & Haas
  41. 41. Why are you using a game?Why are you using a game? Provide domain-specific content? Provide domain-specific analytic and problem-solving approaches? Enhance skill transfer to related tasks and domains? Enhance general skills or cognitive process? Develop specific social structures? Improve participant motivation? - Ruben R. Puentedura
  42. 42. Remember…Remember… Use inconsequential competition Target essential academic content Debrief game Review difficulties Allow for students to re-process information and revise notes - Robert Marzano
  43. 43. Initiatives and GamesInitiatives and Games THE ACTIVITY THE DEBRIEF ◦ What?  What specifically did each member do? ◦ So What?  How did our actions and learning impact us in the game? (life skills - ex: cooperation) ◦ Now What?  How will we take these learning into the “real world” or back into the content?
  44. 44. Appeal of Games: In the Classroom: 1. Clear Goals & Objectives - ESSENTIAL QUESTIONS - RUBRICS 2. Specific, Constructive Feedback - WHAT IS GOING WELL - HOW TO IMPROVE 3. Failure is Low-Risk - FORMATIVE ASSESSMENT 4. Draw on Strength of Others - PAIRS/GROUPS 5. Incremental Learning / Cascading Information Theory - MOVE FORWARD WHEN PROFICIENCY ACHIEVED
  45. 45. ReferencesReferences  Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium.  Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the Technology of Today, in the Classroom of Today. http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf  Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Moving Learning Games Forward. http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf  Marzano, R. (2010). Using Games to Enhance Student Achievement., Association for Supervision and Curriculum Development, Volume 67 (5), pp. 71-72. http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using- Games-to-Enhance-Student-Achievement.aspx  McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin, 2011. Print.  Puentadura, R. (2009, August 3). Game and Learn: An Introduction to Educational Gaming. http://hippasus.com/rrpweblog/archives/000039.html  Teach Thought http://www.teachthought.com/technology/difference-gamification- game-based-learning/  The Gamification of Education infographic. https://www.knewton.com/gamification- education/

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