Moodle and game environments: Can gamification support the development of new skills and knowledge in learners?
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Presentation for the Moodle Moot UK 2015, education stream
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Moodle and game environments: Can gamification support the development of new skills and knowledge in learners?
- 1. Moodle and game environments: Can gamification support the development of new skills and knowledge in learners? Dundee Medical School- KSeHIN Education Programme Mari Cruz García, Medical School, KSeHIN, University of Dundee, Scotland
- 2. Some useful definitions… Gamification is the use of game design elements in non-game contexts, such as education, to increase the engagement, participation, motivation and fun of participants (Deterding et al, 2011) Game environments are rule-based learning environments with a variable and quantifiable outcome, to which the learner feels attached. The learner is asked to perform certain tasks (game) in order to influence the outcome and the consequences of the task are optional and negotiable (Juul 2003) Game based pedagogy are learning models aimed to transform non- game activities into ‘game-like’ ones (Pivet 2009)
- 3. Benefits ‘Chocolate-covered broccoli’ fiasco: Empirical evidence of effectiveness of games as learning environments ? (O’ Neil 2005) Can the new acquired skills and knowledge be applied to wider educational contexts ? Drill-and-practice game environments do not foster the creation of ‘affinity groups’ in which deep learning can take place (Gee 2009) Limitations Developing creativity and transferable skills (team work, communication, problem solving, etc.) Engaging, motivating and rewarding students (i.e. Badge system) Offering a space for leaders to naturally emerge
- 4. The Kuwait Scotland eHealth Innovation Network is an international collaboration partnership between the Dasman Diabetes Institute of Kuwait, the Ministry of Health in Kuwait, Dundee Medical School, NHS Tayside and Aridhia Informatics Ltd. Four key programmes: • The Kuwait Health Network (KHN) • Education programme: PGCE/DIP/ MSc in Diabetes Care, Education and Management • The Kuwait Clinical Skills Centre • Quality Improvement
- 5. Saduworld is an bespoke 3D game environment developed by the KSeHIN team in collaboration with the Dundee- based company TPLD The aim was to develop an immersive 3D learning environment that supported game-based activities to introduce key concepts and theories explored as key concepts in appropriate modules. Game environment fully customised to acknowledge the culture and values of our Kuwait-based students in order to avoid cultural colonization.
- 7. Saduworld- Immersive 3D learning environment
- 8. Saduworld can be easily integrated with Moodle (SSO) without installing any add-on or additional code:
- 10. PGCE Module Introductory web Activity in Week 1 Average online completion rate (%) Number of students enrolled Facilitation January 2014 Saduworld Maze game 70% 19 Facilitation January 2013 VLE Forum ‘Saying Hello’ Voicethread presentation 22% 14 Leadership September 2013 Saduworld Invisible Bridge game 81% 19 Leadership May 2012 VLE Forum ‘Saying Hello’ VLE Forum ‘Leadership and You’ VLE Forum ‘Teams and Leadership’ 17% 16 Reflective Professional Practice September 2013 Saduworld Enchanted Souk game 56% 20 Reflective Professional Practice September 2012 VLE Forum ‘Saying Hello’ VLE Forum ‘Post your avatar here’ VLE Forum ‘Using Your Creativity’ 33% 17
- 11. Benefits of using a game environment as part of the Week 1 Introductory week • Migration to a flipped classroom delivery model, supporting a more efficient and enriching use of the taught sessions in Kuwait • Developing creativity and transferable skills, in addition to the new academic knowledge (teamwork, professional communication, problem solving, leadership, facilitation, etc.). • Engaging, motivating and rewarding students • Improving students’ online participation rate in academic module • Offering a space for leaders/innovators to naturally emerge
- 12. Interactive task: Give us your feedback about Saduworld http://demo.hostavirtualevent.com/saduworld/player Follow instructions to install Unity Web Player Username: visitor1, visitor2….., visitor10 Password: visitor1, visitor2…., visitor10 Once logged, follow instructions provided by non-playable character in NPC in Garden area
- 13. Would you like to take part in a live game demo?... Mari Cruz García, Educational Technologist, Kuwait-Scotland e-Health Innovation Network, Email: m.c.garcia@dundee.ac.uk Twitter: @education_right
- 14. References Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011.From game design elements to gamefulness: defining ‘gamification’. O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: evidence from the computer games literature. Curriculum Journal, 16(4), 455-474. Juul, J. (2003). The Game, the Player, the World: Looking for a Heart of Gameness. In M. Copier and J. Raessens (eds.), Level Up: Digital Games Research Conference Proceedings. Utrecht University, 2003, pp. 30-45. Pivet , P.(2009). Game-based learning or Game-based teaching. Becta. Jean Paul Gee website: http://www.jamespaulgee.com/
Editor's Notes
- Also known as game based learning pedagogy, game-based learning, games-based pedagogies, etc. Game environments also known as virtual worlds, 3D
- (collaboration, problem solving, self-awareness, etc) To mention: Games and gamification appear as Key trends The NMC Horizon Report: 2014 Higher Education Edition is a collaboration between the New Media Consortium and the EDUCAUSE Learning Initiative, an EDUCAUSE Program. Time to adopt: Two-to-Three Years. They are also listed at key trend in the OU ‘Innovating Pedagogy 2013’ report that explore new forms of teaching, learning and assessment, to guide educators and policy makers (learning from gaming) Developing skills, mention the 36 principes identified by James Paul Gee: Self-knowledge principle: the virtual world is constructed in such a way that learners learn not only about the domain but also about themselves and their current and potential capacities. • Achievement principle: for learners of all levels of skill there are intrinsic rewards from the outset, customised to each learner’s level, effort and growing mastery, and signalling the learner’s on-going achievements. • Discovery principle: overt telling is kept to a well-thought-out minimum, allowing ample opportunity for the learner to experiment and make discoveries. • Affinity group principle: learners constitute an ‘affinity group’, that is, a group that is bonded primarily through shared endeavours, goals and practices and not shared race, gender, nation, ethnicity or culture.
- (Resize properly with photoshop) Saduworld is an bespoke 3D game environment developed by Mairi Scott, Education Programme Director, and Susannah Silver, Instructional Design Developer, in collaboration with the Dundee-based company TPLD The KSeHIN team and TPLD started their collaboration in January 2013. The aim was to develop an immersive 3D learning environment that supported game-based activities to introduce key concepts and theories explored as key concepts in appropriate modules So far the educational collaboration has produced eight game-based activities and eight virtual spaces (‘rooms’). Saduworld has been used in eight academic modules Mention about new arabic avatars and non-human forms.
- Values passed to Saduworld: username, email, userid. LDAP accounts, students. Not fully integrated with Moodle Gradebook, but it is possible to extract statistical information from Saduworld and download as spreadsheet.
- Explain how the average completion rate has been calculated: arithmetic mean of the online completion rate for all the students. The completion rate for each student has been calculated as: activities completed by student/total number of activities marked as ‘compulsory’ in the course (resubmissions excluded) An activity is considered completed when the completion criteria has been fulfilled: Books: Student must ‘view’ the book. Assignment: Student must submit the assignment External URL: student must hit the URL Questionnaire and quiz: student must submit the questionnaire Files and learning objects: student must browse the file
- Explain flipped classroom model and advantages of this model for students. Skills develop: Professional communication Teamwork Facilitation Collaboration Problem solving Leadership Critical debate Mentioning the three self-discovery principles of James Paul Gee: Developing skills, mention the 36 principes identified by James Paul Gee: Self-knowledge principle: the virtual world is constructed in such a way that learners learn not only about the domain but also about themselves and their current and potential capacities. • Achievement principle: for learners of all levels of skill there are intrinsic rewards from the outset, customised to each learner’s level, effort and growing mastery, and signalling the learner’s on-going achievements. • Discovery principle: overt telling is kept to a well-thought-out minimum, allowing ample opportunity for the learner to experiment and make discoveries. • Affinity group principle: learners constitute an ‘affinity group’, that is, a group that is bonded primarily through shared endeavours, goals and practices and not shared race, gender, nation, ethnicity or culture.