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Gamification and the Moodle gradebook


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This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element.
Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive.
Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to.
Full presentation with voice-over: . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.

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Gamification and the Moodle gradebook

  1. 1. Why games light up your hippocampus and exams do not Presenter: Natalie Denmeade MoodleMoot AU 2013
  2. 2. The Hippocampus? resilience-games-post-traumatic-growth-and-more/ The hippocampus is the part of our brain used when committing something to long term memory “
  3. 3. What lights up your hippocampus? The more the hippocampus is lit up the more likely we are to repeat a new behaviour … 400% improvements in long term behaviour change. Jane McGonigal “
  4. 4. What can we borrow from games? Intheflow Build resilience by balancing positive and negative emotions A feeling of continuous progression Clear goals, rules, feedback and choices Use extrinsic motivation to build intrinsic motivation Offer status, access, power and stuff - in that order Digital Games Boost Test Scores
  5. 5. Negative vs Positive emotions
  6. 6. A feeling of continuous progression
  7. 7. What is a game? When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, and voluntary participation. Jane McGonigal, Reality is Broken 10 million Minecrafters 241,920,000 logins per month 1,000 logins per hour 2,000,000,000 downloads “
  8. 8. Four Common Elements Element Angry Birds Tetris Linked In (a non-game example) Goals Kill Pigs Fill an entire row Online Resume - join discussions Rules Have to fling the birds in the right direction Within the time given turn the blocks to build up rows Only members can see. Try to connect to as many people as possible Feedback Pigs die (audio/animation) Points, Score, Game ends when top is reached Progress Bar Leaderboard – Most popular discussion Voluntary Participation Choose your level of achievement within each level Choose to beat your own score e.g. 12,000 points Optional subscription to discussions
  9. 9. Four Elements – applied in LMS Element Course Core Moodle LMS Moodle Plugins Goals What activities do I have to do? (Elements of Competence) • Mark as complete Check boxes • Gradebook Progress Bar Rules/ Challenges/ Obstacles When are they due? How can I submit my work? (Assignments) • Due Dates (My Home) • Lesson • Groups Collapsed Topic course format Feedback Did I meet the standard? Am I finished yet? (Gradebook) • Completion Block • Gradebook, Scales • Permissions • Badges Moodle 2.5 Moo Profile Voluntary Participation Self-directed, self- assessment, self- paced (RPL) • Groups • Conditional Activities • Lesson pathways • Flexible Rubrics Self enrol groups based on choice
  10. 10. Moodle for Motivation Guide
  11. 11. a) I will give a Moodle for Motivation Guide poster to anyone who tweets a question @moodlemuse b) What questions do you have about gamification and education? c) I bet you can't ask me a question about gamification that I can't answer! d) I will feel really sad if no-one asks any questions about gamification :( Which statement most motivates you? It's not what you do, but why you do it
  12. 12. Interacting Players Acting Bartle Player Types Explorers Players like interacting with the environment. They try to find out as much as they can about the world around them. Socialisers Players like interacting. They use communicative facilities as a context in which to interact with their fellow players. Killers Players like acting on other players. They are Politicians. They kill with kindness (Mother Hen) or unkindness (tease, heckle). They like to dominate. Achievers Players like acting in the environment to be successful. They give themselves game- related goals, and vigorously set out to achieve them.
  13. 13. Interacting Players Acting Journals Killer Socialiser Explorer Achiever Which assessment method LEAST suits each player type? Learners will disengage if they can not adapt to the assessment method Take a 3 question quiz Debates Essays Quiz - Multiple choice JournalsEssays Peer Assessment Role Play Essays Essays Journals
  14. 14. Interacting Players Acting Lesson - Interactice branched learning Quiz - Multiple choice Discussion Forums Killer Socialiser Explorer Achiever Which assessment method BEST suits each player type? Take a 3 question quiz Debates Lesson – Interactice branched learning DebatesPractical Lesson - Interactice branched learning Quiz - Multiple choice
  15. 15. Initial Survey analysis Disclaimer: • Not everyone likes taking surveys – need to broaden the sample population and survey method. At least this brief survey has shown that Bartle‟s Player types are relevant to assessment methods. Surprises so far: • Quizzes made it to the list of most motivating, despite their bad reputation as „traditional‟ • Essays are journals are strongly disliked across the board
  16. 16. Essays and Journals 0 2 4 6 8 10 12 14 16 18 Least Motivating Assessment Types Socializer Explorer Achiever Please note this survey is a work in progress - DRAFT ONLY
  17. 17. Quizzes, Interactive Branched Lessons & Practical 0 2 4 6 8 10 12 14 Most Motivating Assessment Types Socializer Explorer Achiever Please note this survey is a work in progress - DRAFT ONLY
  18. 18. Course planning starts with the gradebook The gradebook tells your learners what the goal and standards are and how they are progressing toward that goal. “
  19. 19. Why your totals are not working • Scales MUST go from lowest to highest (DCBA) • Match a three level scale in assignments with a three level scale in total (or four, or five, …just make sure they have the same number of levels)
  20. 20. Quick tips for non-maths fans • Hide what you don‟t need (Categories and items > select the eye icon) • Ask Admin to set site level for your needs (e.g. hide email) • Customise „Letters‟ or Scales within your course to use the words you prefer – e.g. Satisfactory/ Excellent • VET Tip - Use LOWEST GRADE to calculate totals
  21. 21. For the Math fans • Every grade is converted into percentages - show real (% ) until it becomes clearer • Set up grade categories for flexible totals __________________ Apprentice < 90% __________________ Novice < 70% _________________ Observer < 20 % __________________ Master < 100% Letters use unequal divisionsScales use equal divisions
  22. 22. Rubrics and Custom Scales • In Rubrics your score out of the maximum possible result is converted into a percentage e.g. 18/24 75% • Use scales or letters to show if these scores are acceptable to pass • Make a custom scale and use your own names e.g. Observer (0-33%) Novice (33-66%) Master (66-100%) Gamification Custom Scale with four levels • Level Four (75-100%) • Level Three (50 -75%) • Level Two (25-50%) • Level One (0-25%)
  23. 23. Demo courses in gamification – Moodle Gradebook configuration – Custom scales – Progress Bar with stars download customised version – Collapsed topic multi- column layout – Group self-selection – Profile Block
  24. 24. Social >Explore >Achieve Make it social, make it meaningful and give people some freedom. Then, integrate a well thought out reward system (points, badges e.t.c). „For the Win‟ Kevin Werbach “
  25. 25. Pitfalls of Gamification Design The introduction of carefully selected extrinsic rewards, built around a design that speaks to intrinsic motivational states (sometimes not the ones most closely aligned with the behaviour we seek to change), is the most powerful design model we have today. Status – we do it because other people will think we‟re cool Access – to something special that other people don‟t have Power – able to do certain things Stuff – tangible rewards: Awards, Badges, Certif icates, Virtual Goods, Points, Levels, S cores extrinsic-motivation-in-gamification/ “ Gabe Zichermann
  26. 26. Summary But real gamification lies not in the scattershot application of points (or badges, or whatever) but in the design of a learning experience that engages (and delights!) learners and helps them to see where they are going and how they are doing at any one time (feedback). gamification-1/ “
  27. 27. Key points: What can we borrow from games? Intheflow Build resilience by balancing positive and negative emotions A feeling of continuous progression Clear goals, rules, feedback and choices Use extrinsic motivation to build intrinsic motivation Offer status, access, power and stuff - in that order
  28. 28. Further Information Linked in Group “Moodle For Motivation” Share ideas and resources Natalie Denmeade @moodlemuse Credits Hippo artwork: Gabe Cunnett Photos of gamers: Mr Toledano Unless noted all images public domain from wikimedia