My first conference workshop, which I chose to run on gamification and maker ed. In the first part of the presentation, I discussed how I incorporate game mechanics into my classroom routine using a couple of key digital platforms. I reflected on the achievements and obstacles encountered in gamifying units across the past three years and the effect this has had on student engagement and overall achievement. I finished on a brief reflection on my efforts to build maker centred projects into the 'Game' as part of the Harvard Project Zero course; 'Thinking and Learning in the Maker-Centered Classroom'.

1. Building Heroes
By Anthony Copeland
Renaissance College Hong Kong
@Edutect
This PowerPoint will be made
available to you after the
workshop
You’ll need access to your laptop and
an internet connection to take part.

2. A little bit about me…

3. ‘Higher performance on
practical assignments’
(Dominguez, Saenz-de-
Navarrete et. al., 2013)
‘Enhances learning motivation’
(Dominguez, Saenz-de-
Navarrete, et. al., 2013; Garris,
Ahlers, & Driskell, 2002)
‘Supports attitude change’
(Hays, 2005)
‘Encourages
collaboration’
(Schafer et al.,
2013)
‘Promotes learner
engagement’
(Giannetto, Chao, &
Fontana, 2013; Mitchell &
Savill-Smith, 2005)
‘That looks like fun!’
(Copeland, 2014)
Why Gamification?

4. Gamification is…
…not just playing games in class
…not just giving points and badges
…not just about ranking systems
These are just features of a bigger idea…
Gamification is the use of game mechanics to
enhance non-game contexts.
What is Gamification?

5. There is some objective other than success in the
game. Success in the game, translates to success
in a context outside of the game.
What do we mean by ‘non-
game contexts’?

6. Today we’ll discuss three key
game mechanics that can be
used to ‘gamify’ our lessons…

7. 1) Multiple Paths to Achievement

8. 2) Safe Failures

9. 3) A Positive and Consistent
Feedback Mechanism

10. 1) MULTIPLE PATHS TO ACHIEVEMENT
Learners choose how to evidence knowledge and
understanding.

11. Planning Multiple Paths to
Achievement

12. THREE TYPES OF QUEST
Core Quests
- Move you towards new learning objectives.
- Core quests of a Learning Objective must be completed before the core quests of the next
learning objective are made available

13. THREE TYPES OF QUEST
Side Quests
• Extra opportunities to display mastery
• Useful for revision, extra practice or extension into an interest.

14. THREE TYPES OF QUEST
Bonus Quests
• Only reached by some students – often have an expiry date
• Often challenge students to use higher thinking skills (’Parts, People
and interactions’) or to take roles of responsibility (’Teach the Class’)

15. Today’s Quests…

16. 3DGameLab
Laptop Use
LG
NO
LO

17. Start: Sign up to 3DGameLab
url: http://portal.3dgamelab.org
Course code: 7GSLLU

18. Option LG
Sign up to Popplet and attempt to create a multipath
lesson for three learning objectives
Option LO
How else could multiple paths to achievement be
integrated into the classroom? Observe the other
platforms recorded by previous course members and
add to existing entries or add new entries freely.
Option NO
How can multiple paths to achievement be structured in
the no-tech or low-tech learning environment?

19. 2) SAFE FAILURES
Allow students to practice the assignment instruments we
measure them by before making them high stakes.

20. KEEP TRYING ‘TILL YOU GET IT RIGHT

21. Option LG
What safe failures does your course offer? Which do you
see working well with 3DGL?
Option LO
Reflect on safe failures in your classroom and identify ways
in which these could be adapted to the platforms you
discussed in ‘1.LO Adapting Other Platforms for Multiple
Paths’
Option NO
How can/do you structure safe failures in the no-tech
environment?

22. Students start at ‘0’ and only gain points for success.
3) A Positive and Consistent
Feedback Mechanism.

23. Shift to focus on team points – support
within groups encouraged.

24. My ‘live points tracker’ of choice… Which then feeds into…
A feedback mechanism for holistic
development

25. ‘Google Expert’ ‘MYP Learner’ ‘Digital Citizen’
A feedback mechanism for skill
development

26. LOSSLESS LEARNING

27. Option LG
What skills, badges and rewards do you or could you use
in your gamified classroom?
Option LO
What platforms could you use to achieve a focus on
achievement over grade?
Option NO
How could you focus on achievement over grade in the
no-tech / low-tech classroom?

28. ‘Coasting’?
Hard working
An interesting metric…
% of Average XP obtained as a metric for
effort?

29. TERM 2 DATA ANALYSIS
With a lengthy unit of 3DGameLab behind
us, we were in a position to analyze the
impact of XP on attainment…

30. 0
1000
2000
3000
4000
5000
6000
0 1 2 3 4 5 6 7 8
TotalXPGainedinUnit2
Unit 2 Grade
TOTAL XP GAINED IN UNIT 2 VERSES TEST GRADE IN UNIT 2

31. 0
1000
2000
3000
4000
5000
6000
-3 -2 -1 0 1 2 3 4
TotalXPGainedinUnit2
Change in Test Grade
TOTAL XP GAINED IN UNIT 2 VERSES CHANGE IN TEST GRADE FROM
UNIT 1 TO UNIT 2

32. A few words on engagement….

33. The Next Step…
With students successfully motivated through
a self-paced system, the next step is to
incorporate maker-centered thinking routines
and build time for a culminating project in the
unit.

34. Insights;
• ‘Tree’s are part of the respiratory system as
they create the oxygen’
• ‘Farmers and farms are part of the digestive
system’
Misconceptions;
• The heart ‘makes blood’
• Farmers are responsible for planting all the
tree’s.

39. • At age 12-13, my students really struggled with thinking about ‘Systems’,
despite this term underpinning the global contexts of the MYP
curriculum. Clearly something is in need of change here.
• For many of the structures introduced in this course, a group of students
can arrive at much more insightful conclusions than students thinking
alone.
• The smallest insights into the parts, purposes and complexities of
everyday items can be fascinating to students (Take apart labs)
KEY INSIGHTS

41. Questions?

42. Thank You