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The second chapter show us the myths about Gamification, so we can summarize the information through concept map
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Similar to Conceptual map
Gamification
Gamification is the use of game-like features in non-gaming contexts. Points, badges, and leaderboards are used to motivate participation and recognize skills and achievements. Feedback is important for learning as it allows students to assess their understanding and progress. Gamification techniques can be effective motivators if the rewards appeal to users and encourage behaviors that support learning.
Gamification and Game-based Learning
This document discusses gamification and game-based learning. It begins by defining gamification as applying game design elements to non-game applications to make them more fun and engaging. Some benefits of gamifying the classroom mentioned include increased motivation, opportunities for assessment and learning, and incorporating fun. Game mechanics that can be used include badges, leaderboards, levels, and challenges/quests. The document also discusses how gamification can be used to support different types of motivation and tasks. Overall, the document advocates for using game design elements and game creation to make learning more engaging and to help students develop important skills.
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Games
Games can be used in the classroom to gain students' attention and motivate learning by challenging and engaging them. Games capture students' attention and match learning outcomes. They can be used in a variety of settings from whole class to individual activities. Teachers should choose age-appropriate games and allow students to use games to demonstrate mastery, while offering a variety to avoid issues like competition or losing interest in learning. Games offer an alternative to frustration by choosing fun activities that boost engagement.
Games
Games can be used in the classroom to gain students' attention and motivate learning by challenging and engaging them. Games capture students' attention and match learning outcomes. They can be used in a variety of settings from whole class to individual activities. Teachers should choose age-appropriate games and allow students to use games to demonstrate mastery, while offering a variety to avoid issues like competition or losing interest in learning. Games offer an alternative to frustration by choosing fun activities that boost engagement.
The Short and Long Game Theory for Academic Courses
While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/
Arcademic Skill Buider Arcade
The document discusses an arcade-style math game called Arcademic Skill Builders that uses principles of behavioral learning theory. It describes how the game incorporates operant conditioning by providing positive reinforcement through game progression for correct answers. The game also uses shaping by gradually increasing math fact difficulty over time. While the game includes positive reinforcement and shaping, it does not employ prompting, cueing, or fading techniques, which could further support the learning process.
Walter gamification
This document discusses practical applications of gamification in education. It defines gamification as using game elements like points, badges, and leaderboards to motivate learning, rather than using full games. It provides examples of how to gamify tasks by allowing experimentation, rapid feedback, adaptive difficulty, and recognition. Tips include breaking complex tasks into simpler sub-tasks, allowing different paths to success, and addressing emotional, social and cognitive needs. However, it warns that external rewards can decrease intrinsic motivation and that students may try to exploit game systems. Overall research suggests gamification can improve skill application but may lessen theoretical knowledge.
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This document discusses gamifying education courses. It begins by asking the reader to join a Kahoot game with a provided pin. It then defines gamification as applying game mechanics to non-game activities. Common elements of games like rules, turns, obstacles and win states are discussed. Potential ways to gamify education are presented, such as through badges, leaderboards, and narrative elements. Motivations for gamification in education are explored, including increased engagement and facilitating intrinsic motivation. The document concludes by outlining the Sheldon model for gamifying courses and providing specific gamification tools and ideas.
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This document discusses integrating game mechanics into teaching to make courses more fun and engaging for students. It begins with an introduction to the presenter and their background in game design and education. The presentation then discusses what fun is, how gamification works, and applying game elements like status, leaderboards, incentives, and goals to motivate students. Examples are given of a video game programming course that was gamified, which led to increased attendance, assignment submission, and student engagement. The presentation concludes by addressing problems with gamification and taking questions.
Gamification 101- What is It and How to Get Started
Gamification has emerged as a significant trend in the field of learning and development in the past few years. By gamifying eLearning, you can harness the power of what people inherently love to do—have fun. Naturally, when your learners are having fun, you can eradicate any potential indicators of low engagement. But what is gamification and how can it be used effectively to motivate and engage learners?
Introduction to Instructional games
This presentation discusses the following topics:
What is Instructional Games
The use of instructional game
Benefits and Relative Advantages of Instructional Games
Components of instructional game
Examples of instructional game
Using Games in a Class
Resources
Gamification
Gamification involves applying game mechanics and elements to non-game contexts to increase engagement and motivation. In education, gamification can be used in the classroom to motivate students and inspire continued learning through capturing their interest. Game elements promote situated learning in groups and allow students to explore higher-order thinking skills like creating, evaluating, and applying knowledge. Specific gamification strategies in the classroom include giving points for academic and non-academic goals, using levels and progression, grading backwards, and letting students set personal goals and track their own progress.
How to Fix the 10 Biggest Mistakes in Gamification
This document discusses gamification in training and provides tips for effectively implementing gamification. It begins with an overview of ELB Learning and their gamification products and services. It then lists 10 common mistakes made with gamification and provides recommendations to address each mistake, such as focusing on learning objectives not just fun, using the right type of game, providing feedback, and analyzing results. The document encourages using a blended approach and social elements for better learning outcomes. It presents The Training Arcade and CenarioVR as gamification platforms that address these best practices.
Steinberg-Gamify Your Online Classes!
Here are a few ideas for using current events to increase student engagement in an online cultural diversity course:
- Have a weekly discussion forum where students can post links to recent news stories related to issues of diversity, race, ethnicity, gender, etc. and discuss them. This keeps topics feeling current and relevant.
- Incorporate current events into discussion questions for readings/videos. For example, ask how a recent policy change or event relates to concepts from that week's material.
- Assign short response papers where students analyze a current event through the lens of a sociological framework or theory from the course.
- Invite guest speakers via video conference to discuss their research on a current topic related to diversity. Have a Q
Serious games
The document discusses fundamentals of game design, specifically focusing on serious games. It compares edutainment games to serious games. Edutainment games typically focus on lower-order thinking skills through drill activities disguised as games, while serious games aim to facilitate higher-order thinking through applying game characteristics like competition, rules, choices, and challenges to create gameplay that goes beyond drill activities. The document provides examples of how different game characteristics can be incorporated into serious games to enhance learning.
How i gamified my classroom
This document discusses gamifying the classroom by using game mechanics and elements to engage students. It provides examples of progression mechanics like levels and points that can be used to display student progress. Investment mechanics like achievements and collaboration can also be used to motivate students. Feedback mechanics provide information to students and allow for infinite practice through discovery and bonuses. The document describes one professor's gamified classroom which uses experience points, achievements and bonuses, and provides feedback from students, both positive and negative. It concludes by discussing lessons learned and plans to further improve the gamified classroom.
Alternative Approaches to Educational Experience
Alternative Approaches to Educational Experience
Introduction and History
Motivation: The Problem
Development of Gaming Environments for STEM education
Educational Game Development
Current Status of Game Systems for Education
Forthcoming Design and Development
Research on Effectiveness of Game Environments
Recap and Next Steps
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From the helm
In this chapter you can identify some elements from Player Type Theory (Bartle, 1996), Game-Inspired Course Design (Radoff, 2012), and SAPS Model (Zichermann, 2010). All of these are important for teacher designing gamification environment.
CONCEPTUAL MAP
The second chapter show us the myths about Gamification, so we can sump the information through concept map.
Explore like a pirate
This document discusses using gamification in teaching and learning. It suggests that teachers can engage students and enhance the curriculum by designing game-based courses that incorporate elements of gaming. Games can help students develop skills like learning from mistakes, decision making under pressure, working with others, and developing literacy. They can spark curiosity and get students to explore content outside their comfort zone. The document advocates for teachers to create environments where students can discover content through experiences that involve overcoming challenges and developing creativity.
Classmater's presentation
Carolina Ramirez is a 28-year-old woman who lives in Medellin, Colombia. She lives with her mother, brother, and dog Tony in the Boston neighborhood. Carolina studied social communication at Pontifical Bolivarian University and now works as a social communicator and social responsibility manager for Fenalco. In her free time, she enjoys shopping, traveling to beaches, dancing Arabic dance, watching television news and football, and cooking, though she dislikes doing the dishes. She plans to marry her boyfriend Edwar next year.
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Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
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centuries, evolving its structure over time and space. In the present era, these changes have
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providing crucial environmental data for scientific, resource management, policy purposes, and
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of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Conceptual map
- 1. Dispelling from Determinated by Are Coming together Bring about MYTHS OF GAMIFICATION Games are just for play. There is no challenge or educational rigor If I give them a badge or points, my class will be gamified It’s easy for you. It won’t work for me because I teach ___________ (Fill in the Black) You need to be a gamer to gamify your class Students should want to learn; I shouldn’t have to dress it up! Gamification is just playing games Girls don’t game My classroom doesn’t have enough technology to make this work Games in the classroom are too much about competition Relationship between Rigor and Flow 3C Content Choice Challenge Curriculum andstandards Open-ended gameModel Unknown turns Motivational Complexity Increase content acquisition Such as Many elements that do exciting rewards Can be Considering Engaging setting or Purpose Provide importance to Related to Social Interaction Micro-goals Risk and challenges according to the choices It’s not as much the content as it is about engaging students Gamification works for all grade levels, subjects areas, and educational budgets Disproved because Accordingly Learn simple games designs and mechanics Download the latest o most popular game apps Start playing them Note aspects engage Make random musings Make a funny research Only takes Is suggested Following the next steps The meaning in the contents Motivation Produce achievement results Project- based learning Design thinking Real-world problem solving Emphasizes Unlocking ‘Dress up’ to Moving into Exploration of the course, content, and own crew It’s more about The misconception that it’s about board or traditional games Dismiss The statitics show that girls game as much or more that men It’s not matter about gender Acknowledge In sum Challenge, Mastery, Story, and Choice Leader board Printed badges Games mechanics Value Recommending Positive competition Collaboration Fullest potential Propose Based on To achieve