This presentation explores the idea that educators can adopt the principles of game design to design learning experiences that foster engagement, ethical citizenship, and entrepreneurial spirit. I gave this presentation at the 2013 conference for The Association of Alberta Public Charter Schools (TAAPCS)
AnnMaria De Mars - Making Educational Games That Add UpSeriousGamesAssoc
Educational games share certain challenges with all serious games. A successful educational game needs to be both a good game and educational. Obvious, but many teams focus on one aspect and include either the game developer or educator as an after-thought. The result is either games that don’t teach or games that children won’t play. How do you determine at what level of mathematics (or any subject) a student should begin? How do you know if students learned something and how do you prove that your game was the cause? The educational component must target, teach, test and track. Is a game where the novelty effect never wears off an oxymoron? These questions will be answered, based on both the research literature, as well as our own data, from the first two years of research on using games to raise mathematics scores of students attending schools on American Indian reservations.
This is my presentation on gamification in education from the MADLaT Conference, 2014. In it, I discuss what gamification is, what MMORPGs are like, and how you can map those strategies to a course you are teaching.
Game it up! Introducing Game Based Learning for Developmental MathCengage Learning
Addressing the needs of developmental math students is difficult but important challenge facing instructors. Game based learning adds excitement to your lesson and helps students focus. In this presentation, Dr Kathleen Offenholly reviews best practices and simple steps for adding game based learning to your class. The games are not flashy and do not require advanced technical skills. They are simple to implement and have proven to be effective.
AnnMaria De Mars - Making Educational Games That Add UpSeriousGamesAssoc
Educational games share certain challenges with all serious games. A successful educational game needs to be both a good game and educational. Obvious, but many teams focus on one aspect and include either the game developer or educator as an after-thought. The result is either games that don’t teach or games that children won’t play. How do you determine at what level of mathematics (or any subject) a student should begin? How do you know if students learned something and how do you prove that your game was the cause? The educational component must target, teach, test and track. Is a game where the novelty effect never wears off an oxymoron? These questions will be answered, based on both the research literature, as well as our own data, from the first two years of research on using games to raise mathematics scores of students attending schools on American Indian reservations.
This is my presentation on gamification in education from the MADLaT Conference, 2014. In it, I discuss what gamification is, what MMORPGs are like, and how you can map those strategies to a course you are teaching.
Game it up! Introducing Game Based Learning for Developmental MathCengage Learning
Addressing the needs of developmental math students is difficult but important challenge facing instructors. Game based learning adds excitement to your lesson and helps students focus. In this presentation, Dr Kathleen Offenholly reviews best practices and simple steps for adding game based learning to your class. The games are not flashy and do not require advanced technical skills. They are simple to implement and have proven to be effective.
This slidedeck accompanies a presentation on using game theory and games to invigorate a classroom. Although designed for use in religious education, virtually all of the ideas are applicable to secular classroom use as well. Download the handout from http://bit.ly/game-on-handout. Find the template for the picture reveal game at http://bit.ly/LDS-game-on.
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: http://bit.ly/18hwzPP . 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.
An aim of the Curriculum for Excellence is to develop successful learners. This seminar considers how to create a climate for successful learning and how to recognize children’s progress in this area. The seminar is based on a case study about the benefits of educational game design in a primary school classroom. Our case study demonstrates that children find making their own computer games extremely motivating. They clearly enjoyed meeting the challenge of mastering the technology to express their own ideas.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/usingcomputergamedesigntofostersuccessfullearners.asp
Tobi Saulnier - Cognitive Bias Training Game Valuable for Everything from Law...SeriousGamesAssoc
Tobi Saulnier, CEO, 1st Playable
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
High stakes security and law enforcement challenges typically involve ambiguous information, multiple actors and fluid circumstances. The individuals charged with these responsibilities are also susceptible to the inherent strengths and weaknesses of the human mind and the way it processes information. In high risk situations, an incorrect choice could put not just dollars but lives at stake.
In this session, the speaker will discuss the challenge of developing Cycles, a training game originally developed for the intelligence community. The CYCLES games have been empirically tested games and demonstrate these titles can provide strong and persistent training in the recognition, discrimination and mitigation of six cognitive biases commonly affecting all types of intelligence analysis.
Since many of the same biases impact us daily whether in business, education or game development, CYCLES is being adapted, sometimes with other partners, for use in many different situations. The speaker will share some of the design tradeoffs made in creating the original game, as well as some of the needs and concerns to be aware of when teaching about thought pattern biases. Also considerations for the design team when extending a game created for the intelligence community to varied topics ranging from law enforcement to teaching lessons about empathy to teens.
Gamification should be thought of as a design sensibility and not merely a digital tool. It is a thought process and a methodology to think about engaging and motivating learners. While a result of gamification is often fun, the ultimate outcome behind developing a gamified approach is increased engagement and motivation.
In this webinar, explore several methods for applying game-thinking to your own online and classroom learning designs.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
As today’s workforce morphs into a mobile fleet, the learning and development function of an organization must also transform to meet the evolving needs of its employees. During this Spotlight Webinar, our speakers will discuss the role mobile learning has played within their organization, and the actions that have taken to deliver learning to their workforce in a tangible way.
During this Spotlight webinar, attendees will learn:
The state of the mobile learning industry and its role in organizational impact
How mobile learning can aid employee and organizational development
How to leverage mobile providers when implementing a mobile learning strategy
http://www.pathologycancun2015.org/ Slides from my talk at the World Association of Societies of Pathology and Laboratory Medicine in Cancun, Mexico., November 21, 2015.
This slidedeck accompanies a presentation on using game theory and games to invigorate a classroom. Although designed for use in religious education, virtually all of the ideas are applicable to secular classroom use as well. Download the handout from http://bit.ly/game-on-handout. Find the template for the picture reveal game at http://bit.ly/LDS-game-on.
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: http://bit.ly/18hwzPP . 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.
An aim of the Curriculum for Excellence is to develop successful learners. This seminar considers how to create a climate for successful learning and how to recognize children’s progress in this area. The seminar is based on a case study about the benefits of educational game design in a primary school classroom. Our case study demonstrates that children find making their own computer games extremely motivating. They clearly enjoyed meeting the challenge of mastering the technology to express their own ideas.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/usingcomputergamedesigntofostersuccessfullearners.asp
Tobi Saulnier - Cognitive Bias Training Game Valuable for Everything from Law...SeriousGamesAssoc
Tobi Saulnier, CEO, 1st Playable
This presentation was given at the 2017 Serious Play Conference, hosted by the George Mason University - Virginia Serious Play Institute.
High stakes security and law enforcement challenges typically involve ambiguous information, multiple actors and fluid circumstances. The individuals charged with these responsibilities are also susceptible to the inherent strengths and weaknesses of the human mind and the way it processes information. In high risk situations, an incorrect choice could put not just dollars but lives at stake.
In this session, the speaker will discuss the challenge of developing Cycles, a training game originally developed for the intelligence community. The CYCLES games have been empirically tested games and demonstrate these titles can provide strong and persistent training in the recognition, discrimination and mitigation of six cognitive biases commonly affecting all types of intelligence analysis.
Since many of the same biases impact us daily whether in business, education or game development, CYCLES is being adapted, sometimes with other partners, for use in many different situations. The speaker will share some of the design tradeoffs made in creating the original game, as well as some of the needs and concerns to be aware of when teaching about thought pattern biases. Also considerations for the design team when extending a game created for the intelligence community to varied topics ranging from law enforcement to teaching lessons about empathy to teens.
Gamification should be thought of as a design sensibility and not merely a digital tool. It is a thought process and a methodology to think about engaging and motivating learners. While a result of gamification is often fun, the ultimate outcome behind developing a gamified approach is increased engagement and motivation.
In this webinar, explore several methods for applying game-thinking to your own online and classroom learning designs.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
As today’s workforce morphs into a mobile fleet, the learning and development function of an organization must also transform to meet the evolving needs of its employees. During this Spotlight Webinar, our speakers will discuss the role mobile learning has played within their organization, and the actions that have taken to deliver learning to their workforce in a tangible way.
During this Spotlight webinar, attendees will learn:
The state of the mobile learning industry and its role in organizational impact
How mobile learning can aid employee and organizational development
How to leverage mobile providers when implementing a mobile learning strategy
http://www.pathologycancun2015.org/ Slides from my talk at the World Association of Societies of Pathology and Laboratory Medicine in Cancun, Mexico., November 21, 2015.
Mobile Learning and Global Models – How did it evolve? Market penetration, mobile adoption and usage tendencies presented. Mobile learning capabilities and features revealed using real cases and examples. Finally, what are the benefits and challenges? Mobile learning is the future in nowadays life with rapidly growing new technologies.
If you consider using game elements in education, this presentation gives a hint at how to do it.. not only on a digital level, but also in the psysical classroom.
See what you should think about when it comes to motivation and fun :-)
In games we are always chasing our better selves. We are natural learners. But to unfold this skill we need to consider a few conditions. This is about Gamification in education.
Keynote for the Third International Conference on ICT in Education - ticEDUCA2014, at the Institute of Education of the University of Lisbon, on 15 November 2014.
"Everything I need to know I learnt from World of Warcraft": why we might nee...Martin Oliver
Ascilite 2010 keynote
"Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds
Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term.
For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies.
This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
How can we use games in the classroom? Don't use them because they're "cool with the kids" (that's a recipe for chocolate coated brocolli), instead used them because they're sophisticated, challenging digital simulations.
No child left untableted - a snapshot of mobile education technology for K-12Erin Daniels
Schools are finally catching on to the amazing opportunity that tablets bring to engage students to promote learning and skill building. With the expansive efforts to bring iPads to the classroom, students are tapping in to the opportunity to learn using the most natural and easy to use platform for delivering learning. Teachers are also discovering new tools to use in curriculum design and lesson planning to engage students while meeting Common Core State Standards (CCSS). From learning “games” to gesture-based exercises to content delivery, students are learning from the most easy-to-use device available on the market today.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. Your mission for the next hour…
Get ready to do these things during the session:
Identify Scott’s two “atoms” of learning;
Distinguish between the roles of teacher and experience;
List the 4 building blocks of game (and lesson) design;
Identify resources for you to explore gameful learning.
Pay close attention and you could WIN a cool prize!
9. What is a “Game,” anyway?
They “…are
unnecessary
obstacles that we
volunteer to
tackle.”
Dr. Jane McGonigal
Author, Reality is Broken
They are paths
into an
experience
Jesse Schell
Professor, Carnegie Mellon
13. How do Games Engage?
Game-like
learning offers
support for
each aspect
of engaged
learning by
providing
• Objectives
• Rules
• Interface
• Feedback
Dickey, 2005,
16. Determine the Essential Experience
…and then determine the
Objectives, Rules, Interface
and Feedback tools you want
to use to engage students
with that experience.
17. What do students learn?
Systems thinking
Collaborative problem solving
A pro-skill orientation (new skills = awesome!)
How to positively tackle challenges
Organizational skills
Relational skills
How to use data
“Just-in-time” preparation
How to be an agent of their own destinies
19. What is the Game? My First Try
•
•
•
•
Every student
starts at Level 0
But the first thing
they learn is that
they can “level
up.”
Students receive
XP for being able
to demonstrate
actions in and
around the
school.
Students never
lose experience
and can
complete tasks at
any time.
20. Results – December 2012
Out of 28 enrolled students, 20 have attended at least 1 session.
Of the 20 who have attended, 3 have not levelled up.
Anecdotally, whether or not a task is related to XP is the determiner
for its completion by students.
A sense of community is developing as students take risks in the class
and see that their classmates support them in making them.
The class, while operating on game mechanics, is not “gameful” in
the sense that students are in a state of flow while in session. It may
be worth examining how the actual class tasks might be more gamelike.
Like any role playing game, there is a challenge to new students who
start while the course is underway. While they can certainly catch up
by doing the work, they haven’t formed the relationships needed for
a satisfying experience.
23. Experience some Fiero yourself…
Rules:
It is possible to put together
three hands of three players who
want to indulge in thumbwrestling. A nodal network is
formed. In a game of three, the
player holding tight the thumb
which is furthest down is the
winner. All other thumbs (further
up) have a walk-over for the two
thumbs furthest down are frozen
already.
Since humans have two hands
the left hand can be used to
connect even more players to the
network. Thus, various
possibilities pop up.
24. Because you can’t get the gold in the dungeon with out fending off
a few hordes of enemies!
40. Mission Results
What are Scott’s “atoms of learning?”
What is the relationship of the teacher to experience?
What 4 elements can you adjust to design an experience?
What was the 4th thing you were supposed to watch for?
Easter Egg – What is Scott’s favorite football team?
Editor's Notes
Despite the fact that I am currently working towards my M.Ed. in distance learning and instructional design, my most recent accolade is that of BARD in the international GamesMOOC (Massively Open Online Course, to be located at http://gamesmooc.shivtr.com/)Inside the GamesMOOC, The Bard award is conferred upon the person who represents the story of Game-Based Learning beyond the niche (but growing) community of interested educators that make up its ranks. To some degree, that is what this presentation represents – me telling anyone who will listen about my burgeoning awareness of this approach to learning design.
Everyone must snap their fingers on both hands exactly 25 times.When you do this, you experience the jolt of having done something mildly challenging (no matter how small, the impact in the brain is large).And, of course, this is how I want people to feel when starting a presentation!
If this is the best teacher, what the hell are we here for?
Educators are the curators of experience – the ORIGINAL DM’s. We curate experiences for youth and when we consider the experiences we want them to have above the content we want them to learn, everyone wins! One might USE games to curate experience or curate the experience AS a game. These are some interesting options, but the EXPERIENCE is king because it is the best teacher…we govern what experiences our students have!
Think of your most memorable lesson (either as a student or as a teacher). What was the setup? What did you do? I would be willing to bet having to wear a Stamps jersey that the school experiences you really remember, the ones that really impacted you involved games and stories.These are the atoms of learning. Stories let us know how to feel about facts and they provide context. Games let us try things out for ourselves and to test our skills and theories.
What do all of these have in common? They are difficult tasks that we deem worthy of our efforts…for some reason. They each have objectives, rules, an interface, and a way of knowing if you achieved the objectives…just like every good lesson should! Because of this, there shouldn’t be any content that a crafty teacher can’t tackle like a `Riders defenceman with games or stories.
Source: http://www.gamification.co/2012/01/13/gamification-vs-game-based-learning-in-education/Do not take this oversimplified dichotomy to be a suggestion of simplicity. There are several places where these areas would overlap (and, perhaps, should). Furthermore, when one says “class plays games,” we are talking about more than “Math Blaster.” There is an entire area of study around “Serious Games” with definite and complex learning objectives and where the games are meant to simulate problems in the real world and allow “players” an opportunity to solve them in a low-risk environment. These are games that exist for more than enjoyment.
Chances are, most of you have used these mechanics for years. Intuitively, you know that all the most engaging teachers you have ever had were either playing games or telling stories. Really, these are the only ways we learn: stories for context-setting and games for skill drills. That’s it!
A subtle shift that makes a big difference – If we move our perspectives from one where we consider the learners AS players, we can consider how best to design engaging experiences with curriculum content!
What experience do you want learners/players to have? What should they walk away with? (bigger than learning objectives).
This list comes from a 2004 study and book called Got Game: How the Gamer Generation is Reshaping Business Forever from Harvard Business School Press (cited in Prensky, 2006).
Flow and Fiero are both documented psychological states. Flow is the full concentration of your being on a given task. Fiero is the success we feel upon completing that task. Above all else, when we design, we must design experiences with opportunities for flow and fiero in mind!
http://www.monochrom.at/daumen/netzwerk-eng.htm
Societies have been using games to teach skills and knowledge forever. For a hell of a lot longer than we have enjoyed electricity and internal combustion engines. Just like people could build shelters before there were air hammers, it is possible to create an engaging experience without a video card. Really, you just need objectives, rules, an interface, and a way of knowing if you achieved the objectives.
Just creating a game around content isn’t effective. This is just putting lipstick on a pitbull. Math blaster requires that students already know how to do the mathematical functions (in fact, if a student doesn’t, all it will really do is divide their attention and make it harder!) In order to be effective, a gamelike learning experience must ask learners to collect and employ knowledge, skills, and values at opportune times…in this way, the “serious game” becomes an effective application for learning.
Our brains encourage us, by way of releasing all sorts of fun chemicals, to do things that we enjoy. A healthily-reinforced activity is one that takes up all of your attention and is appropriately challenging; an unhealthily-reinforced one is one that you choose in favor of other fun things…food, music and so forth.
We assign gender to things. Often a scalable version of this is done by marketing companies that create a gendered narrative around products. At their core, games have rules, mechanics, stories and aesthetics…none of those carry a gender we don’t assign to them (so, like, don’t assign a gender to them if you want to avoid this).Feminist Frequency does a much more detailed response to this issue than I can but, are THESE games inherently gendered?
Can’t games expose young people to content that we wouldn’t want to expose them to? Yep. So can books.
1 – Games and Stories2 – Teachers are the curators of experience…they design the experiences3 – 4 Elements – Objectives, Rules, an Interface, and Feedback.4 – ResourcesBonus