Slides and Script for a webinar presentation on Games and Gamification for the 2013 Horizon Report for Higher Education (read more here: http://www.nmc.org/publications/2013-horizon-report-higher-ed).
Interactivity, Games, and Gamification: A Research-Based Approach to Engaging...Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. And, yes, you will play a game at this presentation. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
The document discusses research on games and gamification for learning. It finds that games can result in learners spending more time on task than traditional instruction. Specifically, research shows that using games/simulations, learners learned 11% more declarative knowledge and 14% more procedural knowledge compared to traditional instruction. Games also build more confidence for applying knowledge in the real world. Effective game elements include challenges, narratives over lists, avatars that represent the learner, and rewards for feedback. Different game designs are needed for different types of content knowledge.
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
Understanding Games and Gamification for LearningKarl Kapp
The document discusses using games and gamification for serious learning. It summarizes research showing that games can be an effective tool for learning, with knowledge retention 17% higher for games/simulations compared to lectures. Well-designed games that provide engagement, interactivity, and opportunities for feedback can increase learning when embedded within a broader instructional program. Elements of games like stories, characters, feedback, and challenges can be applied to motivate learning when incorporated into traditional instruction.
1. Game levels provide scaffolding for advancing the learner from one knowledge level to another.
2. 3D avatars, storytelling and games/simulations all enhance learning and person’s experience.
3. Games use operant conditioning to encourage and sustain learner activity. Different games are used to teach different content.
4. Games can positively impact behavior.
Gamification Strategies How to solve problems, motivate and engage people th...Karl Kapp
This document discusses gamification strategies and how games can be used to solve problems, motivate people, and engage learners. It provides examples of why games appeal to people through elements like storyline, characters, and music. Games can create an emotional connection and be used in learning and instruction. The document also discusses how gamification can increase engagement and motivation for learners through elements like points, badges, and leaderboards. Specific examples are provided of companies that have successfully used gamification in their marketing and customer engagement strategies.
This document discusses serious games and learning theories. It provides background on definitions of serious games and how they are designed to have educational purposes beyond pure entertainment. It describes how early serious games were based on behaviorist models using rewards, while later games incorporate more experiential and socio-cultural pedagogical models. It also discusses challenges in assessing learning from serious games and how games can demonstrate complex interconnected issues.
Interactivity, Games, and Gamification: A Research-Based Approach to Engaging...Karl Kapp
Games, gamification and game-based learning have entered into the vocabulary of trainers, elearning developers and instructional designers in the past few years. While the use of games for learning seems like a good match, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change result from playing a game? What elements of games can learning designers borrow from game designers? The answer to these questions can be found in the research on game-based learning.
This interactive presentation includes many examples of using game-based learning for performance improvement and highlights how organizations have used games to achieve learning success. And, yes, you will play a game at this presentation. Discover how research-based practices fit in with today's fast-paced need for quick, effective instruction.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
The document discusses research on games and gamification for learning. It finds that games can result in learners spending more time on task than traditional instruction. Specifically, research shows that using games/simulations, learners learned 11% more declarative knowledge and 14% more procedural knowledge compared to traditional instruction. Games also build more confidence for applying knowledge in the real world. Effective game elements include challenges, narratives over lists, avatars that represent the learner, and rewards for feedback. Different game designs are needed for different types of content knowledge.
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
Understanding Games and Gamification for LearningKarl Kapp
The document discusses using games and gamification for serious learning. It summarizes research showing that games can be an effective tool for learning, with knowledge retention 17% higher for games/simulations compared to lectures. Well-designed games that provide engagement, interactivity, and opportunities for feedback can increase learning when embedded within a broader instructional program. Elements of games like stories, characters, feedback, and challenges can be applied to motivate learning when incorporated into traditional instruction.
1. Game levels provide scaffolding for advancing the learner from one knowledge level to another.
2. 3D avatars, storytelling and games/simulations all enhance learning and person’s experience.
3. Games use operant conditioning to encourage and sustain learner activity. Different games are used to teach different content.
4. Games can positively impact behavior.
Gamification Strategies How to solve problems, motivate and engage people th...Karl Kapp
This document discusses gamification strategies and how games can be used to solve problems, motivate people, and engage learners. It provides examples of why games appeal to people through elements like storyline, characters, and music. Games can create an emotional connection and be used in learning and instruction. The document also discusses how gamification can increase engagement and motivation for learners through elements like points, badges, and leaderboards. Specific examples are provided of companies that have successfully used gamification in their marketing and customer engagement strategies.
This document discusses serious games and learning theories. It provides background on definitions of serious games and how they are designed to have educational purposes beyond pure entertainment. It describes how early serious games were based on behaviorist models using rewards, while later games incorporate more experiential and socio-cultural pedagogical models. It also discusses challenges in assessing learning from serious games and how games can demonstrate complex interconnected issues.
This document discusses how games can be used for learning. It defines what a game is, noting they have set rules and provide interactive feedback. Game mechanics like challenges, problem solving, and failure can motivate learning. The document advocates using games to create flexible learning that supports different learner types and perspectives. Games provide a safe practice environment, consolidate relevant resources, and encourage cooperation among players.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
Desktop game
SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation.
http://games4competence.eu/
The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
1) The document describes a 90-minute playshop being held by Dr. Jenny Fisher and Chrissi Nerantzi on playing for change.
2) The playshop will involve participants experiencing three playstations focused on making, animating, and designing playful learning activities.
3) The facilitators believe that play is integral to learning at any age and can foster cooperation, trust, empathy and creativity. Playful learning approaches like making, animating and games will be explored.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
The role of educational and learning pc games1Andris Vališins
The document discusses the role of educational PC games in developing children with disabilities. It defines key concepts like play, games, and disability. Educational games can help children develop skills but must be integrated properly into the curriculum. Both benefits and disadvantages are discussed, such as educational games being fun but possibly overused or replacing human interaction. The document also considers how games versus play may impact children with disabilities differently.
This presentation discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
This document provides an overview of a workshop on using games for learning. It discusses what games are, how they can benefit students by developing skills like problem solving, and concepts like "hard fun." The document explains digital game-based learning and considers factors for teachers to consider when selecting games. Benefits of digital games include engagement and developing 21st century skills. Examples of educational games are provided, as well as resources for game-based learning.
This document discusses games and learning. It defines games and identifies core elements of well-designed games, including interactive problem solving, specific goals and rules, adaptive challenges, control, ongoing feedback, uncertainty, and sensory stimuli. Good games can act as transformative learning tools by supporting active, goal-oriented, contextualized and interesting learning. Games are well-suited to support complex competencies beyond just content learning. There is a convergence between the core elements of good games and characteristics that support productive learning.
Systems Based Gamification Volimen I: PlayEugene Sheely
In this essay I describe the basic philosophy of my consultancy and design practices in education: Play is not about fun, it's evolutionary purpose is to increase the tacit understanding of the complexities in the real world. It supercharges the understanding of relationships between different components in our world.
“The child amidst his baubles is learning the action of light, motion, gravity, muscular force; and in the game of human life, love, fear, justice, appetite and man... interact.” Ralph Waldo Emerson
It's a dry and probably boring work but I lay down some the scientific principles for game-based learning I've developed as a designer. I introduce why a lot of the currently popular gamification attempts for education are psydoscientific and give out principles backed up by scientific research on how to develop cognitive skills with games and their pedagogy.
A lot of the popular engagement techniques in gamification for education are based on techniques developed by casual game companies like Zynga. This is fundamentally a flawed approach filled with psudoscientific claims by the "gamification gurus."
This work bases it's design principles on scientific research on games with origins outside the virtual-world like chess and the process grandmasters have to go through to achieve world-class performance. It's disregards the popular techniques that claim they'll fix education by discovering how Farmville got people to water virtual crops.
Houston, ASTD: What Research Tells Us about Games, Gamification and LearningKarl Kapp
his decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors through games.
We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational?
This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning.
You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
This document summarizes research on the use of digital games, simulations, and virtual worlds for educational purposes. It finds that while serious games are widely used for training in fields like the military and healthcare, their adoption in formal education has been limited. The document outlines challenges to integrating serious games into classrooms and argues that educators need guidance on how to design, select, and assess games to meet educational goals and fit within existing lesson structures.
The Role of Games and Simulations in Learning Karl Kapp
1. Games and simulations can be effective learning tools when used appropriately. Avatars can model behaviors and influence learners' perceptions, especially when the learner takes the perspective of the avatar.
2. Simulations are most effective when embedded within a broader instructional program rather than used alone. Learners show greater confidence and retention when simulations include active, rather than passive, learning components.
3. Meta-analyses found simulations improved outcomes like confidence by 20%, and declarative and procedural knowledge by 11% and 14% respectively, compared to traditional instruction alone. However, simulations are not inherently better - their educational value depends on how they are designed and applied.
This document discusses five categories of instructional software that can be used in middle school social studies: drill and practice, tutorials, simulations, instructional games, and problem-solving software. Drill and practice software allows students to answer questions and receive feedback to reinforce concepts. Tutorials provide instruction like an online tutor. Simulations model real or imaginary systems to demonstrate concepts. Instructional games add game elements to drills or simulations to increase engagement. Problem-solving software teaches problem-solving steps or gives students practice solving problems. Examples are given for types of software that fit each category and how they could be used for social studies topics.
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This document summarizes research on the effectiveness of instructional games for learning. It finds that games can be as or more effective than traditional instruction, especially when designed to meet specific learning objectives. Some key findings include:
1) Games build confidence and skills for real-world application better than traditional classes when used over multiple sessions, especially in a group setting.
2) Experiencing a virtual avatar can influence real-world perceptions and behaviors like exercising more if the avatar resembles the player.
3) While entertaining games may not be as effective, simulations do not need to be entertaining to successfully teach content when embedded within a curriculum with guidance.
4) Playing educational games motivates voluntary effort like doing
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
Gaming the System with Mary Poppins & Mr TPaul Driver
This document discusses gamification and its use in education. It provides perspectives from several experts in the field. Ian Bogost criticizes gamification as oversimplifying games and mistaking superficial elements for what makes games engaging. Henry Jenkins argues gamification reduces games-based learning to points and levels rather than interactions. James Gee notes games can introduce fields of knowledge but teaching through games requires more than just adding rewards. The document also addresses challenges in making good games and using games appropriately in education.
This document discusses how curiosity and creativity are connected. It provides quotes and resources that encourage nurturing curiosity in children and embracing failure as part of innovation. Tabletop role-playing games are recommended as an activity that can foster skills like problem-solving, communication, imagination and looking at different perspectives. Playing these games involves reading rules carefully, using math, collaborating with others and stepping into alternative roles.
This document discusses how games can be used for learning. It defines what a game is, noting they have set rules and provide interactive feedback. Game mechanics like challenges, problem solving, and failure can motivate learning. The document advocates using games to create flexible learning that supports different learner types and perspectives. Games provide a safe practice environment, consolidate relevant resources, and encourage cooperation among players.
Gadgets, Games and Gizmos for Learning: Teach on the BeachKarl Kapp
1. The document discusses how technology has advanced in many areas but not as much in learning, and it is time to change that.
2. Mobile devices are best used for performance support by providing workers with information they need on the job.
3. Games can impact learning through feedback, storytelling, and challenging learners in ways that help transfer knowledge more effectively than traditional methods.
Desktop game
SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation.
http://games4competence.eu/
The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi NerantziChrissi Nerantzi
1) The document describes a 90-minute playshop being held by Dr. Jenny Fisher and Chrissi Nerantzi on playing for change.
2) The playshop will involve participants experiencing three playstations focused on making, animating, and designing playful learning activities.
3) The facilitators believe that play is integral to learning at any age and can foster cooperation, trust, empathy and creativity. Playful learning approaches like making, animating and games will be explored.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
The role of educational and learning pc games1Andris Vališins
The document discusses the role of educational PC games in developing children with disabilities. It defines key concepts like play, games, and disability. Educational games can help children develop skills but must be integrated properly into the curriculum. Both benefits and disadvantages are discussed, such as educational games being fun but possibly overused or replacing human interaction. The document also considers how games versus play may impact children with disabilities differently.
This presentation discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
This document provides an overview of a workshop on using games for learning. It discusses what games are, how they can benefit students by developing skills like problem solving, and concepts like "hard fun." The document explains digital game-based learning and considers factors for teachers to consider when selecting games. Benefits of digital games include engagement and developing 21st century skills. Examples of educational games are provided, as well as resources for game-based learning.
This document discusses games and learning. It defines games and identifies core elements of well-designed games, including interactive problem solving, specific goals and rules, adaptive challenges, control, ongoing feedback, uncertainty, and sensory stimuli. Good games can act as transformative learning tools by supporting active, goal-oriented, contextualized and interesting learning. Games are well-suited to support complex competencies beyond just content learning. There is a convergence between the core elements of good games and characteristics that support productive learning.
Systems Based Gamification Volimen I: PlayEugene Sheely
In this essay I describe the basic philosophy of my consultancy and design practices in education: Play is not about fun, it's evolutionary purpose is to increase the tacit understanding of the complexities in the real world. It supercharges the understanding of relationships between different components in our world.
“The child amidst his baubles is learning the action of light, motion, gravity, muscular force; and in the game of human life, love, fear, justice, appetite and man... interact.” Ralph Waldo Emerson
It's a dry and probably boring work but I lay down some the scientific principles for game-based learning I've developed as a designer. I introduce why a lot of the currently popular gamification attempts for education are psydoscientific and give out principles backed up by scientific research on how to develop cognitive skills with games and their pedagogy.
A lot of the popular engagement techniques in gamification for education are based on techniques developed by casual game companies like Zynga. This is fundamentally a flawed approach filled with psudoscientific claims by the "gamification gurus."
This work bases it's design principles on scientific research on games with origins outside the virtual-world like chess and the process grandmasters have to go through to achieve world-class performance. It's disregards the popular techniques that claim they'll fix education by discovering how Farmville got people to water virtual crops.
Houston, ASTD: What Research Tells Us about Games, Gamification and LearningKarl Kapp
his decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors through games.
We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational?
This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning.
You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
This document summarizes research on the use of digital games, simulations, and virtual worlds for educational purposes. It finds that while serious games are widely used for training in fields like the military and healthcare, their adoption in formal education has been limited. The document outlines challenges to integrating serious games into classrooms and argues that educators need guidance on how to design, select, and assess games to meet educational goals and fit within existing lesson structures.
The Role of Games and Simulations in Learning Karl Kapp
1. Games and simulations can be effective learning tools when used appropriately. Avatars can model behaviors and influence learners' perceptions, especially when the learner takes the perspective of the avatar.
2. Simulations are most effective when embedded within a broader instructional program rather than used alone. Learners show greater confidence and retention when simulations include active, rather than passive, learning components.
3. Meta-analyses found simulations improved outcomes like confidence by 20%, and declarative and procedural knowledge by 11% and 14% respectively, compared to traditional instruction alone. However, simulations are not inherently better - their educational value depends on how they are designed and applied.
This document discusses five categories of instructional software that can be used in middle school social studies: drill and practice, tutorials, simulations, instructional games, and problem-solving software. Drill and practice software allows students to answer questions and receive feedback to reinforce concepts. Tutorials provide instruction like an online tutor. Simulations model real or imaginary systems to demonstrate concepts. Instructional games add game elements to drills or simulations to increase engagement. Problem-solving software teaches problem-solving steps or gives students practice solving problems. Examples are given for types of software that fit each category and how they could be used for social studies topics.
Innovative Learning Techniques: Games, Social Learning and Interactive Storie...Karl Kapp
This document summarizes research on the effectiveness of instructional games for learning. It finds that games can be as or more effective than traditional instruction, especially when designed to meet specific learning objectives. Some key findings include:
1) Games build confidence and skills for real-world application better than traditional classes when used over multiple sessions, especially in a group setting.
2) Experiencing a virtual avatar can influence real-world perceptions and behaviors like exercising more if the avatar resembles the player.
3) While entertaining games may not be as effective, simulations do not need to be entertaining to successfully teach content when embedded within a curriculum with guidance.
4) Playing educational games motivates voluntary effort like doing
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
Gaming the System with Mary Poppins & Mr TPaul Driver
This document discusses gamification and its use in education. It provides perspectives from several experts in the field. Ian Bogost criticizes gamification as oversimplifying games and mistaking superficial elements for what makes games engaging. Henry Jenkins argues gamification reduces games-based learning to points and levels rather than interactions. James Gee notes games can introduce fields of knowledge but teaching through games requires more than just adding rewards. The document also addresses challenges in making good games and using games appropriately in education.
This document discusses how curiosity and creativity are connected. It provides quotes and resources that encourage nurturing curiosity in children and embracing failure as part of innovation. Tabletop role-playing games are recommended as an activity that can foster skills like problem-solving, communication, imagination and looking at different perspectives. Playing these games involves reading rules carefully, using math, collaborating with others and stepping into alternative roles.
This document summarizes a proposed cross-sectional study examining the influences of educational gaming on four age groups: elementary school, high school, college, and the workplace. It reviews literature on differing goals, audiences, motivations, methodologies, and environmental influences of educational games. The proposed study would measure self-efficacy outcomes from simulated real-life gaming experiences tailored to each age group, to better understand how motivations and methodologies impact varying audiences. Recommendations include using surveys before and after gameplay to calculate differences in potentials for learning across groups.
Educational trends point to a growing need for flexible learning tools that support anyplace, anytime learning. Recent advances in mobile computing present potential avenues for addressing this. Having explored current trends in location-based mobile learning, we will share three projects built on an easy-to-use, open-source augmented reality storytelling platform. The ARIS platform is a mobile application that layers multimedia onto physical locations, using a browser-based editor that allows users to "roll their own" place-based game, tour, or other mobile-based activity. Finally, we will facilitate a structured discussion and brainstorming activity to generate and share other place-based mobile ideas. (Presented at 2011 Educause Midwest Regional Conference 3-15-11). Link: http://www.educause.edu/midwest-regional-conference/2011/place-based-learning
Games, Gamification and Interactivity for LearningKarl Kapp
The document discusses how to apply game design principles to instructional design. It describes a scenario where two teams compete to design a game about slaying dragons. Throughout the scenario, the teams are presented with design decisions and arguments for why challenges, risk, curiosity and player choices lead to more engaging learning experiences based on research on self-determination theory and motivation. The document concludes by providing five tips for instructional designers to think like game designers such as beginning with activities, creating mystery, challenges, risk, and meaningful choices for learners.
TH504 - Stop Thinking Like an Instructional Designer: Start Thinking Like a G...Karl Kapp
Instructional designers tend to think content first and then action. Game designers think action first. As a result, most games are engaging, intriguing, and immersive. Most instruction tends to be boring and perfunctory. Simply changing your mindset from instructional designer to game designer will help you to create engaging and effective instruction. Learn five methods to help you think like a game designer and change your stale training into an exciting and interesting experience for the learners.
Application on the Job:
Create engaging instruction using game design techniques.
Apply five methods for thinking activity first, content second.
Explore how game designers engage players and immerse them in the game environment.
Discover how game fosters action and activity.
This document summarizes a study on teachers' use of social media in their classrooms. It interviewed 9 teachers who had varying levels of experience with social media. The teachers reported using social media like blogs, Facebook pages, Google Docs, and Twitter. Key findings included that teachers used social media to connect with students, although barriers like lack of time and technology issues existed. Using social media effectively required planning and linking it to educational outcomes. While some teachers saw no changes, others felt it made them more flexible and helped students feel empowered. Overall, social media use has the potential to enhance learning and change pedagogy when implemented properly.
1. The document describes 9 different activities and games that can be used in classroom settings: the Birthday Paradox, Dicebreakers, Tongue Twisters, Sports Gallery, Buzz Groups, Brainstorming, "Teacher Says" (Simon Says), Family Health Tree, and Jamaica Trip (Name Game).
2. Each activity is explained over 1-3 paragraphs with directions, examples, and tips for implementation.
3. The activities are designed to be engaging, interactive ways to break the ice, encourage participation, and learn while having fun.
Games, Interactivity and Gamification for Learning Karl Kapp
Gamification gets a lot of ink, but do you know what the research says? Kapp walks you through the latest research into why game-based thinking and mechanics make for vigorous learning tools. He’ll dissect critical elements of games and describe how to apply them to design and development. You’ll learn to create engaging learning using game-based thinking, find out how to move beyond theoretical considerations, and be introduced to three methods for designing interactive game-based learning.
Don't Think Like an Instructional Designer—Think Like a Game DesignerKarl Kapp
Game designers create immersive experiences that keep players engaged for hours. In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design.
Presentation at National Congress on Rural Education in Saskatoon, SK. March 30 - April 1, 2014. Based on qualitative research for a Ph.D. dissertation.
This document discusses digital game-based learning opportunities through the P-20 Innovation Lab at the University of Kentucky. It provides an overview of principles of game-based learning, including how play leads to engagement, how games involve problem-based learning through goals and feedback, and how games provide situated learning through authentic contexts. It also outlines current and upcoming work with teachers and students to integrate digital games and learning, including a summer teacher academy, a game design program for elementary students, and a new graduate course on digital game-based learning.
This document discusses digital game-based learning opportunities through the P-20 Innovation Lab at the University of Kentucky. It provides an overview of principles of game-based learning, including how play leads to engagement, how games involve problem-based learning through goals and feedback, and how games provide situated learning through authentic contexts. It also outlines current and upcoming work with teachers and students to integrate digital games and learning, including a summer teacher academy, a game design program for elementary students, and a new graduate course on digital game-based learning.
This document discusses digital game-based learning opportunities through the P-20 Innovation Lab at the University of Kentucky. It provides an overview of principles of game-based learning, including how play leads to engagement, how games involve problem-based learning through goals and feedback, and how games provide situated learning through authentic contexts. It also outlines current and upcoming work with teachers and students to integrate digital games and learning, including a summer teacher training and programs for 3rd-5th graders to design games using Scratch.
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Geosciences serious game: a path in a volcanic area, Annalisa BonielloBrussels, Belgium
This document summarizes a conference on using serious games and virtual worlds for science education. It discusses how today's students are accustomed to gaming and need interactive, immersive learning experiences. Serious games promote motivation, challenge, active learning and problem solving. The conference featured a virtual island created in OpenSim for role playing games and simulations of volcanic areas. Students solve problems and interact to explore concepts like tsunamis, rocks and debrief their experiences. Principles for good game-based learning emphasize simplified contexts, active learning, reflection and extensive practice in an engaging environment.
Similar to Learning, Games, and Gamification - with NOTES (Horizon Report Webinar) (20)
This document discusses using the Mechanics-Dynamics-Aesthetics (MDA) framework for course design. The MDA framework considers user experiences through mechanics (what's possible), dynamics (what happens), and aesthetics (overall experience). These interrelated parts can be adjusted to respond to learner feedback. Using MDA in teaching can lead to more engaging learning. Furthermore, layering backwards design onto MDA shows how MDA complements existing instructional design approaches. The session will explore applying current research in learning sciences and experiences with game design workshops to instructional design.
The Active Teaching Lab program provides low-commitment, structured explorations of teaching tools and techniques to help faculty teach more effectively. Faculty tell program organizers that they appreciate the light-touch, playful environment that allows them to learn from peers' experiences in a low-stress way through hands-on activities and discussions. Based on positive feedback, organizers plan to expand offerings to different times and provide deeper training on specific tools and processes to further inspire faculty to incorporate new approaches in their teaching.
1) The document introduces a session on using game design in education at the ELI Annual Meeting, led by John Martin and Ryan Martinez from the University of Wisconsin - Madison.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
SWOT analysis in the project Keeping the Memory @live.pptx
Learning, Games, and Gamification - with NOTES (Horizon Report Webinar)
1. LEARNING
GAMES
GAMIFICATION
Ryan Martinez John Martin
UW-Madison Games + Learning + Society UW-Madison Academic Technology
Friday, March 29, 13 1
A webinar presentation on Games and Gamification for the 2013 Horizon Report for Higher Education
(read more here: http://www.nmc.org/publications/2013-horizon-report-higher-ed).
For more information, contact: Ryan Martinez <rmmartinez@gmail.com> or John Martin
<regardingjohn@gmail.com>
Hi, I’m John
(and I’m Ryan)
Just to give you an overview of our talk:
Ryan will start on the macro level with Gamification with the goal of a general overview of
gamification, some examples, and directions of focus for educators
(Then John will jump in and specifically focus on smaller examples and simpler strategies on how to get
started with integrating games into curriculum.)
2. GAMIFICATION
Friday, March 29, 13 2
Today we’re going to be talking about the impact of games and the concept of gamification from both
the Horizon Report and our own personal interactions with using both in education.
Before we begin I would like that throughout the presentation that those who have great examples of
gamified environments that they either feel are great, or not so great, examples, to please post the URLs
into the chatbox. Hopefully we will be able to archive and provide a crowdsourced list at the end of this
webinar.
If you attended the most recent EDUCAUSE meeting in Denver, you’re probably familiar with the idea
of using badges, hence this slide. We’ll talk more about the idea of badges in a bit, but before that we
should probably hit on a definition of gamification.
3. THE BASICS
Friday, March 29, 13
(Deterding, et al. 2011)
3
So the relative basics of gamification, and what I believe would be one of the few things that both sides
— the PRO camp with theorists such as Jane McGonigal, and the CON camp lead by Ian Bogost — can
agree on, and as proposed by Sebastian Deterding is that gamification is the use of game design
elements in non-game contexts. So choices that already have consequences get additional elements
worked in to either motivate or demotivate you —
4. Friday, March 29, 13
THE BASICS 4
— eventually changing the way you look at situations and inevitably how you perceive your reality. Or
at least modifying things that you already do and adding more incentive.
5. Friday, March 29, 13 5
As I stated earlier, there is no shortage of both academics and school administrators looking discussing
the proper implementation of a gamified experience. These competitions and conferences are just a
handful, and the number increases every single year.
Unfortunately, with the massive interest and implementation of gamified environments in learning
environments, there are a lot of really bad examples. But I would like to show you an example of what I
feel is a great direction for gamification on a wide scale.
6. Friday, March 29, 13 6
This is the home page to a USC developed gamified environment called Reality Ends Here. Jeff Watson,
Simon Wiscombe, Tracy Fullerton helped create this experiment in 2011. The concept was quite simple.
7. reality.usc.edu/about
Friday, March 29, 13 7
Students from the USC film school could go to the game office to pick up a pack of cards.
Each deck was different, and had cards with different properties. Students were encouraged to
collaborate with others in their program to produce an artifact based on a combination of cards, and then
submit their project to the main office to get points for completion.
8. reality.usc.edu/about
Friday, March 29, 13 7
Students from the USC film school could go to the game office to pick up a pack of cards.
Each deck was different, and had cards with different properties. Students were encouraged to
collaborate with others in their program to produce an artifact based on a combination of cards, and then
submit their project to the main office to get points for completion.
9. reality.usc.edu/about
Friday, March 29, 13 7
Students from the USC film school could go to the game office to pick up a pack of cards.
Each deck was different, and had cards with different properties. Students were encouraged to
collaborate with others in their program to produce an artifact based on a combination of cards, and then
submit their project to the main office to get points for completion.
10. reality.usc.edu/about
Friday, March 29, 13 7
Students from the USC film school could go to the game office to pick up a pack of cards.
Each deck was different, and had cards with different properties. Students were encouraged to
collaborate with others in their program to produce an artifact based on a combination of cards, and then
submit their project to the main office to get points for completion.
11. Friday, March 29, 13 8
Here is an example of what the students received. The card on the left is an illustration; the card on the
right gets into the game mechanics. The colors on the edges of the cards indicate which others cards you
can pair with. Blue has to go with blue, and so on. The numbers on the right corner are points you can
earn depending on how you pair them.
12. Friday, March 29, 13 9
This card configuration was made by a large group. All of these cards and their properties ended up
being this extreme example.
13. Friday, March 29, 13 10
There are many examples of products from Reality Ends Here; this photoshopped poster was the
product of all those cards that you saw previously. Which brings me to another issue and what I feel is a
primary concern we educators face with gamification: what motivates players (students) to participate
in gamified environments. Motivation or more specfically...
14. INTRINSIC MOTIVATION
EXTRINSIC MOTIVATION
Friday, March 29, 13 11
two types of motivation: Intrinsic and Extrinsic motivation
15. INTRINSIC
Friday, March 29, 13 12
To elaborate a bit more on how to differentiate these two types of motivation. Think of it this way. You,
on the left, just took a picture of a child family member. The motivation for you to do that ...
16. INTRINSIC
Friday, March 29, 13 13
... is happiness you feel inside. There may be no other real reward besides that it made you feel good
making the other person happy.
17. Friday, March 29, 13 14
With extrinsic motivation you complete a task because you expect something in return. So If you see on
the slide this looks to be some a chart for a child’s work and behavior. If he or she makes the bed in the
morning or reads a book they will receive a star. Five stars will give that person a reward. They’re not
necessarily compelled to do the work because they want to, it’s because they’re gonna get something
cool for doing the crappy work.
18. DECI, ET AL. (1999)
Friday, March 29, 13 15
Edward Deci from the University of Rochester headed up a metaanalysis of 128 studies which dealt
with how extrinsic motivation affected intrinsic motivation. They found extrinsic motivation actually
DECREASES free will intrinsic motivation. Meaning, those who accomplished goals didn’t do it so
much for their own growth and sense of accomplishment, but for rewards and achievements given by
other people to denote an accomplishment took place.
19. DECI, ET AL. (1999)
128 Studies
Friday, March 29, 13 15
Edward Deci from the University of Rochester headed up a metaanalysis of 128 studies which dealt
with how extrinsic motivation affected intrinsic motivation. They found extrinsic motivation actually
DECREASES free will intrinsic motivation. Meaning, those who accomplished goals didn’t do it so
much for their own growth and sense of accomplishment, but for rewards and achievements given by
other people to denote an accomplishment took place.
20. DECI, ET AL. (1999)
128 Studies
Extrinsic rewards on
intrinsic motivation
Friday, March 29, 13 15
Edward Deci from the University of Rochester headed up a metaanalysis of 128 studies which dealt
with how extrinsic motivation affected intrinsic motivation. They found extrinsic motivation actually
DECREASES free will intrinsic motivation. Meaning, those who accomplished goals didn’t do it so
much for their own growth and sense of accomplishment, but for rewards and achievements given by
other people to denote an accomplishment took place.
21. DECI, ET AL. (1999)
128 Studies
Extrinsic rewards on
intrinsic motivation
Rewards for
tasks completed
decreased free-will
motivation
Friday, March 29, 13 15
Edward Deci from the University of Rochester headed up a metaanalysis of 128 studies which dealt
with how extrinsic motivation affected intrinsic motivation. They found extrinsic motivation actually
DECREASES free will intrinsic motivation. Meaning, those who accomplished goals didn’t do it so
much for their own growth and sense of accomplishment, but for rewards and achievements given by
other people to denote an accomplishment took place.
22. You have to find game design that
resonates with what you are trying to do
and brings out its essence; mental context.
Business travellers (sic) care about status,
but if you were at Toys R Us and the
cashier announced you were now a
‘platinum level toy buyer’ you’d be
embarrassed; pleasure is contextual.
~ Jesse Schell, 2011
Friday, March 29, 13 16
Assessment without purpose (in the eye of the user) is a large oppositional issues in gamification.
Because of the talk Schell was invited back to debate social gaming/gamification with Zynga’s chief
game developer Brian Reynolds. Schell did not discuss the definition of gamification so much as he
wanted to go into greater detail about the concept of pleasure. Essentially that if you get pleasure out of
something, that is when you will do the action, play the game, etc. But what Schell gets and
unfortunately a lot of game and educational game designers do not is that the pleasure is contextual. If
we really enjoy doing something it’s not necessarily for the extrinsic reward like what is offered as the
carrot in many gamified environments.
(A lovely look at a Gamification Dystopia in Schell’s DICE talk http://www.youtube.com/watch?v=nka-
_Mhp7f0)
23. Friday, March 29, 13 17
There was an episode of Family Guy where he and Quagmire are at a party, Quagmire asks Peter if he
wants play drink the beer, Peter obliges and drinks the beer asking what he wins. “Another beer!”
responds Quagmire, and Peter responds “Oh I’m going for the high score”.
This illustrates the intrinsic and extrinsic rewards that Schell talks about. It’s the pleasure of drinking
that really drives Peter ... he was going to play drink the beer anyway because it makes him happy.
Same for the episode that parodies Willa Wonka when Peter is trying to find the golden ticket for a tour
of the Pawtucket Patriot factory. He just really likes drinking.
24. More specifically,
gamification is marketing
bullshit, invented by
consultants as a means to
capture the wild, coveted
beast that is videogames and
to domesticate it for use in
the grey, hopeless wasteland
of big business, where
bullshit already reigns
anyway.
~ Ian Bogost, 2012
Friday, March 29, 13 18
Ian Bogost is a games researcher who strongly believes that gamification and the implementation of it
up to this point is questionable. He thinks gamification is just a corporate ploy to attract more people to
their product with additional bells and whistles.
He proposes that we use the term “exploitationware” as a more correct definition of what exactly these
applications and games are doing in regard to our consumer and life choices.
25. Friday, March 29, 13 19
As an example of this marketing, or games as propaganda, IDF Ranks, a game sponsored by the Israeli
Defense Force, is a social media project where players were rewarded through Facebook or Twitter
when they redistributed news posted by the IDF to as they state ‘let the world know what’s really going
on in Israel’.
26. Friday, March 29, 13 20
In IDF Ranks, when the user logs into their Facebook or Twitter account, their activity, their likes,
shares, retweets and comments earn points that advance them through IDF ranks. Retweeting something
five times is a badge, ‘learning the truth about Hamas’ through the IDF earns a badge, as is learning
more about recent rocket attacks between Israel and Palestine.
27. Friday, March 29, 13 20
In IDF Ranks, when the user logs into their Facebook or Twitter account, their activity, their likes,
shares, retweets and comments earn points that advance them through IDF ranks. Retweeting something
five times is a badge, ‘learning the truth about Hamas’ through the IDF earns a badge, as is learning
more about recent rocket attacks between Israel and Palestine.
28. Friday, March 29, 13 20
In IDF Ranks, when the user logs into their Facebook or Twitter account, their activity, their likes,
shares, retweets and comments earn points that advance them through IDF ranks. Retweeting something
five times is a badge, ‘learning the truth about Hamas’ through the IDF earns a badge, as is learning
more about recent rocket attacks between Israel and Palestine.
29. Ultimately, the real reward of seeing
friends more often and breaking outside
your routine has nothing to do with virtual
badges or social life points or online
bragging rights. The real rewards are all
the positive emotions you are feeling, like
discovery and adventure; the new
experiences you’re having...and the social
connections you’re strengthening by being
around people you like more often.
Foursquare doesn’t replace these rewards.
Instead, it draws your attention to them.
~ Jane McGonigal, 2011
Friday, March 29, 13 21
Jane McGonigal, on the other hand, would not deny some negative implementations of gamification, but
offers a much more positive spin to what Bogost proposes. Her feelings are that there are very powerful
motivations in games that can be harnessed to improve the world.
(Jane’s TED Talk about this is here: http://www.youtube.com/watch?v=dE1DuBesGYM)
30. Friday, March 29, 13 22
McGonigal’s idea is to try to use games for the betterment. According to her she “believes that many of
us become the best version of ourselves” when we are in these game worlds. She and her group, the
Institute for the Future based on Palo Alto, have developed collaborate gamified environments with
cooperation from the World Bank and other major groups. One of her newest games, Superbetter, was
designed for people to take proactive steps to a better lifestyle, being rewarded along the way.
31. Friday, March 29, 13 23
But even though McGonigal’s view is very different from Bogost’s, she also acknowledges the
difficulties in gamifying environments where the player does not want to participate. The game will
only work, if you want to play.
32. http://www.gartner.com/it/page.jsp?id=2251015
Friday, March 29, 13 24
That is the biggest problem with the early implementation of game layers to real world environments, is
that we have rushed to shoehorn in these types of play into our work and education.
33. http://www.gartner.com/it/page.jsp?id=2251015
Friday, March 29, 13 25
A not-so-distant Garner report found that up to 80 percent of gamified environments will fail because of
poor design. Whether that be people abusing the system or simply not caring enough to play are major
questions, and just one of many reasons why while gamification is an interesting proposal to advance
training and education, we cannot see it as a panacea.
34. Side effects of design
Deterding, 2010
Friday, March 29, 13 26
Sebastian Deterding is a PhD researcher at the graduate school of the Research Center for Media and
Communication, Hamburg University.
In his talk “Pawned: Gamification and its Discontents,” Deterding speaks of the perils of unintended
kinks in the gamification design. One example was a game sponsored by BMW to support their line of
fuel efficient cars. They challenged people to use as little fuel as possible and then record it for a
leaderboard in their area. People were really taken with the challenge. Anyone know what happens
when you stop at a red light? (PAUSE) What does idling do? (PAUSE) It uses gas. So what uses less
gas? (PAUSE) When you just keep going. So drivers starting practicing unsafe driving habits like not
stopping at red lights in order to be the better, more efficient fuel driver.
These are side effects of design and some of the perils of gamification according to deterding. Simply
slapping on game layers to real world environments does not make it better.
35. They are glorified report cards that turn
games into work and life into play, and
users into pawns rather than players ...
What I’m saying is they’re not
necessarily playful at the moment.
Deterding, 2010
Friday, March 29, 13 27
36. How might we preserve the point in
being pointless?
Deterding, 2010
Friday, March 29, 13 28
Both Schell, McGonigal, Bogost, and Deterding acknowledge that game spaces can be powerful
motivators if not for playfulness, corporate advertising, or health and critical thinking. As such there is
bubbling up another conversation
37. Friday, March 29, 13 29
What steps and design techniques can we use in the near and distant future that will make our gameful
layers in work and school less like blue and gold stars.
38. Friday, March 29, 13 30
And more like actual play?
I’m going to turn things over to my colleague John Martin right now, but please feel free to post
followup inquiries from my presentation in the chat box. I will answer the best I can in chat, or later
through my twitter feed, @ryanmmartinez. Thank you, and here is John...
39. GAMES
Friday, March 29, 13 31
“Thanks Ryan! So let’s downshift a bit from the larger topic of gamification to the smaller topic of
easier places to start. I’d love to hear from you all, so please share your favorite examples of games that
teach (and what they teach, if it’s not evident in the title), or ideas that you might have that you’ve not
tried; that someone else may have — let’s get a conversation going on the side...”
Where Gamification is the process of adding game elements to an existing structure — and in education,
we tend to think of that something as an entire course — we can also look to games to help teach the
specific content.
For that matter, we can also start smaller by gamifying any single component in a course, whether
content-focused or administrative focused. Or we can just include any already-created game in the
curriculum if it can address what we want it to; OR, if your students see a connection, even if we don’t!
The top row are augmented reality games that John has been involved in creating. The second row is
from game jams we’ve held as part of classes for high school and college students. The third row are
science games created by colleagues in GLS, and the last two rows are some of the games our friends at
Filament games have been making.
40. WHERE TO START?
Friday, March 29, 13 32
Your students have a life outside the classroom, right? And in that life, many of them play video games
that cost millions of dollars and tens of thousands of hours to create. How can we compete with that?
Well, it’s really hard.
41. Friday, March 29, 13 33
There’s some success (relative success) by simply adding sound effects and badges and levels to what
you’re already doing; some call this “chocolate-covered broccoli”. What many in the Games + Learning
+ Society research group instead look at, is the learning that takes place in (and outside of)
professionally-created games. The GLS conference — bringing together folks fromthe games industry,
games scholars, and educators — is a good place to start, as there are sessions on all sorts of games and
gamification topics.
42. Friday, March 29, 13 34
Or, if you can’t come to Madison in June, but want more on videogames and learning sign up for the
MOOC taught by GLS scholars Kurt and Constance. Ryan and I are doing instructional design for it. It
should be good.
But here’s the thing about MAKING educational video games — it’s hard and expensive to make good
ones. So for the next few minutes let’s focus on first steps.
43. HINT: Systemize — think in game language
http://gamingmatter.com/GM/Commentary/Entries/2013/1/10_Trying_out_a_Multi-player_Classroom.html
Friday, March 29, 13 35
First, start thinking about learning from the perspective of game players. My colleague Seann Dikkers,
at the University of Ohio has been experimenting with bringing gaming elements into the curriculum.
What he did was simply change the paradigm of the course structure from one where you start with an
“A” and maintain it, to one where you start with nothing, and have to earn your way through levels.
There’s more about it here: http://gamingmatter.com/GM/Commentary/Entries/
2013/1/10_Trying_out_a_Multi-player_Classroom.html
44. HINT: Harness students — prompt peer interaction
Side quests Easter Eggs
• First to turn in a project early • First to organize a social event not
related to course work
• First to publish a project to a larger
audience • First to achieve level 10
• First to authentically amaze me with • First to change or modify an
awesomeness assignment for something far more
difficult to complete.
• First to gather & lead a group in class
• First to make me laugh
• First to be recruited to a group because
they had a discrete skill needed • First to make the class laugh during
meeting times
• First to visit my office
• Any/All submissions of course work
• First to lead a class meeting online that to a conference or journal accepted
wasn’t required for class for presentation
• First to publicly praise another student • Any/All that knock a class leader off
(or student work) as inspiring them to the leader board after week seven
try something new.
Friday, March 29, 13 36
He also started to harness student-to-student interactions. Students are better at entertaining each other
than you are; social interactions are far more rich and vibrant and emergent than anything you can write
into your game. Instead of tightly controlling the game (and “cheating”), let things emerge.
45. HINT: Keep it “open” — let them play their game
Acting
Killers Achievers
harrass, heckle, hack, win, challenge, create,
cheat, taunt, tease compare, show off
Player
World
give, express, comment, explore, view, rate,
share, greet, like, tease curate, vote, review
Socializers Explorers
Interacting Bartle (1996) http://www.mud.co.uk/richard/hcds.htm
Friday, March 29, 13 37
We’ve heard much about badges lately, and they seem to work for some people (Achievers), so it’s hard
for me to dismiss their potential. Personally, I am not very motivated by badges, etc. I like to play games
that let me play them my way (I’m an Explorer).
So, if and when you build a game, be sure to create multiple ways to engage in it. If you make it a
solitary task about collecting points or badges, you’ve alienated many of your players.
46. Title: Can
Quantum-
Mechanical
Description of
Physical Reality
Be Considered
Complete?
Journal: Physical Review
Impact Factor:
Times Cited: 5521
Article Age: 1935
Citations in article: 0
ATTACK:
DEFENSE:
INITIATIVE:
Friday, March 29, 13 38
Here’s a simple “Magic-style” game we’re developing to teach Science Literature research, where you
build your deck with articles, using the Journal’s Impact Factor (among other things) to figure out
values. Then you play them against other players’ articles. (this card is not complete)
47. HINT: Dip your broccoli — at least they’re eating
Friday, March 29, 13 39
Here’s a shot and screenshot from a Sustainability game we just finished using ARIS. 120 students
walked through six campus buildings to see and interact with sustainability themes. They had roles and
goals, and collected items, and were prompted to interact with each other — and it was alright. It wasn’t
a fantastic game, BUT it was 1) PLAYFUL, and 2) it SITUATED THEM in an authentic environment
with real issues, and 3) it got them thinking at a very low level about some of the issues. Most
importantly, they had a group experience with all the themes of the class that the instructor can refer
back to as she covers them more in depth througout the semester.
This one took several hundred TA hours to create a 2.5 hour game experience.
(For more on ARIS, see http://arisgames.org/)
48. HINT: Dip your broccoli — (at least they’re eating)
Friday, March 29, 13 40
Here’s a similar one done last Fall in ARIS (arisgames.org) for a Folklore class, where 80 students
geotagged their campus with 1) a significant place; 2) a story (inteview); and 3) two examples of folk
art (grafitti). That alone made it a wonderfully-emergent and personal game, but the social genius of it
was that the instructor had them visit two places that others had tagged, and comment on the Folklore
themes and class statuses that were tagged (e.g. what did freshmen tag vs seniors).
Was it fun? sort of; it was more frustrating than fun due to technical difficulties of uploading video with
bad cell covereage, but it WAS very engaging, and the engagement helped them get through the
frustration.
This one took ~4 hours to create a 3-week game experience.
49. HINT: Start small — iterate on successes
Friday, March 29, 13 41
So start simple and slow! Start by making one week or theme, or one over-arching theme for the
semester into an extra-credit game or game-based assignment. Don’t make it voluntary, but make the
stakes REALLY LOW!
Build off the successes and expand to larger chunks.
50. HINT: Manage expectations — Set the bar low
Consult the
command:
tome of wisdom!
INVENTORY
Tome of Wisdom
Sword of Grammar
Friday, March 29, 13 42
If you shoot too high, be aware that your awesome game that you’ve spent 2 years and all your grant
funding to build WILL SUCK. I have personally built many terrible games that felt good to me. I was
wrong because although, in and of themselves, instructor-created games may be wonderfully
educational —
51. HINT: Manage expectations — Set the bar low
Friday, March 29, 13 43
... relative to what your students are playing, the graphics are terrible, the worlds are tiny, the ways to
play them are limited, the algorithms are off, they look like educational games — and your students will
judge you harshly.
52. HINT: Have them lead — Set the bar low
Friday, March 29, 13 44
Instead, have them make games. The games will actually be worse than yours (which will make you feel
smart!), but they’ll enjoy making them, they’ll engage in critical thinking by integrating course
concepts, and they’ll enjoy sharing them with the other students — and it’s better than a final paper.
53. Friday, March 29, 13 45
This “Chutes and Ladders” variation uses the TV show “The Wire” to start a discussion about Achieving
the American Dream. First of all, it raises the question of whether it’s all about luck by rolling a 6-sided
die to get to the top row. But then notice that when you get to the top row, you have to roll a 7 to win —
there’s actually no way to win. The game is then over, but now the discussion really gets heated! — this
is a teacher’s dream!
54. Friday, March 29, 13 46
At the K-12 level, Minecraft is being used to teach all sorts of things; it’s a creative, collaborative open
environment that can be harnessed by higher education as well. See this: http://www.youtube.com/
watch?v=RI0BN5AWOe8
(How might this connect with Maker-bots? See this: http://www.youtube.com/watch?v=klQ7bb8bBsQ)
55. DISCUSS?
Friday, March 29, 13 47
Speaking of discussion, we’re probably at a point where you may have some questions... so let’s end it
here.
Other links:
https://kerbalspaceprogram.com/ vs. Cool-It (video: http://engage.doit.wisc.edu/sims_games/roundtwo/
application_videos/pfotenhauer.wmv )
http://engage.doit.wisc.edu/games-showcase/cool-it.php
http://engage.wisc.edu/games-showcase/