Uploaded byAndrew Deacon
Gamefication: Design approaches to motivate learning online
This document discusses gamification approaches to motivate online learning. It defines gamification as using game mechanics outside of games to engage people and solve problems. The document outlines gameful design thinking principles and software tools like Mozilla Open Badges. It also provides an example of applying gamification concepts like badges and progress tracking to a Global Citizenship course at UCT. The conclusion emphasizes drawing on good design principles and making learning achievements and connections more visible through differences in online interfaces and representation in digital portfolios.
More Related Content
Similar to Gamefication: Design approaches to motivate learning online
Gamefication: Design approaches to motivate learning online
- 1. Gamification design approaches tomotivate learning online Andrew Deacon Centre for Educational Technology, UCT CET Seminar, 2013
- 2. Gamification • What isit about? • Online learning contexts • Gameful design thinking • Software tools – Mozilla Open Badges and e-portfolios • Local example – Global Citizenship course at UCT
- 3. Gartner’s Hype Cycle(2011) Gamification
- 4. Gamification Using game-thinking andgame mechanics in a non-game context to engage people and solve problems - Sebastian Deterding (2011)
- 5. Gamification of education? •Are universities using game-like elements? – Students get “points” for completing assignments – Points translate to “badges” for passing courses – Students performing well “level up” at year end – Best performs get on the Dean’s “leaderboard” • Not really…
- 6.
- 7. Nike+ • Shoes with –Pressure sensors – Accelerometer – Can upload data • Used to – Count steps – Track distance – Determine height of jumps
- 8. FarmVille 28 million peopleharvest crops every day One of Time Magazine’s “50 Worst Inventions”
- 9. Confusion “Gamification is aninadvertent con. It tricks people into believing that there is a simple way to imbue their thing … with the psychological, emotional and social power of a great game.” - Margaret Robertson, Can’t Play, Won’t Play (2010)
- 10.
- 11.
- 12. Four questions • Motivation– what is the value in doing this? • Meaningful choices – are there alternatives? • Structure – can behaviours be modelled? • Potential conflicts – are there contradictions with other goals?
- 14. High profile MOOCs Allnow 1-year old
- 15. Coursera open onlinecourse
- 16.
- 17. ‘Gamification’ of MOOCs MartaPereira ‘Coursera Homepage Improvement’
- 18. Khan Academy “one ofthe first things we did was bring in the concept of badges and other game mechanics” Badges Progress giving feedback on game mechanics
- 19.
- 20.
- 21. Gamification Design Thinking •Purposive • Person centred – About the experience • Balance of analytical & creative – Abductive reasoning: inference from best available explanation • Iterative – Prototype and evaluation - Kevin Werbach (2012)
- 22. Gamification Design Thinking Goals Motivation ProgressFeedback Exploration Creativity Surprise Community Rewards
- 23. Social Engagement Verbs Acting ExpressCompete Context Players Explore Collaborate Interacting - Amy Jo Kim (2012) build win like curate review rate choose compare share comment help challenge customise choose vote
- 24. Flow: Psychology ofOptimal Experience Skill / Time boredom anxiety Difficulty flow - Mihaly Csikszentmihalyi (1990)
- 25. Meaningful Gamification • Designby – Providing a narrative with meaning – Rule systems to master – Including opportunities to play • Of course, be mindful of – Side effects and social contracts – Rules that undermine greater goals
- 26.
- 27. Mozilla OpenBadges • MozillaFoundation project – Does not implement any game mechanics – Provides infrastructure for hosting badges – Offers grants to people using this infrastructure • OpenBadges – Criteria: URL and name of who issued it – Evidence: URL to thing meeting criteria
- 28. Mozilla OpenBadges Badges area visual representations of a learning, competencies, interests skill or achievements
- 29. Mozilla Open Badges:Backpack Portfolio collection title Evidence (with URL) Criteria (with URL)
- 30.
- 31. Global Citizenship • GlobalCitizenship: Leading for Social Justice – Short course: Continuing Education certificate – Students motivated by global citizenship ideals – Completion rate: about 50% • Student feedback: – Very unlike an academic course – Time pressures make for difficult choices
- 32. Global Citizenship: Plans •Simplify and have fun • Feedback on progress • Badges - if sharing evidence • Students request badges (associate evidence + criteria) • Students compile a portfolio • Tutors participate in design • Might use OpenBadges
- 33. Global Citizenship: Dashboard ActivitiesFeedback Sessions Community service Writing blogs Reflective essays
- 34. Conclusion • Draws ongood design principles – More than just ‘Generation G’ expectations – PBL: pathway, not the reward – Badges: visual representations of learning achievements forming a portfolio • Ideas for GC – Signaling differences (e.g., dashboard) – Making connections (e.g., badges) – Involving tutors in the design
- 35. Sources • Csikszentmihalyi, M.(1990) Flow: The Psychology of Optimal Experience. Harper Perennial, London. • Deterding, S, Dixon, D., Khaled, R. & Nacke, L. (2011) From game design elements to gamefulness: Defining ‘gamification’. Proc. of the 15th International Academic MindTrek Conference. • Kapp, K.M. (2012). The gamification of learning and instruction. San Francisco: Pfeiffer. • Kim, A. (2012) Social engagement: who's playing? How do they like to engage? http://bit.ly/amyjokim • Robertson, M. (2010) Can’t Play, Won’t Play. Hide & Seek: Inventing New Kinds of Play. http://www.hideandseek.net/2010/10/06/ • Werbach, K. (2012) Gamification. https://class.coursera.org/gamification- 2012-001