Gamification in the Blended Classroom
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This document discusses gamification strategies for the classroom. It suggests incorporating elements from games like showing progress through experience bars, multiple long and short-term goals, rewarding all effort, and regular feedback. Game design principles like an increasing level of challenge and flow can help keep students engaged. Collaborative elements like meaningful quests, a sense of belonging through affinity groups, and gamified interactions are recommended. Both synchronous and asynchronous team activities are useful, with summative assessments and quick responses best for synchronous work and long-term projects suited to asynchronous collaboration. Developing gameful classroom activities can help motivate students.
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Gamification in the Blended Classroom
- 1. GETTING YOUR CLASSROOM GAME ONGamification for the Blended Classroom
- 3. What can we possibly learn from GAMES, And what do you hope to learn?
- 4. NATURAL
- 6. Part of the ETHER
- 8. I unlocked Tennessee this weekend! HUDSON, AGE 8 “
- 10. CHEESEY Clearly not too much of an issue... HOW DO I AVOID BEING
- 11. Better than grades in EVERY way MOTIVATION
- 13. The right kind of failure feedback is a reward. It makes us more engaged and more optimistic about our odds of success. “
- 14. A | B | I Grading…
- 15. B
- 16. A
- 17. I Not an “F”. It’s just not acceptable work. You failed the quest and need to do it again to move on. NCOMPLETE
- 18. • Show progress (experience bars measuring progress) • Multiple long and short-term aims • You reward [ALL] effort. (It's your 100 percent factor.) • Regular Feedback • The element of uncertainty REWARDS Tom Chatfield
- 22. What are 2 ways I can make my class MORE REWARDING?
- 24. Ease of Mastery… IncreasingChallenge… Flow - Mihaly Csikszentmihalyi
- 25. Ease of Mastery… IncreasingChallenge… Crap, this is hard! …rage quit!!
- 26. Ease of Mastery… IncreasingChallenge… Flow - Mihaly Csikszentmihalyi This is boring. I’m going to go play Happy Wheels…
- 27. Ease of Mastery… IncreasingChallenge… Flow - Mihaly CsikszentmihalyiThis game is totes #awesomesauce!!! I demand a sequel.
- 28. Wait for it…
- 32. Most classes are like biking straight uphill Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Intro New Info More new Info Even more new Info Yet again with the new info Summary Final / Midterm Whew ! J u l i e D i r k s e n , I n s t r u c t i o n a l D e s i g n e r
- 33. Games, on the other hand… Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Some new stuff, pretty easy though Stuff you know plus a bit more Stuff you know, maybe a little faster Stuff you know plus a bit more Stuff you know, kicked up a notch Boss Fight J u l i e D i r k s e n , I n s t r u c t i o n a l D e s i g n e r
- 34. I have something meaningful and awesome for you to do!
- 39. AFFINITY GROUPS groups of people drawn together because of a shared, strong interest or engagement in a common activity… James Paul Gee
- 40. Teams have the most value in SYCHRONOUS OR ASYNCHRONOUS Activities?
- 41. We have had this BACKWARDS!!
- 42. IN MY LIMITED EXPERIENCE BEST FOR TEAMS • Summative assessment • Review games • Quick in-class response • Single-class activities • Anytime students may be put “on the spot”. WORST FOR TEAMS • Long-term research projects. • Learning new material / “exploring the text”. • Anything a you wouldn’t want help on…
- 43. COLLABORATION
- 44. CHEATING?
- 45. Give Topic • Tell students to discuss • Put them on the clock Mingle • Eavesdrop & Interview • Not random… Gather answers • Interviewees first • Then Volunteers & Randoms Wait time extended… The APL folks call this LOW TECH TEAM EVENT
- 48. On your own or in your team: Develop a Synchronous or Asynchronous GAMEFUL ACTIVITY…