Gamifying a University Level GIS Course
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A talk at Quest Boise about how I used 3DGamelab to convert a traditional GIS course to QBL.
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Gamifying a University Level GIS Course
- 1. Gamifying a University Level GIS Course Michael N. DeMers NMSU Geography
- 8. Reward
- 9. No mountain seems too high when you don’t care to climb it.
- 22. 100% (starting point) - A 0% - F 5000 points (for an A) Life-long Learning 0 points TraditionalGradingQuest-BasedGrading
- 24. REWARDS
- 26. LEVELING UP
- 27. LEVELING UP
- 29. BADGES
- 33. Leaderboards
- 34. The Leaderboard
- 35. Class Monitoring
- 38. Scapple
- 40. RANKS
- 42. QUESTS
- 43. QUESTS
- 44. QUESTS
Editor's Notes
- Thank the session organizer, the chair, and the audience.
- What many professors call online education. Upload the lectures and readings, then …..
- When I first started teaching online much of what I did was about uploading the materials. Not a bad thing but I was trying to get learners to interact more with me.
- Vanish.
- Resulting in this.
- I added VoiceThread to see if I could get more interaction. Result was not much better than your standard lecture course Q/A.
- So I went through the QM course review, hoping better organization would prove useful. This is my geography 481 Course that I am trying to convert. While it is QM certified, I’m trying to make it more “fun” and more engaging for the learner.
- Sooooooooooooooooo this is what your typical college course looks like. You may have heard the little tune Little Boxes? That tune is as relevant today as ever.
- Yet, we all like choice. Otherwise we’d still have only one kind of blue jean.
- So I thought long and loud about the real challenges today’s GIS learners are going to face.
- I adopted 3DGameLab to add some game mechanics to an existing course. One of very few game-base learning management systems.
- Choices of what to do and when to do it.
- Different exercises for labs, lectures, projects, ArcGIS, etc.
- Choices of how content is delivered.
- Quest based learning rewards experience (experience points) and also rewards us by learning from our mistakes.
- The difference between Quest-based assessment and the gradebook is that the quest-based approach is additive, always moving toward the A, with the gradebook is subtractive, always leading to the F. Which do you think provides more incentive to learn?
- And don’t we all like to get the card that gives us “rewards” for using the card to shop?
- Leveling up is also built into our businesses via gamification.
- Quest-based learning allows you to leverage the powerful hypnotic effect of leveling up.
- And you’re asking … who cares about badges? Hello, do you wear this when you vote? Or a button that says “I gave blood today”?
- The rewards in quest-based learning not only include experience points but also badges.
- It’s easy to assume that we don’t deal with leaderboards, but think about this March Madness example.
- While leveling up by itself tends to drive continued questing, some respond better to comparing themselves to others. Game Leaderboards provide that comparative analysis for the gamer.
- The approach also allows you to monitor the class progress as you would in any LMS and, of course this can be done both for individuals and groups.
- So what are the mechanics of the course?
- Here you can see I am working on the Ranks (levels) and how they are to be defined based on the text I am using.
- Here you can see I am working on the Ranks (levels) and how they are to be defined based on the text I am using.
- I’m using a course quest mapping template in Xcel that makes the detailing relatively easy to do, although the complexity of the course is contributing to an increase in time for this activity. I think this is the most important step in the process.
- I’m using a course quest mapping template in Xcel that makes the detailing relatively easy to do, although the complexity of the course is contributing to an increase in time for this activity. I think this is the most important step in the process.
- I’m using a course quest mapping template in Xcel that makes the detailing relatively easy to do, although the complexity of the course is contributing to an increase in time for this activity. I think this is the most important step in the process.
- Potential pitfalls.
- The time it takes to deliver lots of feedback to a large class.
- So what do I expect will be the final result of this work? Well I am hoping it will be a much more engaging environment than the original course. I’m hoping to implement this in the Fall of 2015. Perhaps the results of that work will be ready to report next year. Thank you for your attention.
- Questions?