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Level up! Integrating Games and Gamification to Support Teaching & Learning
The document discusses integrating games and gamification to support teaching and learning. It distinguishes between gaming, which is designed for entertainment, and serious games or gamification, which apply game elements to non-game processes to motivate learners. Background research shows games can improve learning outcomes when targeted to specific objectives. The document provides examples of commercial, specialty, and teacher-created games for various subjects and populations. Implementation challenges like assessment and perceptions of games are addressed.
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Level up! Integrating Games and Gamification to Support Teaching & Learning
- 1. Integrating Games and Gamificationto Support Teaching & Learning Michael M. Grant, PhD SC EdTech Conference | October 26, 2017 Level Up!
- 2. Michael M. Grant Universityof South Carolina http://viral-notebook.com @michaelmgrant
- 3. Distinguishing between the2 Gaming Gamification
- 4. Gaming š Games andgaming are distinguished by their specific original purposes of entertainment š Serious games are designed to educate first and usually allow the manipulation of variables (Michael & Chen, 2005).
- 5. What’s the difference between a game& a serious game? ?
- 6. What’s the difference between a game& a serious game? Yep. Fun. ?
- 7. Gamification š Gamification appliesgame design elements, particularly those engendering motivation, to non- game processes (Kapp, 2012), like courses and training.
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- 9. Background Research š Evidencefor supporting & motivating learners š Students that participate in daily gaming outperform student that participate in daily social media in math, reading, and science (Posso, 2016)
- 10. Background Research š Specificrecommendations for best practices š Using specific content & targeting specific objectives improves learning better š Games & simulations that allowed debriefing and feedback demonstrated better results š Gamification: There are fewer findings but extrinsic motivations & rewards seem to be least effective. However, extrinsic motivation can supplant low initial intrinsic motivation.
- 11. Background Research š Violencein video games š http://www.apa.org/pi/families/re view-video-games.pdf š There is evidence that violence in video games has an effect on behavior in children. š Read up!
- 12. Gaming Options š Alignmentto specific knowledge or skills (specialty games) š Leverage in-class/online learning games š Commercial-off-the-shelf (COTS) integration š Social awareness/justice š Augmented reality
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- 20. Games Teachers/Trainers Play http://www.thiagi.com/resources/ #/games-3/ Drs.Sivasailam “Thiagi” Thiagarajan & Marie Jasinski For online … just found! http://depaulwimba.pbworks.com/f/SynchronousGames.pdf
- 21. C3PO Challenge, Pool, Poll, Predict,Outcome http://www.ascilite.org/conferences/coffs00/papers/marie_jasinski.pdf
- 22. Epic Game TrailerVoiceover Example @ https://audioboom.com/posts/4781002-epic-game-design-intro Directions @ https://youtu.be/o9-JcEfsTIg
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- 24. Commercial Off theShelf Games for Integration
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- 27. Angry Birds +Physics
- 28. COTS Example: CraigCash (Dorman High)
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- 32. Text Message Gamein Powerpoint https://community.articulate.com/download/powerpoint-text-message-scenario-quiz-template
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- 45. Gamification š Points/XP š Levels/levelingup š Challenges & quests š Rewards š Leaderboards š Badges š Feedback loops š Progress/status bars
- 46. Mechanics should enhance thegame-like activity, not be the Goal of the Activity. (Farber, 2015) Focus on the learning goals.
- 47. Gamification examples š LeeSheldon (Indiana University): The Multiplayer Classroom šGamification strategies + strategies from MMOGs šWoW with guilds & cooperative challenges/quests.
- 48. Dr. Grant GamificationExamples Course ideas based on … š Kenneth Pierce at The University of Texas at San Antonio š Craig Shepherd at the University of Wyoming, š David Gibson & Chris Haskell at Boise State University
- 49. š Content modulesdesignated as “core levels” š Assignments identified as quests & optional modules as “upgrade quests” š Player timelines š Player discussions š Grades converted to experience points (XP) š Badges awarded for completion of specific levels or activities
- 51. Brian Sztabnik +Bracketing https://www.edutopia.org/blog/march-madness-meets-ap-lit-brian-sztabnik
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- 53. Examples: Alex Hollis(Dorman High)
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- 58. Edmodo Learning management systemthat features badges, small groups, & teacher moderator options
- 59. 3D GameLab Leaderboard, badges, quest- likestructure, leveling-up challenges
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- 62. Kahoot Students earn points for accuracy & speedas they answer questions created by the teacher or another student.
- 63. Quizlet Live Based offQuizlet flashcards. Students work collaboratively to correctly match cards as they race against other teams on a live scoreboard. Great detailed feedback for response review provided
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- 65. ELA/SS: Interactive Fiction(Faber, 2015) š Interactive fiction allows the reader to make choices throughout the story. š “Choose-your-own- adventure” š Reinforces cause/effect & story-arc design šOptions include: http://timesocietygam e.com/ šhttp://www.mission- us.org/ š Have students create interactive fiction šTwine (text-based) šInklewriter (slicker)
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- 69. Math š Puzzle based/logic games(Feeny, 2014) š Puzzle apps help develop creative mathematical thinkers. š Promote problem solving skills, reasoning, use of appropriate tools, analysis of structures, and pattern recognition. š Engel's Enigma š Tower of Hanoi š Slice It! š KenKen š Monument Valley š Sites with math game options š Manga High http://mangahigh.com (also has assignment and reporting tools)
- 70. Social Studies š iCivics (https://www.icivics.org) šMultiple games to support civics education; all come with curriculum guides š Mission US (http://www.mission-us.org/ ) š Explore history through document-based, choice- embedded missions; curriculum guides available
- 71. Science š Kids.gov https://kids.usa.gov/teens/pla y-games/science/index.shtml š http://playsciencegames.com/ šStella http://minerva.union.edu/rices/ STELLA/stella_intro.html š Alien Rescue š Interactive dissections š Frog dissection (app) š 4D anatomy (app & web)
- 72. Special Needs š Specialneeds students can be supported in developing life skills (Knorr, 2016) š Conflict resolution: Cool School: Where Peace Rules (Mac, Windows) š Motor skills: Active Life-Magical Carnival (Nintendo Wii) š Organization: Engineering.com (Mac, Windows) š Social: Doki Doki Universe (Playstation); Herotopia (Mac, Windows)
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- 74. 1. Games isa 4-letter word 2. Assessment 2 Biggest Issues
- 75. 1. Games isa 4-letter word š Direct alignment with curricular content š Inform parents ahead of time š Allow students to be experts š Prepare your research-based argument š Determine just how much of a game is needed to get the best benefit
- 76. 2. Assessment š Considera move to mastery learning š Consider ‘cheats’ š Debriefs & ’God view’ š Error reduction & decision-making š Emphasize representations of knowledge
- 77. Implementing & Evaluating šhttps://www.filamentle arning.com/ebook- implementing-and- evaluating-your- district-game-based- learning-program
- 78. Thanks so much! Questions? MichaelM. Grant, PhD | michaelmgrant@sc.edu
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- 80. References š APA TaskForce on Violent Media. (2015). Technical report on the review of the violent video game literature. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/pi/families/review-video-games.pdf š Carlson, D. L. (2008). Playing the classroom-as-game: Building a community of learners at the start of a new year. English Journal, 98(1), 57-60. š Cornally, S. (2012). Video games in the STEM classroom. Retrieved from http://www.edutopia.org/blog/video-games-in-STEM-classroom-shawn- cornally š Cunningham, J. (2016). Video game helps combat lazy eye in kids. Retrieved from http://www.healthcanal.com/eyes-vision/74347-video- game-helps-combat-lazy-eye-in-kids.html š Dignan, A. (2011). Game frame: Using games as a strategy for success. New York: Free Press. š ELI, EDUCAUSE Learning Initiative. (2014). 7 things you should know about games learning. Accessed from: https://net.educause.edu/ir/library/pdf/ELI7106.pdf. š ELI, EDUCAUSE Learning Initiative. (2011). 7 things you should know about gamification. Accessed from: https://net.educause.edu/ir/library/pdf/ELI7075.pdf. š Farber, M. (2015). Gamification: Learning on a quest. http://www.innovatemyschool.com/ideas/gamification-learning-on-a-quest š Feeny, P. (2014). Games in the mathematics classroom: There’s an app for that!. Retrieved from http://www.edutopia.org/blog/game-apps-in- math-class-patrick-feeney š Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Macmillan. š Jarrett, N. (2016). Pokemom GO and how it can inspire augmented reality in the classroom. Retrieved from https://edtech4beginners.com/2016/07/18/pokemon-go-and-how-it-can-inspire-augmented-reality-in-the-classroom/ š Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer. š Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R.E. Ferdig (Ed.), Effective electronic gaming in education (Vol.1, pp. 1-32). Hershey, PA: Information Science Reference.
- 81. References š Knorr, C.(2016). Video games that improve skills for kids with special needs. Retrieved from http://www.cnn.com/2016/07/13/health/video-games-special- needs/ š Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1-5. š Majumdar, A. (2016). Utilizing gaming elements: 5 popular ways of delivering successful game-based learning. Retrieved from http://www.gc- solutions.net/blog/utilizing-gaming-elements-5-popular-ways-of-delivering-successful-game-based-learning/ š Michael, D.R. & Chen, S.L. (2005). Serious games: Games that educate, train, and inform. Mason, OH: Cengage Learning PTR. š NMC, New Media Consortium 2014 Horizon Report (higher education edition) (2014a) . Accessed from: https://net.educause.edu/ir/library/pdf/ELI7075.pdf. š NMC, New Media Consortium 2014 Horizon Report (k-12 edition) (2014b) . Accessed from: http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf. š Posso, A. (2016). Internet usage and educational outcomes among 15-year old australian students. International Journal Of Communication, 10, 26. Retrieved from http://ijoc.org/index.php/ijoc/article/view/5586/1742 š Randel, J.M., Morris, B.A., Wetzel, C.D. & Whitehill, B.V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation and Gaming, 23(3), 261-276. š Sheldon, L. (2011). The multiplayer classroom: Designing coursework as a game. Boston, MA: Cengage Learning. š Shelton, B., & Scoresby, J. (2011). Aligning game activity with educational goals: Following a constrained design approach to instructional computer games. Educational Technology Research & Development, 59, 113-138. š Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. š Sztabnik, B. (2014). March madness meets AP lit. Retrieved from http://www.edutopia.org/blog/march-madness-meets-ap-lit-brian-sztabnik š Tomita, T. (2016) Five tips for gamifying your classroom. Retrieved from https://edtech4beginners.com/2016/07/23/guest-blog-post-five-tips-for-gamifying-your- classroom/ š Vogel, J.J., Vogel, D.S., Cannon-Bowers, J., Bowers, C.A., Muse, K. & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta- analysis. Journal of Educational Computing Research, 34(3), 229-243. š Wagner, D. (2017, May 15). 4 Games to Spark Empathy-building in the Classroom. KQED News, MindShift. Retrieved from https://ww2.kqed.org/mindshift/2017/05/15/4-games-to-spark-empathy-building-in-the-classroom/ š Wolfe, J. (1997). The effectiveness of business games in strategic management course work. Simulation and Gaming, 28(4), 360-376.