- Quest-based learning incorporates game mechanics like experience points, badges, and progress bars to motivate students in a flexible, choice-based curriculum.
- Research shows students engaged in quest-based learning complete more work on average, achieve higher grades, and persist beyond minimum requirements compared to traditional courses.
- A study of a pre-service teacher course converted to a quest-based format found 93% of students received an A, completing work in less time on average and continuing to engage with optional material after meeting requirements.
The purpose of persona mapping is to enable you to communicate with different types of personas using language they understand from the way they see the world.
Architects see the world differently that engineers, you have to communicate to them in the world they understand to get your marketing messages across to them.
Give your audience something of value, build trust and credibility, and then introduce your products and services to help them solve their problems. But do this to your target personas communicating in the world they understand.
Get it right and your business will grow from more sales.
The gaming industry is huge, and it can keep its audience consumed for hours, days and even weeks. Presentation shows how it all started, some best and worst practices and main principles of gamification.
Following on from my last set of Core Principles of Gamification, here is a new slide deck outlining what the difference between game mechanics is compared to gamification elements. It also provides the 52 gamification mechanics and elements to use in projects as well as the Periodic Table of Gamification Elements.
Тренинг Александра Яныхбаша "Лет ми спик фром май харт. Сторителлинг в презентациях"
Для чего вам нужен этот тренинг? Чтобы создавать качественные, захватывающие и мотивирующие коммуникации со своей аудиторией.
Если вы проводите презентации, выступаете на конференциях, занимаетесь обучением или наставничеством, то этот тренинг для вас!
Вы узнаете, как истории могут улучшить ваши презентации, из каких элементов состоят истории и что помогает им достигать сердец слушателей. Вы сможете создавать интригующие сообщения для представления даже сложных предложений и продуктов.
В результате вы научитесь проводить запоминающиеся деловые презентации, к которым аудитория проявляет искренний интерес.
Зарегистрируйтесь на тренинг: http://yanyhbash.ru/training-courses/let-me-speak-from-my-heart-storitelling-v-prezentatsiyakh/
The purpose of persona mapping is to enable you to communicate with different types of personas using language they understand from the way they see the world.
Architects see the world differently that engineers, you have to communicate to them in the world they understand to get your marketing messages across to them.
Give your audience something of value, build trust and credibility, and then introduce your products and services to help them solve their problems. But do this to your target personas communicating in the world they understand.
Get it right and your business will grow from more sales.
The gaming industry is huge, and it can keep its audience consumed for hours, days and even weeks. Presentation shows how it all started, some best and worst practices and main principles of gamification.
Following on from my last set of Core Principles of Gamification, here is a new slide deck outlining what the difference between game mechanics is compared to gamification elements. It also provides the 52 gamification mechanics and elements to use in projects as well as the Periodic Table of Gamification Elements.
Тренинг Александра Яныхбаша "Лет ми спик фром май харт. Сторителлинг в презентациях"
Для чего вам нужен этот тренинг? Чтобы создавать качественные, захватывающие и мотивирующие коммуникации со своей аудиторией.
Если вы проводите презентации, выступаете на конференциях, занимаетесь обучением или наставничеством, то этот тренинг для вас!
Вы узнаете, как истории могут улучшить ваши презентации, из каких элементов состоят истории и что помогает им достигать сердец слушателей. Вы сможете создавать интригующие сообщения для представления даже сложных предложений и продуктов.
В результате вы научитесь проводить запоминающиеся деловые презентации, к которым аудитория проявляет искренний интерес.
Зарегистрируйтесь на тренинг: http://yanyhbash.ru/training-courses/let-me-speak-from-my-heart-storitelling-v-prezentatsiyakh/
Presentation given at Interaction'12, February 3, 2012, Dublin, Ireland. Interest in persuasive design for behavior change has been growing rapidly in interaction design in the past years. In part thanks to that, we as designers now have ample tools and pattern libraries to inspire us. What we are lacking, however, are focus and guidance in applying them. Usually, we get those from user research. But current research methods and deliverables arguably do not provide ready springboards.
This presentation demonstrates how to use the Motivation Ability Opportunity (MAO) model as a tool to structure user research around a single behavior to be changed, and to guide subsequent design in prioritizing issues to tackle and ideating ways to tackle them.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
Presentation given at Interaction'12, February 3, 2012, Dublin, Ireland. Interest in persuasive design for behavior change has been growing rapidly in interaction design in the past years. In part thanks to that, we as designers now have ample tools and pattern libraries to inspire us. What we are lacking, however, are focus and guidance in applying them. Usually, we get those from user research. But current research methods and deliverables arguably do not provide ready springboards.
This presentation demonstrates how to use the Motivation Ability Opportunity (MAO) model as a tool to structure user research around a single behavior to be changed, and to guide subsequent design in prioritizing issues to tackle and ideating ways to tackle them.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
ALA 2015 Invited Research Talk: Youth Collaborative Information Practices Dur...Rebecca Reynolds
This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
Inquiry and Resource Use Strategies that Emerge Among Middle Schoolersin a G...Rebecca Reynolds
This study reports upon students’ strategies for inquiry and resource use in a program of game design learning. The study highlights the need for understanding the relationship between project-based learning creative tasks involving student design of an artifact, and, the inquiry strategies that can best support these tasks. Findings offer pragmatic insights on design of information literacy scaffolds, and theory on guided discovery-based learning.
1
Last Name
Student Name
Professor Dybala
Engl 1302: CRN #####
13 September 2021
Formal Outline for Essay One: Classical Scheme of Argumentation
Follow this outline sentence by sentence when you write Essay One. Be sure to lead up to your argumentative thesis in the introduction and begin each body paragraph (Section III-VI) with a topic sentence that refers back to a subtopic stated or suggested in the thesis.
Essay One must include all parts of this outline. Note that each Roman numeral (I.-VIII.) represents one paragraph, and each capital letter (A.-G.) represents one sentence in each paragraph. So the structure includes a minimum of 46 sentences: I. 3 sentences, II. 5 sentences, III. 7 sentences, IV. 7 sentences, V. 7 sentences, VI. 7 sentences, VII. 7 sentences, VIII. 3 sentences.
The outline form is required for the first draft; in the final essay, the Roman numerals and capital letters will be removed and each sentence will follow paragraph form, with each paragraph indented one tab or five spaces. The outline is single-spaced and the final essay is double-spaced.
I. Introduction (3-4 sentences)
A. Introduce topic: State the author and title of the short story (in quotation marks)
and topic to capture the readers’ attention.
Kate Chopin’s short story “Desiree’s Baby” set in antebellum times in Louisiana,
exhibits race and racism throughout the entire text.
B. Add more information about the topic to suggest the significance of the work.
The plot centers revolves around race and racism where Desiree’s husband Armand displays cruelty to her and other slaves basing on entrenched ideas of race and ironically Armand himself turned out to have a black descent.
C. State thesis: Narrow topic more specifically and state your claim and suggest four
subtopics (Organizing principle of your essay—most important sentence)
The text exposes racial segregation as experienced by slaves and the protagonist Desiree and his son through various scenes as depicted by the author. It is evident on how the slaves were mistreated, how Armand reacted after the birth of his son, How Armand ended the relationship with his wife due to her heritage and also how Madame reacted when he first saw the baby.
II. Expository paragraph: This paragraph demonstrates your expertise on
this author and short story and identifies terms or explains pertinent background information. (Ethicalappeal) (5-7 Sentences) Refer to the links to websites on the authors posted in Module Two on the Readings and Resources page. Use MLA style to cite any information from a source that you include.
A. State the topic: What kind of background information will you describe
It is true to ascertain that the background of Kate Chopin informed her writing of the text and she intended to showcase the slaves were treated in the plantation including the percept ...
This paper was written to discuss the challenges of managing mixed level classes in the business discipline, from the context of teaching, learning and assessment, to help teachers develop a mechanism to manage and cope with teaching, learning, assessment in a systematic manner while balancing the power relationships with students when carrying out assessment tasks within and outside the classroom. This paper also takes the approach of the illustration used in the case study of Robert and Susans (Marton & Saljo ,1976 cited Biggs, 1999)
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Similar to Understanding Quest Based Learning (20)
QuestBoise 2015 & July Minecraft at 3D GameLab!Lisa Dawley
We're sizzling with summer fun at 3D GameLab! Learn to use Google Apps, build a classroom Minecraft experience, and listen to the great speakers presenting virtually at QuestBoise 2015.
A digital slide and image collection for educators presenting or hosting workshops with work associated to GoGo Labs' products or services.
http://3dgamelab.com
Schedule of 3D GameLab sessions and guild officer meeting times at ISTE 2014 in Atlanta. Stop by the booth, meet guild officers, get your badges, and enter the raffle. Hope to see you at Bowling & Bites on Sunday night!!
http://3dgamelab.com
Talk presented on edWeb.net, June 2013
Lisa Dawley, CEO, GoGo Labs
Julie Stratton, Cape May County Technical High School
http://lisadawley.wordpress.com/2013/06/04/digital-badges-lessons-learned/
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Understanding Quest Based Learning
1. WHITEPAPER | CHRIS HASKELL, ED.D., BOISE STATE UNIVERSITY | MARCH 2013
Understanding Quest-Based Learning Key Insights:
Creating effective classroom experiences through • Quest-based learning incorporates
game-based mechanics and community game mechanics, and gamer-like
learning communities.
• Game-based feedback tools like
experience points, progress bars,
Introduction: School vs. Real Life badges, and achievements are
motivating and meaningful to
Those critical of the American education system point to the lack of students.
student engagement and boredom, the absence of personally
• Students in a quest-based course
relevant content and instruction for diverse learners, and antiquated
received higher grades overall when
tools and instructional approaches as issues that prevent student compared to traditional course.
success (Barab et al., 2009; Eccles & Wingfield, 2002; Ketelhut,
• Students do more work on average
2007; U.S. Department of Education Office of Educational
using quest-based learning.
Technology, 2010).
• On average, students complete
Educational institutions, administrators, teachers, students, and quest-based learning design
parents, continually search for solutions to the problems courses in less time than traditional
challenging student success, engagement, and fulfillment of courses.
academic expectations. Availability of rich digital content, myriad • Over 65% of students remain
outlets of information and resources, and new delivery platforms persistent in quest-based learning,
continue to revolutionize student interaction with educational continuing to quest beyond the
materials. minimum required to receive a “A.”
At Boise State University’s Department of Educational Technology,
we focus on researching, understanding, and developing
pedagogical approaches that utilize resources in a digital world. As
such, we look at the rich data generated through digital interactions
as a means of understanding learner experience.
Problem
While our modern, digital society has continued to see exponential
growth in online tools, access to information, school has remained
largely didactic, a one-size-fits-all, lockstep approach that is driven
by memorization. Systems that guide and drive student success and progress are often arranged by
arbitrary factors, including age (Robinson, 2010). Uses of tools such as a grade book, a 150-year-old tool,
and grade-based standards for tracking student success requires all students to progress through a fixed
curriculum at exactly the same pace. Over 30 years of educational research tells us that students learn in
diverse ways, at varying speeds, and are each fundamentally different individuals with different schema and
experience. However, despite our knowledge of student diversity, pedagogical approaches have failed to
value and incorporate this knowledge into new and more effective instructional design.
Our educational system continues to use the industrial paradigm of letter grading. Educational products are
assessed and assigned a value, Mistakes are punished via low grades. This practice is at odds with more
than three decades of educational research which supports the notion that we learn effectively from our
mistakes. Research also shows, if given the opportunity, learners benefit from reviewing the gaps in their
knowledge and understanding demonstrated by frequent formative assessment.
2. 2
WHITEPAPER | CHRIS HASKELL, ED.D., BOISE STATE UNIVERSITY
Individuals in our modern, digital society interact with tools that offer more affective forms of interaction
and feedback. Digital games and social networks allow for a personal, self-paced, and adaptive experience.
It is this personally relevant and rewarding experience that makes these tools so popular and ubiquitous.
Video games are played by 98% of youth and 93% of adults.
Digital games, for example, offer experiences that are vastly different from traditional educational
experiences despite the amount of learning that takes place (Gee, 2011). Games frequently offer multiple
pathways, personalized rather than comparative progress tracking, recognition of progress and success
through badges and achievements, and allow participants to fail without lasting punishment. Also, feedback
in gaming environments is instantaneous. These elements contribute to the attractiveness of games. In
Figure 1, we see how these attributes can be overlayed on the education process by comparing a
traditional, linear grade-book based learning to a non-traditional, non-linear quest-based learning
approach.
Figure
1.
Traditional
linear
gradebook
approach
to
learning
vs.
non-‐linear
quest-‐based
learning
Solution
Quest-based learning is an instructional design theory that leverages game mechanics and gamer-like
learning communities to support student choice within the curriculum, and offers promising pedagogical
possibilities in the area.
In both video game and quest-based learning architectures, quests are goal oriented (or task-oriented)
searches for something of value that regulate or guide a player/learner through the narrative of the
game/course (Charsky, 2010; Howard, 2008; Sullivan, Mateas, & Wardrip-Fruin, 2009). “Quests involve a
series of trials, puzzles, and tasks (such as locating secret chambers and obtaining hidden information)
that the participant must conquer for their character to advance to the next game level” (Lange, 2010, p.
27).
3. WHITEPAPER | CHRIS HASKELL, ED.D., BOISE STATE UNIVERSITY | MARCH 2013
Quest-based learning design focuses on an individualized and flexible curricular experience. In QBL,
students can select activities, called quests, rather than assignments in a fixed linear order. Students
leverage choice to promote engagement rather than waiting for a due date. Like curricular assignments,
quests can contain any combination of text, media, or experience and culminate with a deliverable like a
paper, speech, video, project, or other practical artifact. Since quests are digitally tied to specific standards
and/or competencies, digital systems supporting quest-based learning record that progress when
completed. Traditional course content taught through quest-based learning can offer multiple pathways
that lead to an equivalent educational outcome.
Teachers in a quest-based approach do not assign letter grades to completed quests. Dismissing the
industrial paradigm approach in favor of a digital age sensibility, teachers either approve a quest because
it meets all expectations or return the quest to the student for revisions and resubmission. Just like video
games, quest-based learning supports multiple attempts without punishment to promote learning from
mistakes.
Successfully completed quests earn experience points (XP). Like videogames, XP contributes to
progression through levels and ranks, as a prerequisite for other curriculum, demonstrates progress
across standards and competencies, and accumulates toward course completion or “winning condition.”
Like digital games, quest-based learning promotes the use of badges, achievements, and awards to mark
student progress, recognize specialization, and provide multiple forms of formative feedback and
evaluation. Teachers in a quest-based approach can designate specific badges to represent important or
required elements of the curriculum. Tools that deliver quest-based learning also provide students with
progress bars. Using XP, progress bars can show progress toward the winning condition, the next rank or
level, or even individual standards or competencies.
Research
In 2010, professors at Boise State
University Dr. Lisa Dawley and Dr. Chris
Haskell built a game-based learning
management platform to begin testing the
quest-based learning approach. Their tool,
3D Game Lab, was employed in just a
handful of college and middle school
classes initially. Since that time, the tool
has been made available to over 500
Figure
2.
Demographics
of
quest-‐based
learning
in
3D
“beta-teachers” and thousands of their
GameLab. students in over 10 countries. As a web-
based learning management platform, 3D
GameLab collects thousands of points of data for each user including click data from interactions. Through
data mining, this data has been used to describe the experience, interactions, and outcomes of quest-
based learning (see Figure 2 for summary data).
In a key study of student success in a pre-service teacher course, I began using the tool as the primary
learning management interface in my EDTECH-202 course in the fall of 2010. I took a curriculum that had
largely been built in modules, and converted those readings, videos, and activities into quests. Students
had the opportunity to choose activities they were interested in rather than have that decided for them.
4. 4
WHITEPAPER | CHRIS HASKELL, ED.D., BOISE STATE UNIVERSITY
Higher grades achieved overall. Pre-
service teacher candidates engaged in a
digital age teaching skills curriculum are
shown to be highly successful using the
quest-based learning approach (Haskell,
2012). 93% of students (N=97) using
this approach reached the winning
condition, described as receiving a course
grade of “A”. The remainder of students
either received an F for failing to attend or
an incomplete (I), later completing the
course.
In this approach, average completion time
was reduced from 16 weeks to 12 ½
Figure
3.
Rewards
earned
in
EdTech
202. weeks with one student completing in just
four weeks. Students reported the lack of
due dates and freedom to progress in the curriculum as motivating factors. Figure 3 illustrates the variety
of rewards earned during the course, the average number of completed quests (37.1), and the average
user rating of quests (4.45 on a 1-5 likert scale).
Persistence in questing and completing more work on average. Despite being able to walk away from the
class once they had completed the requirements (2000 experience points + a completed portfolio),
students continued playing through the curriculum, demonstrating persistence in learning. Figure 4 below
shows student activity, and XP, relative to the winning condition (white line). Not only did the vast majority
of students reach the winning condition, many exceeded expectations. As a group, the class averaged
nearly twice as many completed activities as previous, module-based iterations of the course.
Conclusion
Students engaged in quest based
learning benefit from choice in
curricular interactions. They are more
motivated to engage in classwork,
complete nearly twice as much of it,
have success meeting more of the
class standards and expectations.
Once finished with required classwork,
many students in the quest-based
approach continue to play through the
curriculum. It is a promising approach
for digital age teaching and learning,
as well as a potential long term
solution for student engagement and
success. Continued research at Boise
State and Gogo Labs will continue to
improve our understanding of QBL.
Figure
4.
Pre-‐service
teacher
candidates
level
up
and
remain
persistent
after
earning
"A."