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The Game is Afoot - SUNY Conference 2015
The document discusses how gamification can transform learning experiences both in-class and online by reducing student anxiety and enhancing engagement through game design elements. It highlights the importance of peer learning, instant feedback, and student agency while emphasizing a shift from traditional grading models to a supportive, interactive environment. The author, Landon Phillips, shares personal experiences and principles from gamification to create a more effective learning atmosphere.
The Game is Afoot - SUNY Conference 2015
- 1. THE GAME IS AFOOT LandonPhillips How game based learning can transform a class both on and offline!
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- 5. Why Turn toGamification?!
- 6. What is Gamification?! The use of game design elements in non-‐game contexts.
- 7. What is Gamification?! The use of game design elements in non-‐game contexts. (par8ally) Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "GamificaGon". Proceedings from MindTrek '11. Tampere, Finland: ACM.
- 8. “Fun is justanother word for learning.”! -Ralph Koster, A Theory of Fun for Game Design!
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- 14. Approach the material! SIDEWAYS
- 15. It’s about the! contextof how games are effective. ! Not the content.!
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- 18. WELCOME NEW USER!// LOAD POLLQUESTION.EXE WHAT SHALL WE TALK ABOUT? A.) MITIGATING ANXIETY B.) ENCOURAGING PEER LEARNING C.) INCREASING ENGAGEMENT
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- 20. ANXIETYStems from expectation! of failure!
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- 22. ANXIETYNot a cureall,! But levels playing field!
- 23. ANXIETYSo how didI actually! attempt this?!
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- 26. Traditional Model! Quiz! B+! “It’s alldownhill from here”!
- 27. Traditional Model! “It’s alldownhill from here”! Quiz! B-!
- 28. Traditional Model! “It’s alldownhill from here”! Test! D!
- 29. Gamification Model! “Nowhere togo but up”! Quiz! +50!
- 30. Gamification Model! “Nowhere togo but up”! Quiz! +50! Homework! +40!
- 31. Gamification Model! “Nowhere togo but up”! Quiz! +50! Homework! +40! Office Hours! Visit +20!
- 32. Gamification Model! “Nowhere togo but up”! Quiz! +50! Homework! +40! Office Hours! Visit +20! Tutored Peer! +110!
- 33. Distributes pressure! !Engages allskill levels! ! !High level synthesis! Peer learning:! QUICK! SUMMARY:!
- 34. Engagement:! Agency! (vs. structure)! Freedom tofail! Instant ! feedback / ! rewards! Numerous ! Interactive models! QUICK! SUMMARY:!
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- 38. Peer Learning! Distributes pressure! Engagesall skill levels!
- 39. Peer Learning! Distributes pressure! Engagesall skill levels! High level synthesis!
- 40. ANXIETYChange expectations &context! !Point based grading systems! ! !Unique group work! Reducing Anxiety! QUICK! SUMMARY:!
- 41. Engagement:! Agency! (vs. structure)! Freedom tofail! Instant ! feedback / ! rewards! Numerous ! Interactive models! QUICK! SUMMARY:!
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- 46. ENGAGEMENT! Student Agency! Freedom tofail! Quick Feedback/Reward loop!
- 47. ENGAGEMENT! Student Agency! Freedom tofail! Quick Feedback/Reward loop! Numerous interactive models!
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- 49. Distributes pressure! !Engages allskill levels! Peer learning:! QUICK! SUMMARY:!
- 50. Distributes pressure! !Engages allskill levels! ! !High level synthesis! Peer learning:! QUICK! SUMMARY:!
- 51. ANXIETYChange expectations &context! Reducing Anxiety! QUICK! SUMMARY:!
- 52. ANXIETYChange expectations &context! !Point based grading systems! !! Reducing Anxiety! QUICK! SUMMARY:!
- 53. ANXIETYChange expectations &context! !Point based grading systems! ! !Unique group work! Reducing Anxiety! QUICK! SUMMARY:!
- 54. So how haveI gamified my class?!
- 59. HELLO!! Myname is! So what do we call this style of online interactive learning?!
- 60. That’s where you! come in.!
- 61. LOAD ACRONYM_GENERATOR.EXE WHAT SHALLWE CALL IT? A.) (NTOC) B.) (EAGLE) C.) (AGILE) D.) (ICE) E.) SOMETHING ELSE! (@LANDONPHILLIPS)
- 62. Ladies And Gentlemen,! Thehumble! NTOC! EAGLE! AGILE! ICE!
- 63. So what doesallow! me to do that I couldn’t do normally?!
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- 66. .!Extend the scope! ofclass!
- 67. .!Tell richer stories! “We’repriming our brains and bodies to value and to seek out epic meaning as an emotional reward.”! McGonigal, Jane (2011-01-20). Reality Is Broken: Why Games Make Us Better and How They Can Change the World (Kindle Locations 1940-1941). Penguin Publishing Group. Kindle Edition. !
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- 69. Remember! that pile of Legofrom before?!
- 70. …into something amazing.! Actualworking,Crowd funded !Lego car!!
- 71. References! Forest: hOp://www.freeimages.com/photo/1302078 DK: hOp://www.thetanooki.com/wp-‐content/uploads/2010/11/NES-‐donkeykong.gif Pans: hOp://www.freeimages.com/photo/941544 Lego: hOps://www.flickr.com/photos/33635411@N04/3244635143 Engagement: hOps://c1.staGcflickr.com/7/6037/6303100423_9fdb0f5cc6_b.jpg Lego car: hOp://www.extremetech.com/wp-‐content/uploads/2013/12/oaida-‐driving-‐lego-‐car.jpg Gladiator: hOp://www.josephbwalker.com/wp-‐content/uploads/2014/01/russell-‐crowe.jpg Brain Rules: hOp://www.brainrules.net/images/cover-‐BR2.jpg Book napkin: hOp://www.freeimages.com/photo/1420061 QUESTIONS? Landon.h.phillips@pepperdine.edu! @LandonPhillips! THANK YOU!
Editor's Notes
- #2 How game based learning can transform a class both on and offline
- #3 30 seconds in and I’m already really opening up to you all You see, I teach a class on Photoshop and my class is like a giant pile of Lego. Infinite Potential But only if the students use it. Some may rush into the room eager to learn and build, While other, having stepped on a lego years before, may have avoided them ever since. There is a lot of premature resistance or hesitancy of my students And all of us have this problem – I don’t like math, I don’t like economics, I don’t like your face
- #4 You see, I teach a class on Photoshop and my class is like a giant pile of Lego. Infinite Potential But only if the students use it. Some may rush into the room eager to learn and build, While other, having stepped on a lego years before, may have avoided them ever since. There is a lot of premature resistance or hesitancy of my students And all of us have this problem – I don’t like math, I don’t like economics, I don’t like your face
- #5 Students were coming into the class with so much anxiety and baggage, teaching them was an uphill battle from day 1
- #9 If you mention fun and learning in the same sentence, many professors become standoffish
- #10 Koster originally was asking “Why are games fun?” ‘Fun is just another word for learning’ was his conclusion.
- #11 2 of the rules directly relate to how fun affects learning: 1.) We don’t pay attention to boring things 2.) Stressed brains don’t learn the same way
- #12 2 of the rules directly relate to how fun affects learning: 1.) We don’t pay attention to boring things 2.) Stressed brains don’t learn the same way
- #14 Motivation is the heart of gamification What drives us. What motivates us. How our brains work, and what makes us happy.
- #15 So now you see what drew me to Gamification – if I could find the heart of motivation, perhaps I could use these elements of engagement to approach the content sideways and disarm my student’s anxiety. Use the CONTEXT of games, not the CONTENT
- #16 I’m concerned with the Neuroscience behind Nintendo, not about just having fun in the classroom.
- #17 Encouraging peer learning lessens the personal anxiety by distributing it among the group. It unifies the students and let’s them know their peers may struggle just as much as they do, and that they can help one another succeed.
- #23 Changing the context can reframe a student’s view both of the content and THEMSELVES
- #24 Changing the context can reframe a student’s view both of the content and THEMSELVES
- #25 Changing the context can reframe a student’s view both of the content and THEMSELVES
- #26 Changing the context can reframe a student’s view both of the content and THEMSELVES
- #27 -Focus on positive re-enforcement to increase student engagement
- #28 -Focus on positive re-enforcement to increase student engagement
- #29 -Focus on positive re-enforcement to increase student engagement
- #30 -Focus on positive re-enforcement to increase student engagement
- #31 -Focus on positive re-enforcement to increase student engagement
- #32 -Focus on positive re-enforcement to increase student engagement
- #33 -Focus on positive re-enforcement to increase student engagement
- #34 Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
- #35 Why use gamification to increase engagement? Solving puzzles to prove mastery Voting as a class on selecting which of 3 programs to learn Using polls to alter lecture material Etc.
- #37 Why use gamification to increase peer learning? Encouraging peer learning lessens the personal anxiety by distributing it among the group. It unifies the students and let’s them know their peers may struggle just as much as they do, and that they can help one another succeed.
- #38 Encouraging peer learning lessens the personal anxiety by distributing it among the group. It unifies the students and let’s them know their peers may struggle just as much as they do, and that they can help one another succeed.
- #39 Advanced students can tutor beginner students, engaging both
- #40 Advanced students can tutor beginner students, engaging both
- #41 Why use gamification to reduce anxiety? Changing the context can reframe a student’s view both of the content and THEMSELVES Operant conditioning / positive reinforcement in grades
- #42 Why use gamification to increase engagement? Solving puzzles to prove mastery Voting as a class on selecting which of 3 programs to learn Using polls to alter lecture material Etc.
- #45 Agency engages student by giving them choice and control Agency vs. control
- #46 Freedom to fail encourages creativity and increased participation, since obstacles are minimized
- #47 Quick feedback from interactions encourages further participation. They are encouraged when they see immediate results
- #48 Solving puzzles to prove mastery Voting as a class on selecting which of 3 programs to learn Using polls to alter lecture material Etc.
- #49 Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
- #50 Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
- #51 Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
- #52 Why use gamification to reduce anxiety? Changing the context can reframe a student’s view both of the content and THEMSELVES Operant conditioning / positive reinforcement in grades
- #53 Why use gamification to reduce anxiety? Changing the context can reframe a student’s view both of the content and THEMSELVES Operant conditioning / positive reinforcement in grades
- #54 Why use gamification to reduce anxiety? Changing the context can reframe a student’s view both of the content and THEMSELVES Operant conditioning / positive reinforcement in grades
- #56 I even wanted the logo to illustrate the skills I was teaching – paying attention to details, reading between the lines, and
- #57 So how did I gamify my class? For starters, I added puzzles instead of homework
- #58 instead of being teaching directed “you learn THIS”, I make it student directed to see if they can rise to a challenge of solving a puzzle
- #59 respect to MOOC and TOEP – acronyms are hard!
- #60 respect to MOOC and TOEP – acronyms are hard! It’s online, interactive, alternative, engaging
- #62 NON-TRADITIONAL ONLINE COURSE (NTOC) EXPERIENTIAL ALTERNATIVE GAME LEARNING ENVIRONMENT (EAGLE) ALTERNATIVE GAME-LIKE INTERACTIVE LEARNING EXPERIENCE (AGILE) Interactive Course Experience (ICE)
- #64 What can I do with Whitespace that I can’t do in my regular MSCO 371 class?
- #65 What can I do with Whitespace that I can’t do in my regular MSCO 371 class?
- #66 3 things:
- #67 Encourage self guided learning by including puzzles requiring additional programs like audacity
- #68 By attaching narrative and context to design theory, it becomes memorable and applicable. Once they realize the mystery contact is teaching them media programs they understand why these tools are important and how they can change the world By playing ‘games’ that demonstrate this behavior, users are more likely to seek them out in real life.
- #69 Here I can also work in portions of real life scavenger hunts – finding physical clues on campus, submitting photos of design or sculpture, or physically getting them to the library or other on campus resources they have, almost like orientation.
- #70 Each and everyone of us as teachers know that when a student comes in or logs on to our class, any one of them could be the one to turn this disorganized pile of potential
- #71 So it’s our job as educators to seek out new solutions to unlock that potential in our students. I believe Gamification is a step in the right direction. If we can use its principles to ease their anxiety, promote collaboration among their peers, and foster an engaging classroom environment, then we are going to be blown away by what they are capable of. Thank you!