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THE GAME
IS AFOOT
Landon Phillips
How game based learning can transform
a class both on and offline!
Introductions:!
!
Myself!
My class!
My problem!
Introductions:!
!
Myself!
My class!
My problem!
ANXIETY
Why Turn to Gamification?!
What is Gamification?!
The	
  use	
  of	
  game	
  design	
  elements	
  
in	
  non-­‐game	
  contexts.	
  
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.	
  
	
  
“Fun is just another word for
learning.”!
-Ralph Koster, A Theory of Fun for Game Design!
	
  
ARE YOU NOT
ENTERTAINED?	
  
12 Rules!
Gamification! Playing Games!
GAMIFICATION
Approach the material !
SIDEWAYS
It’s about the!
context of how games
are effective. !
Not the content.!
Peer Learning!
Engage Students!
WELCOME NEW USER! //
LOAD POLLQUESTION.EXE
WHAT SHALL WE TALK ABOUT?
A.) MITIGATING ANXIETY
B.) ENCOURAGING PEER LEARNING
C.) INCREASING ENGAGEMENT
ANXIETY
ANXIETYStems from expectation !
of failure!
ANXIETYChange their!
expectations…!
!
ANXIETYNot a cure all,!
But levels playing field!
ANXIETYSo how did I actually!
attempt this?!
ANXIETY
Puzzles!
ANXIETYGrading!
Traditional Model!
Quiz!
B+!
“It’s all downhill from here”!
Traditional Model!
“It’s all downhill from here”!
Quiz!
B-!
Traditional Model!
“It’s all downhill from here”!
Test!
D!
Gamification Model!
“Nowhere to go but up”!
Quiz!
+50!
Gamification Model!
“Nowhere to go but up”!
Quiz!
+50!
Homework!
+40!
Gamification Model!
“Nowhere to go but up”!
Quiz!
+50!
Homework!
+40!
Office Hours!
Visit +20!
Gamification Model!
“Nowhere to go but up”!
Quiz!
+50!
Homework!
+40!
Office Hours!
Visit +20!
Tutored Peer!
+110!
Distributes pressure!
!Engages all skill levels!
! !High level synthesis!
Peer learning:!
QUICK!
SUMMARY:!
Engagement:!
Agency!
(vs. structure)!
Freedom to fail!
Instant !
feedback / !
rewards!
Numerous !
Interactive models!
QUICK!
SUMMARY:!
Peer Learning!
Peer Learning!
Distributes pressure!
Peer Learning!
Distributes pressure!
Engages all skill levels!
Peer Learning!
Distributes pressure!
Engages all skill levels!
High level synthesis!
ANXIETYChange expectations & context!
!Point based grading systems!
! !Unique group work!
Reducing Anxiety!
QUICK!
SUMMARY:!
Engagement:!
Agency!
(vs. structure)!
Freedom to fail!
Instant !
feedback / !
rewards!
Numerous !
Interactive models!
QUICK!
SUMMARY:!
ENGAGEMENT!
ENGAGEMENT!
Student Agency !
ENGAGEMENT!
Student Agency!
Freedom to fail!
ENGAGEMENT!
Student Agency!
Freedom to fail!
Quick Feedback/Reward loop!
ENGAGEMENT!
Student Agency!
Freedom to fail!
Quick Feedback/Reward loop!
Numerous interactive models!
Distributes pressure!
Peer learning:!
QUICK!
SUMMARY:!
Distributes pressure!
!Engages all skill levels!
Peer learning:!
QUICK!
SUMMARY:!
Distributes pressure!
!Engages all skill levels!
! !High level synthesis!
Peer learning:!
QUICK!
SUMMARY:!
ANXIETYChange expectations & context!
Reducing Anxiety!
QUICK!
SUMMARY:!
ANXIETYChange expectations & context!
!Point based grading systems!
!!
Reducing Anxiety!
QUICK!
SUMMARY:!
ANXIETYChange expectations & context!
!Point based grading systems!
! !Unique group work!
Reducing Anxiety!
QUICK!
SUMMARY:!
So how have I gamified
my class?!
 	
  	
  
HELLO!!
My name is!
So what do we call this
style of online
interactive learning?!
That’s where you !
come in.!
LOAD ACRONYM_GENERATOR.EXE
WHAT SHALL WE CALL IT?
A.) (NTOC)
B.) (EAGLE)
C.) (AGILE)
D.) (ICE)
E.) SOMETHING ELSE! (@LANDONPHILLIPS)
Ladies And Gentlemen,!
The humble!
NTOC! EAGLE!
AGILE! ICE!
So what does allow!
me to do that I couldn’t
do normally?!
371MSCO
3
.!Extend the scope!
of class!
.!Tell richer stories!
“We’re priming 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. !
.!Real life activities!
Remember!
that pile of
Lego from
before?!
…into something amazing.!
Actual working,Crowd funded !Lego car!!
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!

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The Game is Afoot - SUNY Conference 2015

Editor's Notes

  1. How game based learning can transform a class both on and offline
  2. 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
  3. 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. Students were coming into the class with so much anxiety and baggage, teaching them was an uphill battle from day 1
  5. If you mention fun and learning in the same sentence, many professors become standoffish
  6. Koster originally was asking “Why are games fun?” ‘Fun is just another word for learning’ was his conclusion.
  7. 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
  8. 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
  9. Motivation is the heart of gamification What drives us. What motivates us. How our brains work, and what makes us happy.
  10. 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
  11. I’m concerned with the Neuroscience behind Nintendo, not about just having fun in the classroom.
  12. 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.
  13. Changing the context can reframe a student’s view both of the content and THEMSELVES
  14. Changing the context can reframe a student’s view both of the content and THEMSELVES
  15. Changing the context can reframe a student’s view both of the content and THEMSELVES
  16. Changing the context can reframe a student’s view both of the content and THEMSELVES
  17. -Focus on positive re-enforcement to increase student engagement
  18. -Focus on positive re-enforcement to increase student engagement
  19. -Focus on positive re-enforcement to increase student engagement
  20. -Focus on positive re-enforcement to increase student engagement
  21. -Focus on positive re-enforcement to increase student engagement
  22. -Focus on positive re-enforcement to increase student engagement
  23. -Focus on positive re-enforcement to increase student engagement
  24. Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
  25. 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.
  26. 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.
  27. 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.
  28. Advanced students can tutor beginner students, engaging both
  29. Advanced students can tutor beginner students, engaging both
  30. 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
  31. 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.
  32. Agency engages student by giving them choice and control Agency vs. control
  33. Freedom to fail encourages creativity and increased participation, since obstacles are minimized
  34. Quick feedback from interactions encourages further participation. They are encouraged when they see immediate results
  35. Solving puzzles to prove mastery Voting as a class on selecting which of 3 programs to learn Using polls to alter lecture material Etc.
  36. Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
  37. Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
  38. Why use gamification to increase peer learning? Changing the context can reframe a student’s view both of the content and THEMSELVES
  39. 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
  40. 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
  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. I even wanted the logo to illustrate the skills I was teaching – paying attention to details, reading between the lines, and
  43. So how did I gamify my class? For starters, I added puzzles instead of homework
  44. 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
  45. respect to MOOC and TOEP – acronyms are hard!
  46. respect to MOOC and TOEP – acronyms are hard! It’s online, interactive, alternative, engaging
  47. NON-TRADITIONAL ONLINE COURSE (NTOC) EXPERIENTIAL ALTERNATIVE GAME LEARNING ENVIRONMENT (EAGLE) ALTERNATIVE GAME-LIKE INTERACTIVE LEARNING EXPERIENCE (AGILE) Interactive Course Experience (ICE)
  48. What can I do with Whitespace that I can’t do in my regular MSCO 371 class?
  49. What can I do with Whitespace that I can’t do in my regular MSCO 371 class?
  50. 3 things:
  51. Encourage self guided learning by including puzzles requiring additional programs like audacity
  52. 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.
  53. 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.
  54. 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
  55. 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!