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Wednesday, 18 November 2015
Educational Empire Dream Team
Gamification: Summary
Gamification borrows elements from traditional games and/or video games depending on the media it is presented in. It has been applied to non-traditional gaming environments like finance, health, media, education and more!
Design Principles within the context of an Educational application include:
- Goals: clear, specific, moderately difficult.
- Challenges: clear, increase in difficulty.
- Customization: challenges that are adapted to players' skills, increasing difficulty.
- Progress: visible progress to status of master.
- Feedback: immediate feedback and rewards such as badges, levels, leaderboards.
- Unlocking content: achievements lead to accessing new levels.
- Freedom to fail: low risk, multiple attempts.
- Storytelling.
- New characters.
- Time restrictions.
References:
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM.
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). ACM.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal Of Educational Technology & Society, 18(3), 75-88.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Design Principles within the context of an Educational application include:
- Goals: clear, specific, moderately difficult.
- Challenges: clear, increase in difficulty.
- Customization: challenges that are adapted to players' skills, increasing difficulty.
- Progress: visible progress to status of master.
- Feedback: immediate feedback and rewards such as badges, levels, leaderboards.
- Unlocking content: achievements lead to accessing new levels.
- Freedom to fail: low risk, multiple attempts.
- Storytelling.
- New characters.
- Time restrictions.
References:
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM.
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). ACM.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal Of Educational Technology & Society, 18(3), 75-88.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Why Use Gamification?
In addition to game based elements, aesthetics, and game thinking, gamification utilizes game based mechanics to motivate action, promote learning and solve problems. Gamification provides a more engaging way to teach academic subjects, and more engaged learners means less classroom disruptions. Gamifying subjects is win-win because students are captivated by the nonconventional form of learning and are also captivated as a result of the real-life application aspect of the challenge.
According to American game designer Jane McGonigal gamification could even be used to save the world!
Watch her TED Talk below.
References:
Bruder, P. (2015). GAME ON: Gamification in the classroom. Education Digest, 80(7), 56-60.
According to American game designer Jane McGonigal gamification could even be used to save the world!
Watch her TED Talk below.
References:
Bruder, P. (2015). GAME ON: Gamification in the classroom. Education Digest, 80(7), 56-60.
History
The Indian game Chaturanga is the 7th century form of modern day chess. In the Middle Ages and during the Renaissance, chess was a part of noble culture; it was used to teach war strategy and was dubbed the "King's Game". Since then gamification has been modernized to develop practical skills as well as academic knowledge in areas such as math, geography and other Educational subjects.
References:
http://faculty.virginia.edu/setear/students/wargames/page1a.htm
References:
http://faculty.virginia.edu/setear/students/wargames/page1a.htm
Modern Examples of Gamification
Platforms such as Kahoot! and Khan Academy provide educational games that supplement academic learning. Gamified versions of learning have appeared across all subjects.
- Rise of the Rhythm gamifies learning music.
- DuoLingo gamifies learning languages, among options are: French, Spanish, and German.
- Traveler IQ gamifies learning geography and can test and develop knowledge on geographic locations.
Scroll down to the bottom of the page to play some of the gamified learning tools we have provided!
- Rise of the Rhythm gamifies learning music.
- DuoLingo gamifies learning languages, among options are: French, Spanish, and German.
- Traveler IQ gamifies learning geography and can test and develop knowledge on geographic locations.
Scroll down to the bottom of the page to play some of the gamified learning tools we have provided!
Fantasy Geopolitics & Apruve
Fantasy Geopolitics helps teachers provide a fun way for students to keep updated on world news.
Benefits of Gamification for Students
- Creates optimism: gamification provides a sense of achievement or hope of success.
- Increases user satisfaction: continuous visualization of progress offers immediate feedback and positive feelings towards individual performance.
- Facilitates social interaction: cooperation, competition, and a sense of community amongst peers.
- Enables problem solving: provides opportunity to go beyond one’s personal possibilities.
- Supports the learning process: decomposes tasks into various sub tasks and milestones which allows for users to persevere through trial and error until a problem has been solved and a particular skill level has been reached.
- Boosts enthusiasm: Generates an interest in subjects that students may have struggled with in the past.
- Lessens disruptive behaviour: highly engaged students mean less disruptions!
- Increases cognitive growth: benefits students cognitively in various ways.
- Improves attention span for future learning.
References:
Bruder, P. (2015). GAME ON: Gamification in the classroom. Education Digest, 80(7), 56-60.
Harman, K. Koohang, A., & Paliszkiewicz, J.(2014). Scholarly interest in gamification: a citation network analysis. Industr Mngmnt & Data Systems, 114(9), 1438-1452.
- Increases user satisfaction: continuous visualization of progress offers immediate feedback and positive feelings towards individual performance.
- Facilitates social interaction: cooperation, competition, and a sense of community amongst peers.
- Enables problem solving: provides opportunity to go beyond one’s personal possibilities.
- Supports the learning process: decomposes tasks into various sub tasks and milestones which allows for users to persevere through trial and error until a problem has been solved and a particular skill level has been reached.
- Boosts enthusiasm: Generates an interest in subjects that students may have struggled with in the past.
- Lessens disruptive behaviour: highly engaged students mean less disruptions!
- Increases cognitive growth: benefits students cognitively in various ways.
- Improves attention span for future learning.
References:
Bruder, P. (2015). GAME ON: Gamification in the classroom. Education Digest, 80(7), 56-60.
Harman, K. Koohang, A., & Paliszkiewicz, J.(2014). Scholarly interest in gamification: a citation network analysis. Industr Mngmnt & Data Systems, 114(9), 1438-1452.
Friday, 6 November 2015
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