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By Miary Andriamiarisoa June 2014 THE GAMIFICATION OF EDUCATION.

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Presentation on theme: "By Miary Andriamiarisoa June 2014 THE GAMIFICATION OF EDUCATION."— Presentation transcript:

1 By Miary Andriamiarisoa June 2014 THE GAMIFICATION OF EDUCATION

2  OUTLINE  Introduction  Definition  Global Context  Gamification Misconceptions  Gamification Implementation Workflow  Conclusion THE GAMIFICATION OF EDUCATION

3  DEFINITION  The craft of deriving all the fun and addictive elements found in games and applying them to real-world or productive activities (Yu- kai Chou)  A series of design principles, processes and systems used to influence, engage and motivate individuals, groups and communities to drive behaviors and effect desired outcomes (Wang, R. December 2011. Demystifying Enterprise Gamification for Business. Constellation Research).  Gamification is using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems. Kapp, Karl M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education (p. 11) THE GAMIFICATION OF EDUCATION

4  GLOBAL CONTEXT  28 million people harvest their crops on FarmVille everyday  67% of American households play computer or video games, spending a total of $20.77 billion in 2012  3 billion hours a week are spent on playing video and computer games on planet earth  World wide video and computer game industry, which is valued at over $105 billion THE GAMIFICATION OF EDUCATION  The average video game player has been playing games for over twelve years. The majority of our students grew up playing (video/arcade/computer) games  Today, 26% of people playing games are over fifty (vs. 9% in 1999)  Volkswagen, The Fun Theory, Musical stairs versus escalators

5  The Musical Stairs THE GAMIFICATION OF EDUCATION Once implemented, 66% of people chose to use the musical stairs

6  EXPLOSIVE GROWTH  More than 50% of organizations that manage innovation process will gamify those processes within the next decade ( Gartner Group, April 2011 )  Overall market for gamification is predicted to grow to $1.6 billion, up from a reported $100 million in 2012  Within the next five years, a gamified service for consumer goods marketing and customer retention will become as important as Facebook, Twitter, or Amazon  Note: these societal forces are greatly influencing the future of learning in Higher Education THE GAMIFICATION OF EDUCATION

7  GAMIFICATION MISCONCEPTIONS: What gamification IS NOT  A novelty. A 7 th -century game with a fictional battlefield including foot soldiers, elephants, and chariots ( Bepi Entertainment. A brief history of wargaming. ). Modern examples: frequent flyer miles, reward system, Citicard Thank-You system, etc…  About Badges, Points, and Rewards. It is about engagement, storytelling, visualization of characters, and problem solving  Trivialization of learning. Gamification is a serious approach to accelerating the experience curve of the learning, teaching complex subjects, and systems thinking (Kapp, Karl M. p. 13) THE GAMIFICATION OF EDUCATION


9  GAMIFICATION MISCONCEPTIONS: What gamification IS NOT  Easy to design. A systematic approach is required to effectively build an impactful educational game  Perfect for Every Learning Situation  Not effective for some learning content  Not always the right tool to maximize learning  Not a magic bullet to eliminate boredom.  Game-based learning. First and foremost about the game and its cognitive residue (Example: Civilization V, Fate of the World)  Playing. The simple introduction of a goal adds purpose, focus, and measurable outcomes. This, in turn, transform playing into gaming THE GAMIFICATION OF EDUCATION

10  GAMIFICATION IN HIGHER EDUCATION  The term “gamification” is of fairly recent coinage, however the use of game elements to teach is certainly not new  The newness of this old idea lies in the rapidly growing acceptance of game thinking and game mechanics  Proliferation of mobile platforms & advancements in mobile technology expand opportunities for game-play, allowing participants to engage any time from any place.  When applied to performance, learning, and instruction, this societal movement (wide adoption & proliferation of gaming) is forcing a re- examination of how games impact learning and performance  Gamification of learning using technology has extremely strong support: several grants from Next Generation Learning Challenges and the Bill & Melinda Gates Foundation THE GAMIFICATION OF EDUCATION

11  GAMIFICATION IN HIGHER EDUCATION  Pepperdine University Business School: Web-based gamification tool called Veri, which includes leaderboard for competition, multiple levels, testing components  Course Hero: gamified course-creation tools,  Penn State University, Economics, ‘Who Wants to be a Millionaire’  Excelsior College, Center for Game and Simulation-based Learning  University of Minnesota’s School of Nursing. Partnership with technology company to develop web-based interactive games that engage nursing students with real-life scenarios THE GAMIFICATION OF EDUCATION

12  GAMIFICATION IMPLEMENTATION WORKFLOW THE GAMIFICATION OF EDUCATION Define Contexts Define Learning Objectives Structure the Experience Identify Resources Apply Gamification Elements

13  WORKFLOW: DEFINE CONTEXT  DEFINE LEARNING CONTEXT  Design gaming platform to be used individually or as a group  To be used in a supervised/controlled environment (classroom, breakout rooms) or remotely (off campus)  To be counted as optional activities, prerequisite, learning reinforcement tool, study aid, graded, extra credits  DEFINE LEARNER CONTEXT  Define possible ‘pain points’ (factors that prevent a student from advancing through the learning program and/or achieving the objectives)  Example: poor quality of assignments submitted could be due to  Delivery method (student is a visual learner while course was delivered orally)  Low motivation (assignment didn’t count towards final grade) THE GAMIFICATION OF EDUCATION

14  WORKFLOW: DEFINE LEARNING OBJECTIVES  Identify goals to be achieved through the gamification process  Clearly state mastery level students will reach after completion of the game:  Avoid generalization such as ‘comfortable with’ learning component.  Instead, quantify learning level such as, ‘memorize and know the top 200 pharmaceutical drugs.’ THE GAMIFICATION OF EDUCATION

15  WORKFLOW: STRUCTURE THE EXPERIENCE  Sequence knowledge and quantify what students need to learn and achieve by the end of each stage or milestone  Translate knowledge sequences into Game Levels  Categorize and group learning components THE GAMIFICATION OF EDUCATION

16  WORKFLOW: IDENTIFY RESOURCES (1 of 2)  Sequenced learning material from content expert—the instructor  Aesthetic and game-building components (usually 3D assets)  Identify tracking mechanism to measure student progress  Define what determines the accomplishment of a level  Define currency (points, time)  Determine game rules  Define a feedback mechanism for both the instructor and students THE GAMIFICATION OF EDUCATION

17  WORKFLOW: IDENTIFY RESOURCES (2 of 2)  Aesthetic and game-building components (usually 3D assets) THE GAMIFICATION OF EDUCATION

18  WORKFLOW: APPLY GAMIFICATION ELEMENTS  Gamification is the addition of game-like-elements, also called game mechanics, in non-game settings  Two types of game mechanics:  Self-elements  Social-elements THE GAMIFICATION OF EDUCATION

19  WORKFLOW: APPLY GAMIFICATION ELEMENTS  Self-elements  Points  Achievement badges  Levels  Time restrictions  Self-elements help students compete with themselves and recognize self-achievement THE GAMIFICATION OF EDUCATION

20  WORKFLOW: APPLY GAMIFICATION ELEMENTS  Social-elements  Interactive competition (use of Leaderboards)  Group work or cooperation  Social-elements put the students in a community with other students, and their progress and achievements are made public (without violating FERPA rules) THE GAMIFICATION OF EDUCATION


22  WORKFLOW: GAMIFICATION AT WESTERNU  University Resources  Strategist & Architect  Game Developer  Game Interface Designer  3D Animators & Designers  TechSupport request for Game Design consultation ( THE GAMIFICATION OF EDUCATION

23  CONCLUSION  Gamification offers instructors  Numerous creative opportunities to enliven their instruction with contests, leader boards, or badges  Opportunities to give students a recognition mechanism and a positive attitude toward their study  Ability to measure progress toward clear goals, allowing students to compete against themselves  Instructional tools using game elements that engage and motivate students, encourage exploration, foster independent effort, and build problem-solving skills  Gamification is not about adding games to classes, but designing classes as games  QUESTIONS? THE GAMIFICATION OF EDUCATION

24  REFERENCES  Jane McGonigal, Higher Education Is a Massively Multiplayer Game, Educause Conference, 2013.  Huang, Wendy; Soman, Dilip (December 10, 2013). A Practitioner’s Guide To Gamification Of Education (Report, February 2014). Rotman School of Management, University of Toronto.A Practitioner’s Guide To Gamification Of Education  Zichermann, G. (2010, October 26). Fun is the future: Mastering gamification. Google Tech Talk.  Educause Learning Initiative, 7 Things You Should Know about Gamification,  TED, 2010, March 17. Jane McGonigal: Gaming Can Make a Better World. THE GAMIFICATION OF EDUCATION

25  REFERENCES  Joey J. Lee, Jessica Hammer, Gamification in Education: What, How, Why Bother? Source: Hammer-AEQ-2011.pdf Hammer-AEQ-2011.pdf  Virtual Arcade Game, College of Pharmacy, Western University of Health Sciences pharmacy/ pharmacy/  4 Management Tools for Gamification of Education, http://classroom- education/http://classroom- education/ THE GAMIFICATION OF EDUCATION

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