Click me

The Gamification of Education

Camilication EDUCATION THE OF Gamification* has tremendous potential in the education space. How can we use it to deliver truly meaningful experiences to students? *Gamification [n]: the use of game design elements in non-game contexts "Game players regularly exhibit persistence, risk-taking, attention to detail, and problem-solving, all behaviors that ideally would be regularly demonstrated in school."- The Education Arcade at MIT 1.2MILLION 28 million people harvest their crops on FarmVille every day. OVER5 million play an average of 45 hours a week of games. STUDENTS in the U.S. fail to graduate from high school every year. According to Joey Lee and Jessica Hammer at Columbia Teachers College, "the default environment of school often results in As a planet, we spend 3 billion hours a week playing video and computer games. undesirable outcomes such as disengagement, cheating, learned helplessness, and dropping out." What elements of gaming can we harness for educational purposes? PROGRESSION-See success visualized incrementally Levels: Ramp up and unlock content. Points: Increase the running numerical value of your work. INVESTMENT-Feel pride in your work in the game Achievements: Earn public recognition for completing work. Appointments: Check in to receive new challenges. Collaboration: Work with others to accomplish goals. Epic Meaning: Work to achieve something sublime or transcendent. Virality: Be incentivized to involve others. CASCADING INFORMATION THEORY- Unlock information continuously Bonuses: Receive unexpected rewards. Countdown: Tackle challenges in a limited amount of time. Discovery: Navigate through your learning environment and uncover Loss Aversion: Play to avoid losing what you have gained. pockets of knowledge. Infinite Play: Learn continuously until you become an expert. Synthesis: Work on challenges that require multiple skills to solve. According to the MIT paper, “Moving Learning Games Forward," games in schools today can be used as.. Authoring Platforms: Game is used to produce an artifact, be it another game, a model, visual text, or written text. Ex: Students produce a model in StarCraft. Content Systems: Games deliver content about a particular subject area. Ex: Students gain knowledge of Caribbean history by playing Pirates. Simulations: Students use games to test theories about systems and tinker with variables. Ex: Students gain a systemic understanding of engineering problems by working with a limited budget and available materials in Bridge Builder. Trigger Systems: Games are used as a jumping point for discussion. Ex: Dungeons & Dragons is used to explore probability. Technology Gateways: Students use games to familiarize themselves with technology. Ex: Instead oftaking a class on how to use PCs or mobile devices, students simply engage in their favorite game. Exemplars of Point of View: Games allow students to take on different identities. Ex: Students learn to think like a city mayor in SimCity. Documentary: Students use games to document their learning process and reflect on it. Ex: Students reflect on their playing to recognize patterns in their own performance and decision-making. Texts to be Critiqued: Students critique the ideology behind the game. Ex: Animal Crossing is analyzed as an expression of late 20th century capitalism. Research Assignments: Students design games themselves and in doing so, research the subject matter of the game. Ex: Students decide to make a game about the Great Depression and learn history in the process. A Short History of Gamified Learning EMERGENCE OF CHILDREN'S SOFTWARE INDUSTRY IN THE 80S Carmen Sandiego 1985 The Legend of Zelda Reader Rabbit 86 Mavis Beacon Teaches Typing Math Blaster Pirates GROWING SOPHISTICATION OF EDUCATIONAL GAMES IN THE LATE '80S SimCity 89 1990 PROLIFERATION OF NEW PLATFORMS IN THE '90S (HANDHELDS, WEB-ENABLED VIDEOGAME CONSOLES, MOBILE DEVICES) 91 Civilization VIRTUAL WORLDS WITH USER-CREATED Active Worlds (3D virtual reality learning platform) 1995 CONTENT BECOME POPULAR; USER EXPERIENCE BECOMES A PROFESSION Whyville (one of the first virtual worlds RollerCoaster Tycoon (theme to emphasize user-created content) 99 park management game) 2000 "SERIOUS GAMES" MOVEMENT BEGINS AROUND 2002 EVE Online (multiplayer, role-playing Diner Dash (strategy and time management game) 03 game about colonizing the Milky Way) World of Warcraft 04 Brain Age (puzzle game inspired by 2005 the work of neurologist Ryuta Kawashima) Wii Fit Arden (enter the world of Shakespeare) Making History: The Calm & The Storm (WWII grand strategy game) 08 Immune Attack (immunology game developed by Federation of American Scientists and Escape Hatch Entertainment) Gamestar Mechanic (online game- 09 building community for students) GAMIFICATION INFORMS Quest to Learm (Manhattan public 2010 COURSE DESIGN AND school with underlying game principles ) CURRICULUM DEVELOPMENT. 11 Mozilla Open Badges Project (issue, earn, and display digital learning badges) Knewton Math Readiness (course that employs game mechanics and continuous adaptivity) Minecraft (build original constructions out of cubes) TODAY GAMES ARE MASSIVELY MULTIPLAYER, INVOLVE VIRTUAL REALITY, ROLE-PLAYING, AND USER-CREATED CONTENT, AS WELL AS NEW ELEMENTS LIKE AUGMENTED REALITY SOURCES: GAMIFICATION.ORG, “MOVING LEARNING GAMES FORWARD" BY MIT EDUCATION ARCADE 8 KNEWTON

The Gamification of Education

shared by GeeGrl on Mar 24
Gamification has tremendous potential in the education space. How can we use it to deliver truly meaningful experiences to students? A great game player has all the good characters that schools desire...


Unknown. Add a source


Did you work on this visual? Claim credit!

Get a Quote

Embed Code

For hosted site:

Click the code to copy


Click the code to copy
Customize size