Using Educational Games and Gamification
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Motivation, clear objectives, critical thinking about consequences, and instant and abundant feedback are all elements of the best learning experiences. These are also elements of the best games. There is momentum behind games in education, including a large number of teachers who are using games like Minecraft and Civilizaton or gamifying their classroom to teach core concepts and develop 21st century skills. Attend this webinar to learn more about games and game techniques can be used in education. -Explore the elements that make games good learning experiences -Look at how off-the-shelf educational games can be used in the curriculum -Learn how teachers are turning their classroom into a Multiplayer Classroom with storytelling and gamification From a 5-20-13 webinar
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Using Educational Games and Gamification
- 1. Using Educational Games and Gamification Andy Petroski Director & Assistant Professor of Learning Technologies Harrisburg University of Science & Technology
- 2. Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University @apetroski LTMS CAELT Harrisburg University
- 3. using educational games and gamification Multiplayer Classroom Using Games in the Curriculum Game Elements
- 4. who are you and what are you looking for?
- 5. story character goal obstacles feedback levels
- 6. Game Mechanics Learning Principles Rules Provide expectations Goals & objectives Motivate by applying to real-life situations Feedback via ongoing scores, audio & visual cues Motivate by positive reinforcement Conflict & crisis Provide scaffolding (increasing difficulty) Resolution Allows for reflection on outcome games in education
- 7. (a) contextual bridging, (b) high time-on-task, (c) motivation and goal orientation, even after failure, (d) providing learners with cues, hints and partial solutions to keep them progressing, (e) personalization of learning, and (f) infinite patience game attributes & learning
- 9. Flow: The Psychology of Optimal Experience Mihaly Csikszentmihalyi Challenge Skill balance
- 11. types of games Simple Games Simulated Environments Adventure Worlds • Primarily single player • Drill and Practice • Game show / TV show themes • Content driven • Limited play time / sessions • Primarily single player • Decision making • Job / life themes • Variable driven • Moderate play time / sessions • Multiplayer • Planning and decisions • Fantasy themes • Experience driven • Expansive play time / sessions
- 12. simple games Simple Games • Primarily single player • Drill and Practice • Game show / TV show themes • Content driven • Limited play time / sessions Examples
- 13. simple games Benefits • Lots of existing games & templates • “Easy” to create • Simple to implement • Simple to play • Targeted content • Content can easily be changed / adapted Simple Games • Primarily single player • Drill and Practice • Game show / TV show themes • Content driven • Limited play time / sessions
- 14. simple games Simple Games • Primarily single player • Drill and Practice • Game show / TV show themes • Content driven • Limited play time / sessions Creating Evaluation Analyzing Applying Understanding Remembering
- 15. simple games Limitations • Memorization and identification • Limited feedback • Story and character is difficult to pull- off • Multiplayer is competition only • Limited motivation over time • Requires little teacher interaction Simple Games • Primarily single player • Drill and Practice • Game show / TV show themes • Content driven • Limited play time / sessions
- 16. simulated environments Examples Simulated Environments • Primarily single player • Decision making • Job / life themes • Variable driven • Moderate play time / sessions
- 17. simulated environments Benefits • Targeted content • Multimodal interaction • Story / path intensive • Character driven • Each play can be a different experience • Requires teacher interaction Simulated Environments • Primarily single player • Decision making • Job / life themes • Variable driven • Moderate play time / sessions
- 18. simulated environments Creating Evaluation Analyzing Applying Understanding Remembering Simulated Environments • Primarily single player • Decision making • Job / life themes • Variable driven • Moderate play time / sessions
- 19. simulated environments Limitations • Somewhat limited availability • Difficult to create yourself (team) • Cannot customize the experience • Confined environment • Multiplayer is primarily competition • Takes time to play, including orientation Simulated Environments • Primarily single player • Decision making • Job / life themes • Variable driven • Moderate play time / sessions
- 20. adventure worlds Examples Adventure Worlds • Multiplayer • Planning and decisions • Fantasy themes • Experience driven • Expansive play time / sessions
- 21. adventure worlds Benefits • Open experiences • Environment intensive • Multimodal interaction • Customizable through Modding • Recording (Machinima) • Customizable avatar • Collaboration as well as competition • Requires teacher interaction Adventure Worlds • Multiplayer • Planning and decisions • Fantasy themes • Experience driven • Expansive play time / sessions
- 22. adventure worlds Creating Evaluation Analyzing Applying Understanding Remembering Adventure Worlds • Multiplayer • Planning and decisions • Fantasy themes • Experience driven • Expansive play time / sessions
- 23. adventure worlds Limitations • Somewhat limited availability • Very difficult to create yourself • Takes time to play, including orientation • Play needs to occur over multiple sessions • Requires teacher interaction • Themes may not relate to every student Adventure Worlds • Multiplayer • Planning and decisions • Fantasy themes • Experience driven • Expansive play time / sessions
- 24. Students Games Effective Teaching & Learning Strategies Improved Learning Outcomes 21st Century Skills Educators games in education
- 25. outcomes
- 26. the concept of applying game-design thinking to non-game applications to make them more fun and engaging gamification
- 28. gamification
- 29. story character goal obstacles feedback levels
- 30. Everyone in this class is going to receive an F . . . unless . . . you level up!
- 31. MMORPG Massively Multiplayer Online Role Playing Game MMOG Massively Multiplayer Online Game
- 34. Marked Tree High School (Biology) Before - December 2009, 62% of sophomores taking Biology were passing with a D or higher, 10% of whom had an A or B. After – December 2010, 98% of sophomores taking Biology were passing with a D or higher, 36% of whom had an A or B. End of quarter test 1 (9 weeks of questing) o 2009 – students were 29% proficient or higher on the exam o 2010 – 68% were proficient or advanced End of quarter test 2 o 2009 – 31% proficient or advanced o 2010 – 81% proficient or advanced Advanced o 2009 – 3% of students scoring advanced o 2010 – 55% of students scoring advanced
- 35. Velencia College: United States History to 1877 Increased engagement, but grades were only slightly stronger Students were more prepared for class Level chart gave students their status in the class. Previously, he believes most students didn’t know how they were performing in the class – even some who were passing choosing to withdrawal. 81% did a “B” or better in preparation. Historically, that’s 50%
- 36. Robert Louis Stevenson Middle School: General Math Increased engagement in all activities Less focus on the grade After multiplayer classroom, 30% of students who had a grade letter of C or below, had increased their grade to a B or higher
- 37. create games to learn
- 39. resources • EdWeb Game-Based Learning Community • Digital Games in Schools Handbook • Videogames in Education Webcast Segment • Immune Attack • DimensionM • iCivics • HotShot Business • Jason Project
- 40. resources • Is Minecraft the Ultimate Ed Tool? • Minecraft.edu • The Multiplayer Classroom Book • Gamestar Mechanic • Harrisburg University Gaming Academy
- 41. other opportunities Future Webinars Using iPads and Mobile Learning in the Classroom Tuesday, May 21 from 3:30 PM – 4:30 PM Changing Education with Active Learning Wednesday, May 22 from 3:30 PM – 4:30 PM More info and free registration: bit.ly/17BgFgg
- 42. other opportunities LTMS 603: Engaging with Learning Activities, Games & Simulations Learn more: • http://www.harrisburgu.edu/learningtechnologies • apetroski@harrisburgu.edu Attend in Harrisburg or Online!
- 43. other opportunities Educators’ Technology Clinics 3 days, 3 days, 1 day 9 AM to 4 PM Using Educational Games and Gamification July 23, 24, 25; August 6, 7, 8; October 26 9 AM to 4 PM Harrisburg Learn more at www.EdTechClinics.net Attend in Harrisburg
- 44. feedback survey