1. Gamification to
Increase Student
Engagement
Krista Leh Rundell
kristalehrundell@gmail.com
@klrundell
!

4. What’s Happening In Education?

5. Educating the Whole Child
§ Healthy
§ Safe
§ Engaged
§ Supported
§ Challenged Social
Emotional
Learning
(SEL)

6. What’s Happening In Education?

7. Pairs Pairs To Quads
Rotating Trios

8. RESPECT
RESPONSIBILITY
RELATIONSHIPS
The quality of students' relationships
with teachers have the most direct and
significant effect on students'
involvement in learning.

9. Full Value Contract
² Keep
ourselves
and
other
emotionally
and
physically
safe.
² Act
and
speak
in
a
way
that
puts
others
up,
not
down.
² Give
speci;ic,
honest,
thoughtful
feedback.
² Know
when
to
let
something
go
and
move
on.

10. Line up
Birthdate
Height
Hair Length
Time Woke Up

11. Meet and Greet
— What is your favorite game? Why?
— What does Engaged learning look
like, sound like, feel like?
— What are the games your students
play? Why do you think they play
them so often?
Pairs
Quads
Eights

12. IMO -
one of the worst things to say to a child…

13. Today’s Statistics
§ 1/2
billion
people
spend
1
hour/day
gaming
§ People
world-­‐wide
spend
3
billion
hours
per
week
gaming
§ By
age
of
21,
the
typical
American
has
spent
10,000
hours
playing
games
“parallel
structure”
§ Pro-­‐social
results
of
gaming
for
up
to
21
hours
per
week
(MIT)

14. Popular Games

15. Jane McGonigal
— The Game That Can
Give You Ten Extra
Years of Life
(start at 2:15)
— PhD – game developer
for Institute for the
Future

16. Technology is changing the way we
think, learn, communicate
“Why
do
we
let
people
put
the
best
of
themselves
into
a
virtual
world?”
-­‐
Jane
McGonigal

17. Rapid Change in Eras

18. Gamification [n]:
the use of game
design elements in
non-game contexts
- The Gamification Infographic

19. What is a Game?
Defining
Trait
Purpose Importance
Voluntary
Participation
Choice
Control
- Promotes safe, fun
environment with challenges
Goal Explains
outcome
- Provides Sense of Purpose
- Focuses Attention
Rules Places
limitations
- Unleashes Creativity
- Fosters Strategic Thinking
Feedback Discloses
proximity to goal
- Promises Achievability
- Encourages Motivation
- Jane McGonigal

21. DEBRIEFING – a key learning component
– Feedback
- Social Interactions
- What helped us succeed?
- What hindered our success?
- What do we need to do differently next time?
- Academics
- Where am I in terms of the goal?
- What do I need to do to move toward goal?

22. What is a Game? - Jane McGonigal

23. Tying It All Together…
– positive interdependence
– individual and group accountability
– promote interaction
– appropriate use of social skills
– group processing – participation
– goals
– rules
– feedback

24. 3D Object

25. Jane McGonigal
— Skills Students Are
Learning From Games

26. Appeal of Games:
1. Clear Goals Objectives
2. Specific, Constructive Feedback
3. Failure is Low-Risk
4. Draw on Strength of Others
5. Incremental Learning
Cascading Information Theory

27. Appeal of Games: In the Classroom:
Clear Goals Objectives Give out rubrics before project
Specific, Constructive
Feedback
Detailed conferencing
Written feedback/rubric
notes
Failure is Low-Risk Second chance learning
Infinite play until mastery
Draw on Strength of Others Collaboration
Incremental Learning
Cascading Information
Theory
Level “up” to unlock content
Discover pockets of info
Accumulate of points
Play to avoid losing gains

28. Cognitive Benefits: Whole Child Benefits:
Processing Constructing of
Knowledge
Engagement
Connecting, Transferring, Sharing Info Motivation
Better Retention of Information Collaboration
Systems-Thinking Work Ethic Pride
Attention to Detail Resiliency
Freedom to Experiment; Risk-taking Sociability
Failure as Growth Evolution of Self
Multiple Approaches Relationship Management
Problem-Solving Creativity
Negotiation

31. Transference to Education

32. Tying It All Together…
– positive interdependence
– individual and group accountability
– promote interaction
– appropriate use of social skills
– group processing – participation
– goals
– rules
– feedback

33. History of Gaming

34. Dice Games

36. Dice Games
#1
1 – 1st person Singular
2 – 2nd person Singular
3 – 3rd person Singular
4 - 1st person Plural
5 – 2nd person Plural
6 – 3rd person Plural
#2
1 – Comer
2 – Playar
3 – Estar
4 – Preguntar
5 – Creer
6 – Cambiar

37. Dice Games
- Each person has one die.
- Roundtable: Each person adds a sentence
using the # or term he/she rolled on the die.
- Topic for paragraph: Gaming

38. Clothespins

39. 3 letter word = 1 point
4 letter word = 2 points
5 letter word = 3 points
6+ letter word = 4 points

40. TrainersWarehouse.com

42. Line Ups
Strongly
Disagree
Strongly
Agree
AgreeDisagree

43. Alphabet Games
• Create a word
• Identify part
of speech
• Devise a
definition
• Use it in a
sentence

44. Card Games

45. Analogies
Simula'ons:
analogies
for
real-­‐world
events

46. Play-doh

47. Drawing Games

48. !

50. Transference to Education

51. PLAY
§ Can I join you?
§ Can I save it?
§ Can I show you how?

52. High Tech vs. Low Tech
www.education.mit.edu
The Education Arcade explores
games that promote learning
through authentic and engaging
play. TEA's research and
development projects focus both on
the learning that naturally occurs
in popular commercial games, and
on the design of games that more
vigorously address the educational
needs of players.

53. Work/Occupation Related Games
§ Med. Students: “ER: Code Red”
– As Dr, have to treat 35 cases
§ Doctors Nurses: “Septris”
– Stanford: ID and manage outbreak
§ Global Issues: “Evoke”
– World Bank: solve social problems
§ Military: Skill training games

54. Lexica

55. Using Games in Education
§ Play a game to learn new content
§ Participate in simulations to test theories
variables
§ Analyze points of view through characters’
actions
§ Document own learning through reflection
§ Research new content through creation of
another game
- Klopfer, Osterweil, Groff, Haas

56. Remember…
§ Use inconsequential competition
§ Target essential academic content
§ Debrief game Review difficulties
§ Allow for students to re-process
information and revise notes
- Robert Marzano

57. Jane McGonigal
— Massively
Multi-player
Thumbwrestling

58. !

59. References
§ Johnson, L., Adams, S., and Cummins, M. (2012).
The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media
Consortium.
§ Klopfer, E., Osterweil, S., Groff, J., Haas, J. (2009). Using the Technology of Today, in
the Classroom of Today.
http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
§ Klopfer, E., Osterweil, S., Groff, J., Haas, J. (2009). Moving Learning Games Forward.
http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf
§ Marzano, R. (2010). Using Games to Enhance Student Achievement., Association for
Supervision and Curriculum Development, Volume 67 (5), pp. 71-72.
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-
Games-to-Enhance-Student-Achievement.aspx
§ McGonigal, Jane. Reality Is Broken: Why Games Make Us Better and How They Can Change the
World. New York: Penguin, 2011. Print.
§ Puentadura, R. (2009, August 3). Game and Learn: An Introduction to Educational
Gaming. http://hippasus.com/rrpweblog/archives/000039.html
§ The Gamification of Education infographic.
https://www.knewton.com/gamification-education/