Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and • Discuss how gamification principles can be integrated into education

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3. Jeremiah Grabowski
Open SUNY Fellow Role:
Expert
Instruc=onal
Designer
Topic:
Gamifica=on
in
the
Classroom
Theme:
Emerging
Learning
Environments
COTE NOTE: http://bit.ly/1cJID1p

4. Gamifica+on
in
the
Classroom
Jeremiah
Grabowski
School
of
Public
Health
and
Health
Professions

5. Do
you
have
a
favorite
game?
• Take
a
minute
to
think
of
your
favorite
game
• Write
it
down
in
the
chat
window

6. Does
anyone
want
to
share?
• Anyone
care
to
share
their
favorite
game,
and
what
it
is
about
the
game
that
keeps
you
interested?
• Please
raise
hand
if
you
want
to
share

7. Presenta+on
Objec+ves
By
the
end
of
the
presenta=on
you
will
be
able
to:
• Iden=fy
the
principle
characteris=cs
of
games
and
gamifica=on
• Discuss
how
gamifica=on
principles
can
be
integrated
into
educa=on
• Apply
Gamifica=on
principles
to
learning
seRngs

8. Gamifica+on
Ac+vi+es
Need
to
be
student-­‐centered
Meaningful
gamifica=on
is
the
integra=on
of
user-­‐centered
game
design
elements
into
non-­‐game
contexts
Nicholson,
S.
(2012).
A
user-­‐centered
theore=cal
framework
for
meaningful
gamifica=on.
Games+
Learning
+
Society,
8.

9. Assess
student
needs
prior
to
deciding
on
your
method
(gamifica=on).

10. What
is
Gamifica+on?
Defini+on
“Gamifica=on”
is
the
use
of
game
design
elements
in
non-­‐game
contexts.
Deterding,
S.,
Dixon,
D.,
Khaled,
R.,
&
Nacke,
L.
(2011,
September).
From
game
design
elements
to
gamefulness:
defining
gamifica=on.
In
Proceedings
of
the
15th
Interna=onal
Academic
MindTrek
Conference:
Envisioning
Future
Media
Environments
(pp.
9-­‐15).
ACM.

11. Games
vs.
Play?
Games
• Confined
within
a
space
• Set
rules
Play
• Open-­‐ended
• No
rules

12. Situa+ng
Gamifica+on
Deterding,
S.,
Dixon,
D.,
Khaled,
R.,
&
Nacke,
L.
(2011,
September).
From
game
design
elements
to
gamefulness:
defining
gamifica=on.
In
Proceedings
of
the
15th
Interna=onal
Academic
MindTrek
Conference:
Envisioning
Future
Media
Environments
(pp.
9-­‐15).
ACM.

13. Why
do
we
play
games?
Why
are
games
so
addic+ve?

15. Types
of
Mo+va+on
Intrinsic
• Natural
inclina=on
toward
– Assimila=on
– Mastery
– spontaneous
interest
– Explora=on
Extrinsic
• Driven
by
external
rewards
– Money
– Grades
– Awards
The
underlying
concept
of
gamifica+on
is
mo+va+on

16. Mo+va+onal
Trigger
Factors
Intrinsic
• Challenge
• Curiosity
• Control
• Fantasy
Extrinsic
• Points
• Progress
meters
• Badges
• “Leveling
up”
Malone
&
Lepper
(1987)
as
cited
in
APOSTOL,
S.,
ZAHARESCU,
L.,
&
ALEXE,
I.
(2013).
GAMIFICATION
OF
LEARNING
AND
EDUCATIONAL
GAMES.
eLearning
&
So;ware
for
Educa>on,
(2).

17. Game
Features
*think
about
how
these
relate
to
your
courses*

18. Rules
• Clearly
stated
for
all
• Know
what
to
expect
• Create
structure
for
the
ac=vity

19. Goals
and
Clear
Outcome
• Having
a
clear
goal
allows
players
to
create
strategies,
and
monitor
their
progress
• At
the
end
of
the
game
they
know
if
they
won
or
lost

20. Feedback
and
Rewards
• Player
receives
feedback
on
their
progress
• Rapid
feedback
cycles
• Repeated
experimenta=on
• Feedback
keeps
them
engaged
and
mo=vated

21. Problem
Solving
• Problems
are
usually
just
challenging
enough
to
keep
player
mo=vated
• Scaffolding

22. Importance
of
Flow
Csikszentmihalyi,
M.,
&
Csikzentmihaly,
M.
(1991).
Flow:
The
psychology
of
op>mal
experience
(Vol.
41).
New
York:
HarperPerennial.
Difficulty
Boredom
Anxiety
Player
Ability

23. Story
• Games
usually
tell
a
story
• Draws
the
player
into
the
game
• Generate
emo=ons
(posi=ve
and
nega=ve)

24. Players
• One
or
more
players
• Collabora=ve
or
compe==ve

25. Safe
Environment
• Games
provide
a
safe
environment
to
experiment
without
fear
of
failure
• Encouraged
to
try
various
strategies
• Allows
students
to
take
on
new
roles,
social
credibility

26. Sense
of
Mastery

27. Game
Elements

28. Game
Elements
• Serious
games
describe
full-­‐fledged
game
design
• Gamified
applica=ons
only
incorporate
elements
of
games

29. Levels
of
Game
Design
Elements
Level
Example
Interface
design
pa+erns
Badge,
leaderboard,
level
Design
pa+erns
and
mechanics
Time
constraint,
limited
resources,
turns
Design
principles
and
heuris=cs
Enduring
play,
clear
goals,
variety
of
game
styles
Models
Challenge,
fantasy,
curiosity
Design
methods
Playtes=ng,
playcentric
design
Deterding,
S.,
Dixon,
D.,
Khaled,
R.,
&
Nacke,
L.
(2011,
September).

30. User
(student)
Centered
Design

31. Gamifica+on
Ac+vi+es
Need
to
be
student-­‐centered
Meaningful
gamifica=on
is
the
integra=on
of
user-­‐centered
game
design
elements
into
non-­‐game
contexts
Nicholson,
S.
(2012).
A
user-­‐centered
theore=cal
framework
for
meaningful
gamifica=on.
Games+
Learning
+
Society,
8.

32. Ques+ons
to
Ask?
• For
every
decision
in
the
process
we
need
to
ask:
“How
does
this
benefit
the
student?”

33. What
is
student
centered?
Meaningful
Gamifica+on
• Student-­‐centered
design
• Rewards
are
related
to
the
ac=vity
and
student
mo=va=on
• Creates
a
posi=ve
impression
which
leads
to
long-­‐term
benefit
Meaningless
Gamifica+on
• Organiza=on
(professor)
centered
design
• Points
and
levels
which
lead
to
external
rewards
not
related
to
ac=vity
• Not
concerned
with
the
long-­‐
term
benefits
of
gamifica=on
on
the
student

34. Addi+onal
Examples

35. Point
accumula+on
Standard
ac=vi=es
100
points
Op=onal
ac=vi=es
15
points
Total:
115
possible
points
Required
ac=vi=es
45
points
Op=onal
ac=vi=es
70
points
Total:
115
possible
points
Two
examples
of
point
accumula=on
Example
A
Example
B

36. “Mulligans”
• In
class
ac=vity
– Enhance
in-­‐class
par=cipa=on
• Students
earn
“mulligan
s=ckers”
to
be
used
on
tests.
– Answering
ques=ons
in
class,
presen=ng
ideas,
etc
• Mulligan
days
are
random,
not
every
day
h+p://www.facultyfocus.com/ar=cles/teaching-­‐and-­‐learning/using-­‐mulligans-­‐enhance-­‐student-­‐par=cipa=on-­‐reduce-­‐text-­‐anxiety

37. Fantasy
Theme
• Course
long
narra=ve
• Students
assigned
ranks
• Professor
embraces
a
persona

38. Wrap-­‐up

39. Wrap-­‐up
• Gamified
ac=vi=es
must
be
student
centered
• Focused
on
student
mo=va=on
– Rewards
must
be
relevant
and
internalized
• Games
need:
– Clear
goals,
safe
environment,
feedback,
and
problem
solving

40. Ques+ons?
Thoughts?
Thank
you!
jsg6@buffalo.edu

41. Thank You!
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