Gamification
Overview
The process of applying game related principles related to user experience and engagement. It harnesses the power of voluntary motivation from standard video gaming principles to be utilized in the classroom. The various game elements, mechanics, and dynamics motivate learners by stimulating the brain in progressive achievements. All game related principles will fulfill psychological areas related to achievement and self-expression that will facilitate motivation from the user.
The process of applying game related principles related to user experience and engagement. It harnesses the power of voluntary motivation from standard video gaming principles to be utilized in the classroom. The various game elements, mechanics, and dynamics motivate learners by stimulating the brain in progressive achievements. All game related principles will fulfill psychological areas related to achievement and self-expression that will facilitate motivation from the user.
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Guidelines for Use
Guideline 1 – Tutorial and Leveling-Up
When introducing gamification in the any setting, explain the mechanics and have learners explore. Individual or group tutorials just like how a video game would introduce a beginner player is important to allow learners to become players. Following the tutorial, demonstrate examples of “Leveling-Up” or advancement and then allow students to do so by completing the tutorial.
Guideline 2 – Narrative
The narrative and setting should be set to follow a thematic progression system. It needs to make thematic sense, ex. leveling-up in a space themed adventure vs a medieval dungeon crawler. The progression, points, tasks, and quests should be relatable and immersive with respect to each other.
Guideline 3 - Feedback
Feedback should be readily available for the learners; their progression on a task, experience to leveling-up, and upcoming rewards. The instructor and learners should be able to track and plan progression rates to determine what the next steps should be.
Guideline 4 - Scaffolded
The applications of previous skills should be used on incrementally challenging tasks. As learners are progressing, there should be challenges related to prior tasks to support further development and the overall progression system.
Guideline 5 - Social Connection
Gamification in the classroom setting will need to be incorporated in the social setting to engage collaborative learners. Players involved in the same game need to be able to interact with each other to share their progression rates and feel the game mechanics become immersed with their actions.
Guideline 6 - Player Control
Players need to feel accountable and responsible for the outcomes in their progression. The relationship between game mechanical rewards, tasks, and achievements need validation to have meaning. If players feel that they do not have control over their progression, then motivation can decrease as they become less inclined to contribute towards any given goal.
Guideline 1 – Tutorial and Leveling-Up
When introducing gamification in the any setting, explain the mechanics and have learners explore. Individual or group tutorials just like how a video game would introduce a beginner player is important to allow learners to become players. Following the tutorial, demonstrate examples of “Leveling-Up” or advancement and then allow students to do so by completing the tutorial.
Guideline 2 – Narrative
The narrative and setting should be set to follow a thematic progression system. It needs to make thematic sense, ex. leveling-up in a space themed adventure vs a medieval dungeon crawler. The progression, points, tasks, and quests should be relatable and immersive with respect to each other.
Guideline 3 - Feedback
Feedback should be readily available for the learners; their progression on a task, experience to leveling-up, and upcoming rewards. The instructor and learners should be able to track and plan progression rates to determine what the next steps should be.
Guideline 4 - Scaffolded
The applications of previous skills should be used on incrementally challenging tasks. As learners are progressing, there should be challenges related to prior tasks to support further development and the overall progression system.
Guideline 5 - Social Connection
Gamification in the classroom setting will need to be incorporated in the social setting to engage collaborative learners. Players involved in the same game need to be able to interact with each other to share their progression rates and feel the game mechanics become immersed with their actions.
Guideline 6 - Player Control
Players need to feel accountable and responsible for the outcomes in their progression. The relationship between game mechanical rewards, tasks, and achievements need validation to have meaning. If players feel that they do not have control over their progression, then motivation can decrease as they become less inclined to contribute towards any given goal.
Good Examples of Use
Example 1 – Class Dojo
Class Dojo provides a platform for teachers/instructors to use that gamifies basic actions and tasks. A system of points, rewards, tasks, and teams can be organized according to the topic, subtopic, assignment, or project.
Example 2 – Class Craft
Class Craft provides a gamification experience in which teacher lessons are implemented into a progressive system. Learners gain experience, points, and rewards on their journey. The platform compatible with Google Classroom and outlines expectations between teachers and students.
Example 1 – Class Dojo
Class Dojo provides a platform for teachers/instructors to use that gamifies basic actions and tasks. A system of points, rewards, tasks, and teams can be organized according to the topic, subtopic, assignment, or project.
Example 2 – Class Craft
Class Craft provides a gamification experience in which teacher lessons are implemented into a progressive system. Learners gain experience, points, and rewards on their journey. The platform compatible with Google Classroom and outlines expectations between teachers and students.
Helpful Resources
Resource 1 - Critique and Defence of Gamification
This website will critique and defend gamification by Aaron Chia Yuan Hung from Adelphi University.
Resource 2 - Extra Credits
A video that will highlight flaws and attempts to raise solutions.
Resource 3 - Gamification (Lee Sheldon)
An article summarizing Lee Sheldon’s work in gamifying classrooms.
Resource 1 - Critique and Defence of Gamification
This website will critique and defend gamification by Aaron Chia Yuan Hung from Adelphi University.
Resource 2 - Extra Credits
A video that will highlight flaws and attempts to raise solutions.
Resource 3 - Gamification (Lee Sheldon)
An article summarizing Lee Sheldon’s work in gamifying classrooms.
Research
Darina Dicheva, Christo Dichev, Gennady Agre, & Galia Angelova. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75-88. Retrieved from http://www.jstor.org.uproxy.library.dc-uoit.ca/stable/jeductechsoci.18.3.75
David L, "Gamification in Education," in Learning Theories, January 26, 2016, https://www.learning-theories.com/gamification-in-education.html.
Kim, B. (2015). Gamification in education and libraries. Library Technology Reports, 51(2), 20-0_3. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1658221615?accountid=14694
Schaaf, R. L., & Mohan, N. (2017). Game on: Using Digital Games to Transform Teaching, Learning, and Assessment. Bloomington, IN: Solution Tree Press.
Darina Dicheva, Christo Dichev, Gennady Agre, & Galia Angelova. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75-88. Retrieved from http://www.jstor.org.uproxy.library.dc-uoit.ca/stable/jeductechsoci.18.3.75
David L, "Gamification in Education," in Learning Theories, January 26, 2016, https://www.learning-theories.com/gamification-in-education.html.
Kim, B. (2015). Gamification in education and libraries. Library Technology Reports, 51(2), 20-0_3. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1658221615?accountid=14694
Schaaf, R. L., & Mohan, N. (2017). Game on: Using Digital Games to Transform Teaching, Learning, and Assessment. Bloomington, IN: Solution Tree Press.