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Set Context (5W1H)

What is gamification?

Why gamification?

Who should experience gamification?

Where to find gamification tools?

When to integrate gamification in T&L?

How to integrate gamification in T&L?

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1. Gamification is the incorporation of game-like elements into the lesson that does not necessarily require a device (e.g. PLT) or platform (e.g. Kahoot) to be realised.

2. Gamification increases learner motivation, engagement and can be an effective tool for self assessment.

3. EVERYONE should experience gamification (including teachers)

4. Gamification tools can be found online and offline; online could mean capitalising on the Internet or AI or advanced technological tools; offline could mean traditional board games (e.g. Snake and Ladders)

5. Gamification can be integrated at any time depending on class profile and lesson objectives. That being said, it does not have to be elaborate. A simple point and reward system suffices.

6. Let us explore together! Considerations: lesson objectives, class profile, and how it will enhance T&L.

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1) Gamification is an alternative approach to engaging students in learning and retaining concepts. It incorporates online gaming components or physical board or card games to entice and engage students.

2) As an alternative pedagogical approach, it is somewhat more familiar to the new generation of learners.

3) both teachers and students

4) online and recommendation from peers

5) it as to be free and easy and based on teacher and student readiness

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What: elements of gaming

Why: engage students, more student-oriented (independent) learning, encourage competitiveness

Who: anyone

Where: physical + online

When: no fixed junctions

How: with intention, supplement LOs

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Design a Plan

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Implement the Plan

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Analyse outcomes/experiences

Refine the approaches

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Analyse outcomes/experiences

Refine the approaches

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Evaluate the Plan

Consolidate Learning

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1. Incorporation of games in lesson to help student learn.

2. Help to engage students and include sense of competition.

3. Learners in general

4. Online, for math there are Desmos classroom which have games related to math.

5. Including games in concepts which are repetitive and requires student's practice.

6. Deliberately, it may be for students to learn concept while having fun to help retain the concept taught.

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The Power of Gamification in Education | Scott Hebert | TEDxUAlberta

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Do register if interested :)

Class Run: 2 online synchronous sessions via Zoom

(a) Wed, 26/2 2.30-5.30 p.m.

(b) Wed, 2/4 2.30-5.30 p.m.

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Task

How to incorporate SDL principles in the Virtual Escape Room?

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Game-based learning and gamification at immediate glance may seem like similar and interchangeable terms. While both terms combine games and learning, the difference lies in how game elements are integrated into the learning experience. This distinction leads to a larger difference in learning outcomes when comparing game-based learning vs. gamification.

What is Game-based Learning?
A type of active learning experience within a game framework, which has specific learning objectives and measurable outcomes.
The learning experience gives a student clear and challenging goals within a virtual game framework, requires a high-degree of student interaction and offers informative feedback on student performance. Many times, the games are designed to allow the player to understand the subject matter within a real world context.

What is Gamification?
The process of adding game elements or mechanics to an experience to increase engagement or enjoyment.
These game elements are usually separated from the actual learning content. Gamified lessons or activities may include elements such as badges, leaderboards, timed activities, rewards or points.

Examples of gamification in the classroom include:

Separating students into groups to compete on assignments or activities.

Enabling students to earn points for behavior or completion of assignments and allowing them to spend the points on rewards.

Timed flash cards or worksheets.

Badges to show completion of work or mastery of skills.

Listening for certain keywords or situations to complete a bingo-type sheet.

Using dice to generate random numbers for a worksheet activity.

Game-based Learning vs. Gamification

In game-based learning, the game is the learning experience, whereas in gamification, the game components are added to the traditional instruction method.

In gamification, the end result (the points, rewards, being first place, completing as much as possible, not being last place) can easily become the focus, rather than the learning. Gamification can cause learners to rely on extrinsic motivation. This is the mental condition that drives a person to behave a certain way or engage in an activity to win a reward or avoid a punishment.

But what happens when the reward is no longer relevant or removed?

In addition, a number of studies have shown that offering excessive external rewards for an internally satisfying behavior can lead to a reduction in intrinsic motivation ( Deci et al., 1999). Intrinsic motivation is a type of internal desire that is based on the satisfactions of behaving "for its own sake."

If designed well, game-based learning has the capacity to harness students' intrinsic motivation and love for play and lead them toward complex problem solving.

Game-based Learning Research

Research around game-based learning shows this correlation between motivation, engagement, complex problem solving and other social and emotional skills.

One of the more popular investigations is that of learning through failure and the shift from a fixed mindset to a growth mindset. A student with a fixed mindset believes that intelligence is inherent and unchanging. A student with a growth mindset believes that they can change and improve their knowledge with effortful learning ( Carol Dweck, et al.)

The nature of learning through failure and mastery in games naturally lends itself to developing a growth mindset.
Explore more resources and research on the game-based learning infographic.
Links to game-based learning research:

Game-based Learning in the Classroom

How are educators using this research to improve student outcomes in their classrooms?

Ryan Reed shares some game-based learning examples and how to help other educators get started with game-based learning.

With game-based learning, students become more engaged with their learning. They go from struggling to finding a way to overcome that struggle and start looking for solutions and innovating strategies on their learning.
-Ryan Reed, Business & Technology Teacher at Stillman Valley High School

In this video, MIND's content director Ki Karou shares some game-based learning strategies that can develop students' capacity for productive struggle.
Video: Using Game-based Learning in the Classroom by MIND Research Institute
How are you using game-based learning in your classroom? Leave us a comment and don't forget to subscribe to the blog for the latest news and insights on STEM education, research and more!

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Game-based Learning vs Gamification: What's the Difference?

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What are the definitions and differences between game-based learning and gamification? An examination of the research and examples that show the benefits of game-based learning vs. gamification.

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https://forms.gle/VnuxNGke6KwHG5C56

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You and your team find yourselves in a mysterious digital world, stuck in a hidden chamber of a forgotten ancient library. The room is filled with cryptic symbols, mathematical scrolls, and strange machines that look like they've been long-forgotten. The only way out is to unlock the master code, but to do so, you need to understand the language of the ancients: algebra!

A holographic message appears, revealing that an ancient mathematician created a powerful algebraic expression that holds the key to unlocking the room. However, the expression was lost in time, and only those who can decipher the secrets of algebra can retrieve it.

To escape, you must solve a series of puzzles. Can you crack the master code and escape before time runs out?

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Title: Grammar (Run-on sentences, Relative pronouns)

Activity: Virtual Escape Room

Element: Visually obtaining Bob (the soft toy)

Tool: Genially

Intent: Correct common grammar errors in WA2

Target: 2E3C G3 English

Implemented: Tuesday, 27 May

How it Works: A virtual escape room where the students search around a school for Bob, a missing student. Students need to answer grammar questions to obtain clues on Bob's whereabouts.

Review: All students were engaged in the quiz but the GIFs were not loading on their PLD screens. Students found the game to be engaging but some mechanics need tweaking (i.e. the editing question exceeded the screen, and it was difficult to toggle between questions and answers)

Limitations: Time-consuming to design it. May not be effective in testing for grammar knowledge. Considering to explore this for comprehension instead especially visual text.

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Genially, the platform for interactive animated content

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Engage your audience with clickable, gamified, media-rich experiences. Create your interactive content now!

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Title: "Back in Circulation"

Activity: Game Show Quiz

Element: Leaderboard

Tool: WordWall

Intent: Revisit LOs- Transport in Human

Target: A7 Science Biology

Implemented: Friday, 4 July

How it Works: A multiple-choice quiz with time pressure, lifelines and a bonus round.

Review: All students participated actively in the quiz, showing 100% engagement throughout. Students found the quiz to be effective in helping them recall and reinforce learned concepts.

Limitations: Level of difficulty is low-average as Quiz does not have features to include diagrams/table.

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Title: Escape the Variables

Activity: Virtual Escape Room

Tool: Google Form

Intent: Revisit LOs- Algebra

Target: 1M1A- O3, O4

Implemented: Mon, 14/7

Review:

1. All except 1 student brought PLD.

2. Lesson was completed in 1 period as planned.

3. All questions answered but some students needed help to break down the question requirement especially in identifying number pattern.

4. Students' feedback: + fun/interactive

- don't understand the language

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Amelia's Observation for Marlinda's Lesson

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Amelia's Observation for Marlinda's Lesson

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Zhi Ming's Observation for Amelia's lesson.

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Zhi Ming's Observation for Amelia's lesson.

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Gamification, the integration of game-like elements into educational settings, is a powerful tool to supplement traditional learning methods.

By incorporating features such as leaderboard, rewards and points, gamification fosters a more engaging, interactive, and motivating learning environment.

It enhances student participation by making learning fun and dynamic, allowing learners to actively engage with content rather than passively absorb information.

Gamification also helps to reduce anxiety of failure as learners can retry tasks hence promoting resilience and a growth mindset.

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Gamification aims to increase students’ concentration, motivation and engagement and/or to decrease students’ frustration and demotivation in educational settings

Personalising gamification requires consideration of human aspects like goals orientation, personality traits, age, gender, user preferences, motivational stage).

Gamification does not necessarily improve students’ outcomes.

Review on when and how gamification design can have positive impact on learning performance.

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Role and Scope of Gamification in Education

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Bai, S, Hew, K F, & Huang, B (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational ResearchReview, 30, 100322.

Bai, S, Hew, K F, & Huang, B. (2020). Is gamification “bullshit”? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 100322.

Hanus, M D, & Fox, J (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.

Kwon, H Y, & Ozpolat, K. (2020). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education.

Lo, C K, & Hew, K F (2020). A comparison of flipped learning with gamification, traditional learning,

and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481.

Seaborn, K, & Fels, D I (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.

Shi, L, & Cristea, A I (2016). Motivational gamification strategies rooted in self-determination theory for social adaptive e-learning. In A Micarelli, J Stamper, & K Panourgia (Eds.) Intelligent tutoring systems (pp. 294–300). Cham: Springer International Publishing.

Zainuddin, Z, Shujahat, M, Haruna, H, & Chu, S K W (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.