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World Peace and other 4th-Grade Achievements Extended Trailer

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The Future of Creativity and Innovation is Gamification: Gabe Zichermann at TEDxVilnius

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Gamification in Higher Education | Christopher See | TEDxCUHK

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Video games that stay with you | Noelle Warner | TEDxFurmanU

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The first video is a situation game, where students are asked to respond to World Peace Game. I found it really interesting that they are having political conversations about allyship and resources, two things I wouldn’t have expected in a 4th grade classroom. This activity covered strategy,  philosophy of Sun Tzu, persuasion/rhetoric, and oral presentation skills. It was extremely impressive that he is engaging critical thinking skills that can be world changing that early in educational development.
-Tabitha Dyer

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I hope to be half as good of an educator as Mr. Hunter one day. He embodies 21st century teaching. The technology he uses in his classroom--the game itself serves a purpose. These plastic pieces symbolize the ideas of students, and the opportunity to critically think about real-life situations. The game in his classroom is directly relevant to the class material, which is directly relevant to life for the students. Students described how much they were able to learn because of the very structure of the game. As someone in the YouTube comments stated, "this is hope." This is what I want my classroom to look like. I grew up learning from games, digital and board, and this video shows how my future students can benefit as I have.

Like Tabitha, I was also surprised at the quality of the content they were learning; students must be interested in the content and be willing to work together to reach this level of learning--they are truly analyzing, synthesizing, and critically thinking about information in a meaningful way

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Shyanne Hilliard - The Future of Creativity and Innovation

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Shyanne Hilliard - The Future of Creativity and Innovation

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Zichermann presented a lot of profound ideas as they relate to both students and entire companies. Games present a platform that enable the opportunity to think without neither rigidity nor fear of failure. They certainly have a place in my classroom. Although it may take a lot of time to prepare and there will be a large learning curve, I want to tap into that 40% he talks about. As said in the previous video and in this one, collaboration is the new era of gaming. Growing up playing World of Warcraft, that's all I ever did, and I learned so much about problem-solving and critical thinking along the way. As Zichermann stated, real rewards produce real results. It is amazing that theoretically, 90 million British pounds were saved through giving employees the opportunity to be creative in the context of a stock-market game.
I also grew up with Neopets.com, which was designed for kids. Both Neopets and World of Warcraft have their own economies and stock-market.

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This video was a little bit harder for me to understand because I don’t come from a medical background. I do think it is interesting that he incorporated patterns using lists of drugs and their uses to form shapes and connect students learning through this activity. He did catch my eye when he said in-vivo coding, which is something I had to do for my thesis. For those who have not used in-vivo coding, it means collecting qualitative interviews and coding them based on direct responses. This is how he was able to make conclusions about STEM education. -Tabitha Dyer

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Warner is extremely passionate about how games can be used as another platform to align education, especially in reference to English literature. She added a perspective about video games I had not considered, which was that we align ourselves with our video game characters, their failures are our failures. I think what separates her from the other videos is that she builds an image of what we can do with gamification. Zichermann does go into detail about this, but she herself presented the narrative that this is the future and it can affect all aspects of academia. Its as really empowering for her to recognize the potential as she shared with us in this video. -Tabitha Dyer

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Shyanne Hilliard - Gamification in Higher Education

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Shyanne Hilliard - Gamification in Higher Education

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See discusses the similarities between the experience of an escape room and the educational environment. The concept of using meaningful information as opposed to "junk data" has incredible implications for learning. I know for a fact, because of my sister, that ABCmouse.com is built on a gaming/rewarding system. His lecture got more into the actual mechanics of building content into gaming--I could easily see how objects relevant to sociology could give clues in an escape room. I love the applications of escape rooms in particular--hidden clues will certainly intrigue students, and data-driven approaches are necessary for the 21st century!

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Wow! I really like his idea of making the material so hard that it's almost impossible to solve, but also so great that you can't help but try to solve. I think this is a great way to force critical thinking. I am worried, however, that at the collegiate level, many of the students would choose to just not complete the assignment. I have faced this issue with my students, no matter how easy or how difficult the assignment is. How can I get my students to want to participate in such wonderful activities? Ugh, I'm so stuck!

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I really liked this video. It gives a strong base understanding of what gamification is and provides many examples of how gamification can be incorporated into the classroom. One thing I wish that it had mentioned is more about motivational affordances and how gamification is separate from games. My graduate research is actually entirely focused on gamification (I LOVE this unit already), but specifically for the use in manufacturing operations and facilities. I enjoyed hearing how I could relate my grad research understanding of gamification to its initial starting grounds of education. I also really liked the way that the speaker described the progression of creativity. This was interesting to hear, see, and understand. It shed a lot of new light for me on society views "creativity" nowadays.

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Shyanne Hilliard - Video Games That Stay With You

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Shyanne Hilliard - Video Games That Stay With You

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Warner described how a video game about zombies changed her life. She described the power of storytelling as well as the impact it had on her personally, and how the human existence--feelings of pain, sorrow, joy, pride, and beyond--persists through time and context.

Video games, which parallel classic stories in structure, can function as a story telling medium and can truly hone in on the value of empathy by allowing the user to experience the emotion of a story in an immersive, emotional, hands-on, personal way,  because the one playing is the one  making the decisions; this makes video games valuable teaching tools.

I love how Warner discussed the "lore" or "stories" behind video games. World of Warcraft has an extensive history and lore: https://wowwiki.fandom.com/wiki/History_of_Warcraft
And Neopets also has extensive lore: http://www.neopets.com/neopedia.phtml

Video games reflect the human experience in some of the same ways that classic literature does. In World of Warcraft, I am a blood elf paladin heroically fighting for the Horde in Azeroth, and in real life, I am an alien a human heroically  fighting for equality in the classroom and a better schooling system in general.

I also like how she discussed the infinite possibilities of environments in video games, and how this translates to endless learning potential.

I completely agree that video games will have the same cultural relevance as film, and I would absolutely love to take her course. Pictured below is me with my poster in undergrad "World of Warcrack: Addiction to World of Warcraft." In this poster, I mention the "South Park" episode that makes fun of World of Warcraft.

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This video provided a wonderful example of a great way to test students abilities in a game approach. As with the previous video, this idea utilizes too much "game" for it to be considered "gamification" in my opinion. Nevertheless, I love the idea. I would be so excited to have a professor tell me we were working through an escape room challenge (mostly because I love escape rooms). From the instructor's view point of things, this seems like an INCREDIBLE amount of work with high risk of low payoff.

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I love how Noelle connects video games to story telling, specifically the structure of a story - introduction, rising action, climax, then resolution.  This sparked an idea in my head!  I think it would be very interesting to structure my course in the way of a game. First, each topic would be 1 level to the overall game. For my course, this means we would have approximately 13 levels. Then, within each level, there would be an introduction, rising action, climax, then resolution. I have always struggled with including an appropriate introduction and resolution to my lessons and I think that structuring my course this way may force me to envision a better introduction and resolution. I also think that students would find this very interesting and entertaining the classroom. While it wouldn't necessarily be a game, there would be a lot of aspects of gamification. Additionally, I think that I would allow students to start over each level if they failed. This would give them a safe environment for failure which was mentioned in other videos from this assignment.

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What a wonderful teacher! Using the World Peace game to address numerous concepts is a great way to engage the students. I very much like that he gives them challenges that are tough. He challenges their minds then encourages them to work out how. They learn team work, critical thinking, cooperation, consensus building, compromise, and to believe in themselves. I hope I'm as good a teacher as him. This has opened my mind to using this in my classroom and all I can think about now is how to implement this in Sociology.

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The power of gamification. I agree with the concept of failure is success. That failure is actually a driving force and should be encouraged. Not so much coddling kids who fail but saying its okay to fail as long as you keep trying. The worse thing a teacher can tell a kid who fails is how bad she/he is because they failed. We need to say, that's okay, what did you learn from this? Try again. Like he said we need to remove the constraints and encourage perseverance. Most great inventions and innovations in history were due to failure and perseverance. I love the three "F's" "feedback, friends, and fun" We need to teach that.

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Low Paw, LOL. He would be fun to have as a professor. Game-based Learning is another good idea. As the gentleman said, "get people to do the work themselves." If you can get the student to teach themselves, it becomes easier to teach. Not because of laziness, but because then the students become engaged. I get tired of looking at the students and seeing blank stares or even worse closed eyes and snoring. I love when you see the light bulb go off and you see a student finally understand a concept or idea. With GBL you have a way of achieving the pedagogical outcome you want while also having the students enjoying learning and actually hopefully understanding and long term retention. Another aspect of GBL that I like and was not mentioned is using different senses. I have noticed, the more senses students use the more retention they have and the deeper the learning.

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"Humans like to be challenged." Warner points out a fundamental characteristic of humans that we as teachers understand. Yes, we have those students who just come to class, sit in the back row and sleep, that really don't seemed to want to be challenged. But I think its the teacher who is at fault, not that student. If the teacher was more challenging to that student then he/she would be more interested. How we challenge that student if the question and games may be the answer. It definitely is a way to challenge students and to get and keep their attention. Most of us love playing games, all we have to do is figure out how to utilize that love and make it work in the classroom. Both Warner and Dr See, advocate adding more gaming to the classroom and I would agree and I plan on trying to do that.

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M. Roberts.                                  I cannot believe that this game is older than I am and I have never heard of it! What an interesting way to get students to start thinking in broader terms in all things pertaining to political science. I love that the students have to work together as countries and negotiate to bring about peace or war when needed. If everyone played this game in school maybe we would have a much different society! “If you want the right answer, then choose the answer that helps everyone first.” What an amazing insight from a young student! It was like watching future diplomats, military leaders and CEOs in training.

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M. Roberts.                                  I cannot believe that this game is older than I am and I have never heard of it! What an interesting way to get students to start thinking in broader terms in all things pertaining to political science. I love that the students have to work together as countries and negotiate to bring about peace or war when needed. If everyone played this game in school maybe we would have a much different society! “If you want the right answer, then choose the answer that helps everyone first.” What an amazing insight from a young student! It was like watching future diplomats, military leaders and CEOs in training.

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It was interesting to listen to Gabe describe the way our brains work and why the gamification process is so potent. I also thought it was interesting how he brought up the environment through which students learn – high pressure with magnified failure. I like that games provide more to learning beyond just the content. Students can learn how to persevere and continue through until you figure out how to do it. Gabe takes it further by applying it to adults and, honestly, it seems like a good idea to apply in teaching. Teachers are very creative humans but there are still many issues surrounding the profession. It would be interesting to involve the teachers in a way like the stock market that was described in the video.

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I have a few teacher friends that have created escape room classrooms within their subject areas and the students love them. They enjoy the challenges and working together in order to be able to solve the mystery. Taking this a step further in higher education in the medical field, this seems like a perfect example of how to teach students how to think quickly on their feet and to continue thinking even if they fail the first time. Game-based learning is an intrinsic motivator for students that can make them think deeper and problem solve.

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This video was a bit more of a stretch for me personally, but Noelle is clearly passionate and makes a great argument for engaging players through stories that are individually more meaningful for them. It would be interesting to have students create their own video games through stories that are based on particular content (depending on the class). I think the ultimate point of this particular video is that each student will find their meaning in the content as long as we do not constrain them to one particular way of learning.