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Herramientas para crear polls, encuestas, quizzes...

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Lista de webs donde conseguir, crear y compartir badgets para gamificar tu aula. ¿Colaboras? Es GRATIS, de todos y para todos. ¡Os espero! :¬)

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Game mechanics are elements of gaming that you can design into your lesson plans to engage learners. Teacher Michael Matera shows us how to use them. We can engage students, even going up to year-long junior high version of "Game of Thrones" like teacher Michael Matera has done. (OK, Game of Thrones fans, don't worry, there are white walkers or red weddings. Just fun, learning, and excitement! 😉

Today's guest, Michael Matera, is a middle school social studies teacher who runs a sixth grade game-based history class . But don't think it's just points and leader boards! Truly gamifying a classroom is so much more, but it's a lot easier than you think.

Michael is the author of Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners. Get some inspiration and ideas for little and big things you can do to spice up your classroom and engage learners.

Essential Questions: A Walk on the Wild Side of Game Based Learning

What are game mechanics and how can you use them in the classroom?

What is purpose-driven learning?

How can you select specific words to encourage student excellence and have students want to achieve those things without feeling like it's always a lecture?

How can you start the class with mini games related to your topic they get everybody excited and engaged?

What are some of the central themes to Michael Matera's new book Explore Like a Pirate?

Hey teachers, let's learn from teachers! Michael Matera is just another fantastic example of great teachers in the classroom innovating and sharing! His book is fantastic! I highly recommend it!

Educator Resources about Game Based Learning and Michael Matera

Dive Deep: Other Episodes About Game-Based Learning
Love the Show? Leave Every Classroom Matters a Rating and Review on iTunes! Thank you!
Categories: Assessment, Education, Every Classroom Matters Show, Game Based Learning, Teachers

Disclosure of Material Connection: Some of the links in the post above are "affiliate links." This means if you click on the link and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services I use personally and believe will add value to my readers. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."

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Game Mechanics in the Classroom to Engage Learners

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Game mechanics are elements of gaming that you can design into your lesson plans to engage learners. Teacher Michael Matera shows us how to use them. We can engage students, even going up to year-long junior high version of "Game of Thrones" like teacher Michael Matera has done.

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How To Create A Student Badge Leaderboard Using Google Apps

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This year I've been developing the role of 'Digital Leader' in my school to support our move to BYOD. Through research of the benefi...

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Gamestar Mechanic
uses fun, game-based quests and courses to help you learn game design and make your own video games!

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With Gamestar Mechanic, you can

Play and Learn

Go on Quests that power up your game design skills and let you earn items you can use to make your own games

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Take game design courses with professional instructors and get feedback on your designs from game industry pros

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Make original games with a powerful, easy-to-use design tool and a library of hundreds of sprites

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Publish your games and connect with a community of over 250,000 designers whose games have been played over 5 million times

Awards and Accolades

KAPi Award for Innovation in Children's Media 2011

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5 stars from CommonSense Media

American Association of School Librarians Best Website for Teaching & Learning 2012

2011 International SeriousPlay Awards Gold Medal Winner

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Gamestar Mechanicuses fun, game-based quests and courses to help you learn game design and make your own video games!

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A simple and easy to use toolkit for Gamification Design by @victormanriquey

GET THE NEW 35 GAMIFICATION MECHANICS TOOLKIT ONLINE!

Contact me: victormanriqueyus@gmail.com

The new 2.0 Version
This is the new version of my 35 Gamification Mechanics Toolkit. After the great success of v1.0 (that you canfind and download here: Toolkit v1.0) I've been working hard for quite some months to improve and revamp both the mechanics design and the content itself. The former version was viewed more than 3500 times, received 85 G+ likes and has helped many people in developing their own gamification projects and I hope this new version will help many others!

This new 2.0 version includes: a new design steps system, revamped design & improved mechanics

Download and print your cards. It's totally free and images are HQ! And remember it's better to play the game with your friends!

You'll have 35 cards, and 6 design levels that follow a color pattern. Organise them by colors and go to step 3!

Every level means a step in the design process. Create infinite gamification experiences by mixing all the levels and mechanics!

Pink - Onboarding
Yellow - Late Onboarding
Orange - Midgame
Blue - Late Midgame
Green - Endgame
Purple/Epic - Everlasting experience

Let the magic begin!

Saying thanks is important

There are many people that I'd like to thank for their collaboration in this toolkit. This is not the kind of thing that is done in one day, and many people have reviewed it, contributed to make it better or just gave some feedback. So for you all, THANK YOU!

Last but not least, I'd like to say thank you to: @daverage for his great advice, @isidrorodrigo for making this possible and allowing me to print the cards like a real "Magic:The Gathering" Deck, and to all the sponsors, speakers, and members of the awesome @GamificacionESP community for supporting this project.

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A simple and easy to use toolkit for Gamification Design by @victormanriquey GET THE NEW 35 GAMIFICATION MECHANICS TOOLKIT ONLINE! Contact me: victormanriqueyus@gmail.com The new 2.0 Version This is the new version of my 35 Gamification Mechanics Toolkit.

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If you remember last year I ended the school year by gamifying my classroom using Monopoly... StarWarsopoly to be specific. Of the three gamification games ( Super Mario Brothers, Angry Birds, Starwarsopoly) we tried last year, StarWarsopoly was by far the biggest hit with my students and the most successful. So as I ended last school year and began planning for this school year I knew: I wanted to gamify my classroom again, that the monopoly format was the one I was going to use, this time the game would run for the entire school year (last year we played three different games) and most of all I needed to get my game on this summer and really bring it this year!

With one goal in mind, to improve my gamification knowledge...to really bring it this year, I knew there was only one thing I could do...I played video games! You read that right! And I played a lot! and Hayday (oh boy I had to delete that game after about a month. Talk about seriously addicting...seriously! Played it way way too much) Candy Crush ( still playing it....boy I hate those chocolate levels but I love this cute fun puzzel game) were two of my favorites. While I loved playing all the games I tried out this summer and having tons of fun, I was also studying them. I took note of: What parts of it made it so enticing?, What made me want to play these games so much? What made me want to play it over and over again?

This is what I learned...

Were well designed graphics / very appealing to the eye

Were Easy to follow and understand

Were Fun to play

Had the ability for the player to level up

Allowed the player to work for a new level with new different games, adventures, mysteries

Had Points I could earn

Had Things I could buy with my points

Had Bonuses (Level Bonuses and Random Bonuses)

Had Random Bonus days

Allowed me to connect with others in their part of the same game

Allowed me to use others who played the game as allies and resources

Once I wasted hours and hours and hours being sucked into all this fun and awesome my research was done, I had some great ideas for taking my classroom gamification to the next level this school year. With all this new knowledge in mind I channeled my inner gamer, brought my new skills and started building my game.

Here is what how I did it and other resources/ideas I used to help me along the way...

This is the super fun part...ok just one of the fun parts! Think of a theme. The game can be whatever you want it to be. It's can match your personality and/or your students. It can be based off of a board game, a video game or any other game you/your students love. For me (this year) I was going to use a Monopoly board/game as my basic structure with movies as my theme.

2) DEFINE HOW POINTS ARE EARNED

My goal for points is to use them to reinforce positive student skills, good behavior choices and any other skill a
student might need positively reinforced. How points are earned by your students is up to you and the goals you have for them. I also allowed my students 2 weeks to just earn point, with no game play. Delaying the start of the game would also allow my students to get a nice cushion of points to fall back on if they got in a rough spot in the beginning or later in the game. It also allowed them to have points to play and interact with the game as soon as they started.
3) DESIGN YOUR GAME
I was certain I would make the game a year long game. Just this one act will be huge! It will really help improve buy in, increase motivation and continuously push me to up my gamification game After two weeks I introduced the game. Movieopoly. While I customized to board to match our theme, we play it just like you play Monopoly: players, rolling to move, different propertied ( pun totally intended). (movies in our case) on each space, players purchase properties, other players are charged rent for landing on a purchased spot, players can build on purchased properties ect. Some differences to my monopoly game are: players are on one of two teams, movie employee or movie patron (what team players are on will become important later in the game) and I added spaces that when landed on increase learning opportunities through challenges.
4) ADD COMPONENTS OF THE GAME TO HELP YOUR STUDENTS REACH GOALS:
Initially, the focus in my classroom is to modify behaviors with positive reinforcement and structure. So in addition to points, students also work to keep tickets. Three tickets are on each of their desks. Tickets are kept by MYSTERY BONUSES: following classroom rules (tickets could be used for any purpose or goal) to improve student behaviors and their ability to manage their choices. Each ticket is worth 2 pts.(payed out the end of the period with a total of 6pts possible). Keep all three tickets and students get a star on their score board. 20 stars equals a BIG star and a chance to spin the Mystery Bonus spinner. Mystery Spinner Bonuses are not revealed to players and incentives that are on it are the most highly sought after, bigger bonuses.

CHALLENGES: Challenges are where I bring in the learning component for my students. If a player lands on a challenge they have to complete that challenge before they can play again. My challenges are technology challenges and meant to expose them to and allow them to self teach technology I would not have time to get to during class time.
OTHER IDEAS FOR COMPONENTS TO ADD (other components that can be added and goals/learning can be attached to are)
Items that when bought add to property

Items that when bought add to what the player can charge/earn

that require multiple tasks / behaviors to achieve and rew Level up bonuses ard big pay outs

Badges can just add to the looks of a student's game board, multiply the points they will earn or be exchanged for a special privilege

Coupons / Tickets / Random bonuses / Discoveries can add surprise and new energy to the fun of the game

add extra challenging skill requirements, tasks or learning projects for students to earn additional points / powers / badges Mystery Levels / Quests / Non-Mystery Bonus Levels

Create a Marketplace (ours is called the Concession Stand): Allow students to buy, sell, swap, trade with each other and with
you.

Score boards share hold information about how a player is doing and show off to others what their opponent has that they do not. They can be as simple as a notecard displayed on a bulletin board or digital ( Schoology, usin g GAFE tools etc.). I chose to use a bulletin board as my score board. XL notecards hold information about who the player is, how many stars they have earned and the properties they own. A month into the game (and as I planned to reveal more components of the game with them later in the quarter) the game boards are 8×10, laminated and more flexible. The scoreboard is just as valuable as the game. It is the component of the game that will keep students wanting to play and reinforce your goals. When selecting the platform you are going to use to be your score board it is also important to make sure that it is something that you can easily maintain and update regularly. Not consistency and follow through from the game master (you) that the game will not mean anything to them!

Three weeks into school, my mind channels my inner gamer and is already swirling and brewing new additions to our game. My students are excited every single time they get to play and consistently motivated to improve their student skills and behaviors (my current goals for them) every period, the entire day. I am just so very excited for where we are and where we are going! I can not wait to share more with you about how things are going throughout the school year.

Now it is your turn.... Are you gamifying your classroom, a lesson, a project? Do you have ideas for gamifying your classroom? Do you have questions about how you can use the components of gamification in your classroom? I would also love to hear from you!

Heck Awesome Comments

comments

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Let's Play: Steps to Gamifying Your Classroom * Heck Awesome

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If you remember last year I ended the school year by gamifying my classroom using Monopoly... StarWarsopoly to be specific. Of the three gamification games ( Super Mario Brothers, Angry Birds, Starwarsopoly) we tried last year, StarWarsopoly was by far the biggest hit with my students and the most successful.

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Faculty Focus | Higher Ed Teaching & Learning

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Gold stars, Girl Scout badges, and Boy Scout badges-when we think about motivating our students to assist them in their learning and development, using badges in the classroom have a similar function as many of the rewards we were offered as young learners in primary schools (Ash, 2012). As a motivational tool, badges can be added to your college classroom using a fairly streamlined process, and with little or no cost to you at an individual level, or at an institutional level.

Why use badges in the classroom?
There are several reasons why you might want to use badges in the classroom. First, they recognize accomplishments and provide students with a tangible (albeit virtual) reward that acknowledges an achievement, whether it is a skill, competency, or completed task. Second, badges provide greater opportunities for student collaboration, cooperation, and interaction, as students motivate and encourage one another, and compete with one another to earn various badges in the classroom. Third, badges can provide an additional assessment tool for instructors to assist in the identification of a student's specific strengths and weaknesses, as well as any additional areas needing improvement within the classroom. Badges can be tied specifically to a grade or class project, or can be used more informally as a motivational tool (Pearson, 2014).

How do badges benefit students?
In addition to motivating students to develop specific skills and competencies, both individually and collectively (Carey, 2012), badges offer the following benefits to students:

Enhance a resume, portfolio, or e-Portfolio by providing evidence of a completed task and knowledge gained through the completion of that task;

Focus learning on specific goals, which can lead to improved quality of work as students revise and resubmit their work through an open badging system;

Provide a supportive environment in which students' learning emphasizes and encourages an action-oriented understanding of course objectives;

Foster deeper learning of course material, as the badges are content driven, specific to the course goals and content;

Create practical ways for students to learn in the classroom, and to share what they have learned in a public forum if they so choose, such as through Mozilla's open badging platform, or through a class blog, class website, class wiki, or another social networking tool; and

Add an element of fun to the classroom, as students are encouraged to compete against their classmates in a cooperative and non-threatening way.

How to get started on using badges in the classroom

Check with your institution to see if any type of badging technology is currently being used and how. Determine if there is a preferred technology to be used with badging at your institution or if there are existing resources you can use. If there are limited or no resources available, consider using Mozilla's Open Badge platform. This resource can provide the majority of free resources you will need to get started.

Determine how and why you want to use badging. Begin by asking colleagues and other stakeholders for desirable student behaviors in the classroom. For example, what are the habits, patterns, and attributes of those students receiving the highest grades? What are the characteristics of those students who achieve the lowest grades, and what are some ways to motivate these students? Which activities and classes are most compatible with badging? Which faculty are most open to badging? Which students are best suited for badging? High achievers? Low achievers? Which courses have the right content and structure for badging?

Start with a simple badge design. Badges need to have a clear and transparent design. Mozilla's Open Badge framework can provide many of the tools to create badges. If you prefer to create your own badges, use imagery that can be easily added to classroom announcements, discussion boards, or within a classroom shared site such as a blog, wiki, Facebook page, website, or classroom RSS feed.

Create the criteria for badging in your classroom. Consider whether badges will be connected to grades. Will different levels be assigned to the awarding of a badge? If so, what levels will be created (for example, Rock Star, Proficient, Needs Improvement; or Excellent, Good, Needs Revision)? Will completion of badges be tied to tasks, skills, or competencies in the classroom? Can students revise the submission of a badge to earn a 'higher' score or grade if the badge is connected to a grade or level? How many chances will students have to earn a badge?

Consider the scope and timeframe of badging in the classroom. How many courses and sections will have a badging component? Will badging be housed internally? Will badging have the potential to be used externally? What is the timeframe for implementation? Who needs to be involved? How much involvement from other departments will need to be considered? What are the individual or institutional costs if free, open badging frameworks cannot be used?

Determine how badges will be given. Will you, as the instructor, give the badge to students? Will badges be automatically generated through a learning management system? Can students give each other a badge? Can students nominate their classmates to receive a badge from their instructor? What will the criteria or reason be for the nomination? Will students see when their classmates earn a badge?

With consideration given to the topics listed, badging within the classroom has the potential to be an effective learning tool (Ash, 2012; Pearson, 2014), and can assist an instructor in the accomplishment of these purposes: 1) deepen student learning; 2) drive the content; 3) reward students for their engagement and participation in the course; 4) foster a collaborative learning environment; 5) increase student interaction, student recognition, and student contribution; 6) encourage student competition with one another to earn badges, through a cooperative and encouraging manner; and 7) provide students with immediate feedback, which students desire from both their instructors and their peers (Cengage Learning, 2014). In addition, badging within the classroom has the potential to become externally used outside of one's institution, where students could link to their profiles within social media sites such as LinkedIn, Facebook, and Twitter. If your purpose for badging aligns with these aforementioned points, implementing badges within your classroom may very well be on the educational horizon.

References:
Ash, K. (2012). 'Digital badges' would represent students' skill acquisition: initiatives seek to give students permanent online records for developing specific skills. Education Week, 5(3), 24-25. Retrieved from http://www.edweek.org/dd/articles/2012/06/13/03badges.h05.html

Carey, K. (2012). A future full of badges. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/A-Future-Full-of-Badges/131455/

Cengage Learning. (2014). What students say they need in order to become more engaged in class. Retrieved from http://assets.cengage.com/pdf/mi_digital_transition.pdf

Pearson. (2014). Designing your open digital badge ecosystem [Webinar]. Hosted by The Chronicle of Higher Education.

Suggested Resources:
Mozilla Open Badges at http://openbadges.org/

Grant, S. & Shawgo, K.E. (2013). Digital Badges: An Annotated Research Bibliography. Retrieved from http://hastac.org/digital-badges-bibliography

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Using Badges in the Classroom to Motivate Learning

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Gold stars, Girl Scout badges, and Boy Scout badges-when we think about motivating our students to assist them in their learning and development, using badges in the classroom have a similar function as many of the rewards we were offered as young learners in primary schools (Ash, 2012).

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This week, we offer some general examples for ways to improve education using game design techniques. Also, here's that link I promised: http://www.deathball.net/notpron/ Come discuss this topic in the forums! http://extra-credits.net/forum/viewtopic.php?f=8t=1301 Like the outro music? Download it here! http://ocremix.org/remix/OCR02124/ New episodes every Wednesday on PATV!

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* Update: Since this post I have added more challenges and badges to include Sphero, MaKeyMaKey, Scratch and more. There are now over 60 challenges and badges for your students! Please share any challenges and badges you make. I would love to add them. Check back again, I am adding more challenges and badges all the time. Check out the crowdsourced Gamification padlet at the end of this post too!

Our STEM Lab/Makerspace is a HUGE hit with our students. Since I oversee the lab and take the classes in I get bombarded by kids all day asking if it is their day to go to the STEM Lab. They are building, discovering, exploring, designing, problem solving, and having a blast doing it. However, as the kids continued to explore the STEM Lab we began to notice that they had moved past the exploration phase and wanted a bit more direction and challenge. We realized that we needed to up our game a bit to take our lab to the next level so we decided to gamify our STEM Lab with challenges and badges! It took some prep but once the challenge cards and badges were created we were ready to roll. We are happy to share our tips, tricks and resources so that you can gamify your STEM or STEAM Lab too.

How You Can Gamify Your STEM/STEAM Lab

I looked online for ready-made challenges and used the instruction booklets that came with our kits to create challenge cards for our students. As we 1. Make challenge cards.
add to our STEM lab and work to making our lab a true STEAM lab we will continue to add challenge cards and create badges to match. You can view our challenge cards and challenge card template here. Feel free to make a copy to use and/or start creating your own.

I used Google Draw to create our badges. After following this tutorial 2. Create your own or find ready-made digital badges.
Creating a Badge with Google Draw by Alice Keeler it was easy to create our own template and make our own badges. You can upload all of our STEM Lab badges for ideas and inspiration or use them in your own lab.

In our lab we go pretty low tech with a simple Now that our students have started earning their badges they need a place to display them. The fourth and fifth graders are creating a Google Site as their digital portfolio so one page is dedicated to displaying their badges. The 2nd and 3rd graders will use this 3. Identify a way to keep track of earnings.
STEM Lab Student Check Off Sheet. Each student has their own check off sheet which is kept in a file under their teacher's name. While in the lab the students let us know when they have earned a badge and they get it initialed by me or their teacher.
If you want to go totally digital check out Creating Badges with Google Sheets by Alice Keeler. This awesome post shows you how to create (in draw), then organize and assign digital badges with Google Sheets.

4. Display those shiny new badges!
My Badges Google Doc assigned through Google Classroom to display their badges.

Example of "My Badges" page on a Google Site

What our Gamification & Badge System is NOT

So far our badge system has worked out really well in our STEM Lab. Our kids are excited about the badges and look forward to displaying them on their Google site or badge page. We are still working out the kinks and will continue to create challenges and badges as we grow our STEM Lab. However it is important to note what our challenges and badges are NOT.

It is NOT a competition. There is no public display of which badges are earned by whom. The Google Sites and Docs can be shared of course but only if the students share them. Students who work together on projects all earn the badge. We go over this together and teamwork is encouraged.

It is NOT a requirement. Students do not have to earn badges. It is completely optional for students to work towards badges. I will be creating "inventor" badges soon for students who just want to create something new but also would like a badge (check the badges folder and challenge cards for updates).

It is NOT used for assessment. Our challenges and badges are a fun way to encourage students to create and discover in the lab. The badges give students something to "take" with them after their time in the lab. It can be tough for a kid to work hard on an awesome marble run then have to dismantle it when it's time to clean up!

Our Makerspace is NOT gamified. When the kids are just making and creating there are no directions or badges to earn (other than an "I am A Maker" badge) just tools, resources and their own imagination.

More Resources

Gamification is definitely on the rise and badges are just one way to bring it into your classroom. There are tons of resources out there to help you get started with gamification. Here are a few I've found. Please share more in the comments!

The and I put our heads together, researched, reflected then began building. Follow us Sun Terrace STEM Lab/Makerspace opened up in October, 2015 and it is an engaging, fun, hands-on learning space. T he lab was originally @SunTerrace1 to see our STEM Lab and Makerspace projects! Wendy Townlin's idea and with the support of our incredible principal Kris Martin-Meyer, four of us, Wendy, Amanda Young, Claire Simón

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Gamifying Our STEM Lab. Leveling Up With Challenges, Digital Badges, Display Pages & More!

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Update: Since this post I have added more challenges and badges to include Sphero, MaKeyMaKey, Scratch and more. There are now over 60 challenges and badges for your students! Please share any challenges and badges you make. I would love to add them. Check back again, I am adding more challenges and badges all the time.

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Extrinsic rewards and intrinsic motivation

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People are at their most creative when they feel motivated primarily by the interest, satisfaction, and challenge of the work itself and not by external pressures or incentives. Consider, for example, the experience of a firm I've been studying in the last few months, called E Ink, which is developing a revolutionary electronic-display technology that enables retailers to change any sign in their store in a matter of minutes.

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After creating a Total Points XP Grading system, the next step in creating a successful Gamified classroom is implementing Leaderboards. By popular demand, I've made my leaderboards available for purchase on Teachers Pay Teachers. My leaderboards build on the work of the amazing Mike Matera (@mrmatera), who is someone you should be following if you are into Gamification. Leaderboards fill a necessary niche in a Gamified classroom: leaderboards raise the status of all students and motivate Gladiators and Achievers.

We teach four kinds of kids:

Briefly, Gladiators are extrinsically motivated students who need a crowd to be engaged. Gladiators are outgoing and full of personality. They are often intense and despise losing. Gladiators enjoy showing off, being the center of attention, and love competition. Achievers, on the other hand, are intrinsically motivated students who love concrete measurements of success. Simply, your Achievers are obsessed with grades, rank, and success. Achievers ARE their grades. Achievers don't usually talk about their obsession unless prompted, and they often feel nothing they do is ever good enough. Both Gladiators and Achievers love leaderboards!

People are motivated by Status, Access, Power, and Stuff. Achievers and Gladiators love leaderboards because it provides them Status. Status is the social value of someone or something and is the strongest motivator. Gladiators and Achievers enjoy having their social value raised by being on top of a leaderboard because it is a clear-cut, public display of their skill. It provides competition for Gladiators and rank for Achievers. Being the best or winning, even though it confers no physical rewards, is often enough to get Achievers and Gladiators to be more engaged and motivated in the classroom. To see my own personal data on just how strongly Leaderboards can motivate students, check out my Gamification Data Dump.

I provide a place on my leaderboard for Learners Tags.

Learner Tags allow you to keep a student's real name private. One of the things I didn't expect was students' using their real name as their Learner Tag. I remember asking one of my kids why they did that. Like a true gladiator he responded, "I want everyone to know who is kicking their ass!"

Above, you can see I have a section for the Total Points XP Grading system that turned out to be the most popular feature of my class. If you divide a student's XP by the Total Points in the red box at the top of the column, you would get their grade. This is why I made Learner Tags. Kids enjoy finding their place on the XP Leaderboard graph:

I polled my students throughout the school year, and many said that even though they were not on the top of the leaderboard they made it their mission to pass someone on the leaderboard or increase their rank. I also have plenty of anecdotes of low-ranking Gladiators taunting their friends who were even lower. People will always find a way to confer Status, even if it's someone rank 31st teasing their friend who is 40th or just being in the top 10. Finally, someone at a conference pointed out how late the curve comes in this graph and said it was a sign of a successful system. That made me feel good.

Tracking students' XP is the most basic form of a leaderboard. The XP leaderboards only raise the Status of some students. That is why I put students in Guilds (groups) and pit classes against each other.

Putting students in Guilds and ranking them by class allows for more students to have their Status raised. The Guild who won the Guild vs. Guild competition were not all in the top 10 on the individual leaderboard, nor was everyone who won the Class vs. Class competition, but they still were able to experience the joy of winning in some fashion.

My favorite part of my leaderboard is the Level leaderboard:

The XP leaderboard is based only on grades, but my Level leaderboard takes into account the whole student. Students unlock Achievements in my class by doing amazing things and displaying Heroic Traits; few of my Achievements have anything to do with grades. When a student earns an Achievement, the Achievement has an attached Achievement Point (AP) value. A student's Level is determined mostly by the amount of AP they have. This AP can in turn be used to buy thing from the Item Shop. The students who sit on top of the Level leaderboard might not be on top of the XP leaderboard, but you better believe they are some of the most helpful, kind, caring kids in my class. I love raising the status of these types of kids because far too often their skill set doesn't get the recognition it deserves. Being a good person is important and the Level leaderboard rewards that! In life, grades only get you so far.

I won't bore you with the inner workings of my Leaderboard. If you are into that kind of stuff and want to see the Badge/Achievement system and how the Google Apps Script makes dispersing, tracking, and trading currency a breeze I will provide the Tutorial Video for the Leaderboards and App.

Setting up the Sheet and App takes about 45 minutes. Don't be intimidated by the number of sheets or 600 lines of code. It really is easy to set up and once you get how the system works, you'll fall in love. I will offer this caveat, though. Because of the Script, my Leaderboards are not very flexible. You can't add extra columns or move things around unless you want to go back and rewrite the code. I am working on an FAQ for advanced users who aren't afraid to fiddle with code, but, as of now, my leaderboards are very much a "what you see is what you get" product.

So, again, here is a link to the Leaderboards on Teachers Pay Teachers. Here is what the leaderboards look like when you embed them.

If you are serious about gamifying your class you need leaderboards for the Status they confer and the Gladiators and Achievers they motivate and engage. My leaderboards will help you take that next step.

Next time we'll talk about Achievements!

Until then,

GLHF!

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Gamify Your Class Level II: Leaderboards - Teched Up Teacher

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After creating a Total Points XP Grading system, the next step in creating a successful Gamified classroom is implementing Leaderboards. By popular demand, I've made my leaderboards available for purchase on Teachers Pay Teachers. My leaderboards build on the work of the amazing Mike Matera (@mrmatera), who is someone you should be following if you are into Gamification.

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El juego en el aula | Piktochart Visual Editor

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Board Game Mechanic Glossary - Boardgamizer

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This tool will help you generate board game design ideas

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GAMIFICACIÓN: MECÁNICAS Y DINÁMICAS DE JUEGO EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE EN LA UNIVERSIDAD.

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En este artículo se analizan los beneficios que las mecánicas de juego aportan al proceso de enseñanza-aprendizaje y se muestra la posibilidad de diseñar estrategias de gamificación como herramientas para motivar a la nueva generación de estudiantes,