Grade-Tris, Rewarding Participation for better learning. GameON, Moscow, Russia, Professor DI Dr. Maja Pivec
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This document discusses using gamification to improve student learning and participation. It describes two case studies where points and achievements were used to gamify the learning process. In the first case, blogging assignments received points to incentivize timely submissions. This led to improved participation. The second case gamified coursework with points for assignments and a published grading scheme. Students were highly motivated and received higher grades. The document concludes gamification can positively influence student motivation through extrinsic rewards like points and leaderboards. It provides guidelines for effective gamification, such as announcing rules and providing ongoing feedback.
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Grade-Tris, Rewarding Participation for better learning. GameON, Moscow, Russia, Professor DI Dr. Maja Pivec
- 1. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC Grade-Tris Rewarding Participation for Better Learning Maja Pivec GAMEON, 22-23 May 2014, Moscow, Russia
- 2. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC RESEARCH & DESIGN LAB Your Research Partner.
- 3. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC Interaction and Knowledge Game-based Learning | Applied Game Design | Mobile Game Design | Game Design for Teaching | E-learning & Mobile Learning | Gamification in the Workplace | Learning in Virtual Worlds | Change Learning |
- 4. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC Applied Game Design Serious Games Design Summer School Graz, AT, 4. – 17. May, 2014 • http://sgdss14.engagelearning.eu
- 5. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC
- 6. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC
- 7. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC
- 8. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC
- 9. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I http://www.jamtoday.eu/
- 10. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC Game Design for Teaching
- 11. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I http://serious-sports.org/
- 12. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I http://greengamesproject.com/
- 13. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC Grade-Tris Rewarding Participation for Better Learning Maja Pivec
- 14. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC “Video games are beneficial in developing linguistic, creative and strategic skills and intellectual capacities” (European Committee on Culture & Education, 2009, p.11).
- 15. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC “Young people often perceive the use of games for education as an un-serious activity.” (Pivec, 2010)
- 16. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC System feedback Behaviour Judgements Level 99 Level 1 Instructional Design Game Characteristics Player Abilities Debriefing Reflection-on-Action Learning Outcomes Social Environment (Affective Learning) Macro Game Cycle Reflection-in-Action (Declarative, Procedural, Strategic Knowledge) Micro Game Cycle (Skill based Learning, Cognitive Abilities) 2 3 4 System feedback Behaviour Judgements Level Completed (Abilities incremented) (Kearney, P., & Pivec, M. (2007). Recursive loops of game based learning.)
- 17. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC “Through a well designed gamification system with appropriate rewards, students will not only be encouraged to learn, but also reflect on their potential and how their learning work is viewed by others” (Lee and Hammer, 2011)
- 18. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC Two case studies of Gamification in learning. • Collecting points for learning blog entries. • Achievements and points for course work.
- 19. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Collecting points for learning blog entries. Problem: a decrease in the number of blog updates even though it was a requirement of the course. Solution: Gamify the process to provide incentives.
- 20. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Collecting points for learning blog entries. • Announce Game Rules • Allocate points for each blog update • Update and publish the High score table
- 21. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Collecting points for learning blog entries. Results: Better than expected. •All students participated •Blog entries were timely •Student time management was visibly improved
- 22. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Achievements and points for course work. Problem: student participation was problematic due to a heavy work load in other classes. Solution: Gamify the process with a combination of quantitative and qualitative feedback.
- 23. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Achievements and points for course work. • Announce Game Rules and points system • Allocate points for each assignment • Publish Grading scheme • Publish submissions, feedback, and high score table
- 24. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Achievements and points for course work. Results: Higher grades than usual. •All students were motivated •Student evaluations suggest a positive response “I find the point collecting very good.“ “It was very clear how the grade is composed together“ “Everyone could follow the grade throughout the entire semester ... that was GREAT.“
- 25. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Conclusion. Gamification of the learning and grading process has a positive extrinsic influence on students motivation to learn.
- 26. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC • Guidelines for what should be considered: •Game Rules oral and written announcement of the rules, points and grading scheme at the beginning of the class •High Score Table on-going publishing of the collected points, i.e. transparency of the results •Multiple modes combination of qualitative and quantitative feedback methods •Bonus Levels rewarding of extra work and pro-active student behavior
- 27. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC
- 28. www.fh-joanneum.atINFORMATIONSDESIGN INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC researchanddesign.fh-joanneum.at maja.pivec@fh-joanneum.at
Editor's Notes
- Role play about serious game design – intensive workshop, international and interdisciplinar learning. Topics: eHealth, sustainabiliyt and eInclusion
- It is a very good model to prepare creative young people for the real world. Pau has in the meanwhile completed his first mobile game – called city nostra for iphone. Is free to play, hope you will enjoy it.
- A 48 hours long event focusing on creative potentials is Jam Today – a series of game jams with the focus on ICT and learning and ehealth, and having yearly festival presenting the results. Please consult the web page on dates of events.
- And yet the European committee on culture and education believe that video Games can assist in many areas of education. They publicly made this statement.
- We found that contrary to the “Myth” that so-called digital natives want to be Taught using computer games, most young people don’t play education games, 57% Have never even attempted to play an educational game. They view their learning As serous and games are not. Perhaps this is a perception of our own making - Telling them to stop wasting time playing games, go and learn something!
- This model of Game Based Learning for entertainment and education games shows the inclusion of instructional design and game characteristics as critical elements of a game to enable the achievement of the learning outcomes, as well as the additional factor of player or learners abilities. This model can be applied to understanding how a game player advances through the levels of any commercial game, and also to role-play games within the classroom. As the student’s abilities are added to, through tuition or guided instruction, their knowledge and skill level is incremented and they move to the next level, or next phase of the project
- But if students perceive Games as an un serious activity, yet game based learning works and is encouraged by the EU, what other options are there. Perhaps Gamifying regular learning. Lee and Hammer state that if well implemented, a gamified lesson plan can shorten feedback cycles and “give learners low-stakes ways to assess their own capabilities, and create an environment in which effort, not mastery, is rewarded” - Reflection in. action and on.action
- Why is thi important? – in blogs students reflect upon their achieved goals, their development of ideas and reflect upon their porgress. This reflection phase is very important for learning, therefore there was the attempt to create a framework that students would see blogs as part of their learning cycle.
- My workload was also distributed through the semester // feedback providing was repeatedly qualitative and quantitative.
- Also according the flow theory – tasks that can be completed, where they have choice, students can immerse themselves
- This was not weekly, but related to each assignment. The points were individual.
- Not only the participation was better, but also the scores / grades were way better than expected (and usual).
- I also find that enstad of „punish“ students for not working, providing more opportunities sparks their competitivness and wilingness to work.