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Investigating The Impact of a Gamified Unit of Instruction on Student Motivation and Learning
N. Kainoa Bowman
University of Hawaiʻi at Mānoa USA
Abstract: Sixth grade social studies teachers are required to cover a wide range of content and skills based on state and national standards. These requirements often make it difficult to cover, in detail, topics that are of high-interest to students but are not present in curricular requirements. In addition, students are diverse, leading to the necessity for varied approaches to instruction. To encourage students to explore topics of interest in greater detail while still meeting the content and skill requirements set forth and addressing a diverse student body, a gamified unit covering Ancient Egypt was created. The unit was developed using the Hawaiian culture-based Moenahā unit planning format and incorporated the ideas of student choice and gamification—applying game elements in non-gaming situations. These concepts were used in an effort to positively impact both student motivation and learning. A unit website was created and shared with students. This website outlined the requirements for the unit and the game, provided necessary resources, and displayed student scores for the game in a leaderboard table in real time. One hundred and two sixth grade social studies students participated in the study. Participants completed a survey indicating the perceived impact of different elements of the unit on their motivation and learning. Survey responses indicated that students found the gamification and choice elements of the unit to have positive impacts on their motivation and learning. Data collected has encouraged the researcher to continue incorporating gamification and student choice into instruction.
Introduction
Sixth grade social studies teachers in Hawaiʻi are responsible for covering ancient world history content from the Stone Age through the fall of the Roman Empire and teaching a wide variety of skills that include research, citation, writing for a purpose and timeline creation. These content and skills are framed by the Hawaiʻi Content and Performance Standards (HCPS III), the National Council for the Social Studies (NCSS) thematic standards and skills, and the Common Core State Standards (CCSS). Teachers are also required to prepare students for standardized tests, the social studies classroom is an ideal setting to focus on non-fiction text, which plays a large role in standardized tests.
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Additionally, specific schools set forth grade-level, school-level, and institution-level initiatives that can impact what a teacher must incorporate into their instruction. In the researcher’s sixth grade social studies classroom, students typically learn about required content related to Ancient Egypt through textbook exploration and interactive classroom activities. Students are exposed to the skills related to effective and ethical research by selecting a single research topic and creating a written research paper. This specific approach to teaching the aforementioned content does not allow a broad exploration of the Ancient Egypt content. Another challenge with this design lies in teaching a diverse group of students at different ability levels with various interests and motivations. Some students are able to work quickly through tasks while others need more time. It is difficult to ask the more advanced students to do more work when their peers are not. Additionally, not all students are motivated by the learning activities and products required for the class. A system of experience points (XP) coupled with published leaderboards and level rewards could potentially motivate students not only to complete the minimum required work, but willingly perform additional tasks beyond the minimum. Coupling this gamification with the student choice could potentially lead to even greater success in student motivation and learning. The purpose of this action research project was to examine the impact of a gamified unit on Ancient Egypt on student learning and motivation for 6th grade students at a private school on the island of Hawaiʻi. Specifically, the following two research questions will be explored:
RSQ1: How do 6th grade Social Studies students at a private school on the island of Hawaiʻi report the impact of participation in a unit of study including elements of gamification and student choice on their motivation? RSQ2: How do 6th grade Social Studies students at a private school on the island of Hawaiʻi report the impact of participation in a unit of study including elements of gamification and student choice on their learning?
Literature Review
Constructivism Doolittle and Hicks (2003) state that the theory of constructivism puts an emphasis on the learner and their experience in the construction of knowledge. They also explain that when employing technology in the social studies classroom, a teacher can create a constructivist learning environment due to the ease of access to resources, archives and experts online. Jadallah (2000) expressed the importance of providing students with authentic scenarios within which they can formulate their own understanding. He then goes on to explain the importance of not relying too heavily on a solely cognitive constructivist design in which students individually formulate their own understandings. Instead, he suggests combining both cognitive constructivism and social constructivism, in which students can interact with others to guide their understanding. He says that this allows students to receive guidance towards particular content, so they can then formulate their individual understandings.
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Action Research Action research can be described as “a reflective, systematic inquiry that focuses on a relevant problem in teaching or learning for the purpose of enacting a meaningful change to address that problem” (Brighton 2009, p. 40). When applied to the classroom setting specifically, classroom action research can be described as “a method for finding out what works best in your own classroom so that you can improve student learning” (Mettetal, 2012, p. 6). When conducting action research in the classroom setting, there are a series of steps that are suggested in the literature. These steps are adapted from the recommendations of Metteal (2012) and Brighton (2009) and include identifying a focus, reviewing literature, developing and implementing a plan, gathering data, taking action and sharing our findings.
Gamification The 2014 Horizon Report states that gamification is “the notion that gaming mechanics can be applied to routine activities” (New Media Consortium, 2013, p. 42). Denny (2013) found that badges, a gamification mechanic that provides user with a virtual reward for their accomplishments, led to increased student activity in a classroom setting. In addition, the badges did not lead to a reduction in student accuracy. Experience points (XP) and leaderboards are other examples of gaming mechanics. XP, also known simply as points, are awarded to players as they accomplish goals during gameplay. They are often seen outside of the world of gaming in situations such as banking rewards and frequent flyer miles. Leaderboards are a list of high scores that display player achievements. They are used in an effort to motivate players to attempt to beat high scorers while those high scorers attempt to hold on to their positions (De Byl, 2012). De Byl (2012) found that the use of XP and leaderboards encouraged some students to complete more work than in classes that didn’t employ the system. In another study, Betts, Bal and Betts (2013) found that the use of XP in the classroom setting nearly tripled student participation, but further study indicated that quality of participation declined. In a later blog post related to the previous study, Betts (2013) stressed that gamification should be geared towards desired outcomes, in this case quality participation should have been one of the factors considered when criteria for earning XP was set. Student Choice Kosky (2008) explored the impact of student choice, providing students with multiple options in the classroom setting, and art integration within the context of a 6th grade social studies classroom. It was found that student choice had the highest perceived impact on student motivation. In addition, student learning was impacted in a positive manner as evidenced through an increase in student grades. Brook (2011) also found a positive relationship between student choice on assignments and student motivation and empowerment at the college level.
Project Design The curriculum was designed using the Moenahā format, a Hawaiian culture-based curriculum design format based on Bernice McCarthy’s 4Mat method. This curriculum
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design format has been adopted by the school in which the curriculum was presented. The unit adapted a pre-existing unit on research by combining it with elements of a pre-existing unit on Ancient Egypt. At the onset of the unit, students were presented with an overview of content. The content overview generated student interest and helped students to select topics to focus on for the completion of their self-selected “Choose Your Own Adventure” (CYOA) tasks. Students were also given a tour of a website that was created as a companion to the unit. After the initial content overview, a typical student participating in the unit would begin by visiting a companion website and reviewing the possible “Choose Your Own Adventure” (CYOA) tasks. CYOA Task Menu (see Appendix B) contains links to the various task sheets, possible topics, and brief descriptions of the task requirements. These tasks were outlined via task sheets (see Appendix A) and they addressed a variety of social studies skills such as compare and contrast, historical empathy, and primary resource analysis. The task sheets included step-by-step instructions, graphic organizers and rubrics for the projects that students would be creating to address the requirements for each task. The student would then download the CYOA Planning Guide (See Appendix C) which was the template for their research. Students would choose their task, topic, and presentation format, and list these on the planning guide; and then they would complete the steps necessary to complete the selected task. Upon completion of the task, students would submit their completed planning guide and final project to an online classroom in Edmodo, an online learning management system with social networking elements. There were 19 different ways that students could earn experience points (XP) while participating in the unit. Some of these were: completing CYOA tasks, completing homework, sharing resources with classmates, and providing feedback to peers. “Achievement List” (See Appendix D) provided the options and associated points for each option. In addition, the companion website also included a leaderboard levels list (See Appendix E), including the XP needed to reach different levels within the game. There were eight levels in total and each level was named after a different class in the Ancient Egyptian social hierarchy. There were also different rewards attached to each level, these were indicated on the leaderboard levels list. Classes met every other school day for 85 minutes each for a total of four weeks. Students were provided with at least 45 minutes to work on their tasks in class and were required to work at home as well. Instructor-led or self-directed mini-lessons in the form of videos, presentations, simulations, textbook assignments and games provided students with additional exposure to content as they worked through their CYOA tasks. Throughout the unit, the teacher manually awarded students XP for completion of items on the achievement list. On the teacher’s end, XP was entered and tracked via a Google Form that populated a Google Sheet. Formulas were used within the Google Sheet to tally student XP and create the student leaderboards (See Appendix G). On the students’ end, Students were able to access real-time leaderboards hosted on the website (See Appendix F). Each class period had a separate page displaying their leaderboard;
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another page hosted the top 20 leaderboard for the entire grade level. Student aliases were used on the leaderboards to maintain privacy. By the end of the four-week unit, students were required to complete a minimum of two CYOA tasks.
Methods Subjects Participants in this study consisted of 102 6th grade students, 49 male and 53 female, enrolled at the Hawaiʻi campus of Kamehameha Schools (KS), a private school for Native Hawaiian children, in Keaʻau on the island of Hawaiʻi. Students were between 11 and 12 years of age and came from a wide range of socio-economic backgrounds. Each student was provided with a Macbook Air for use both during and outside of the school day via the school’s 1-to-1 laptop initiative. Students experienced this gamified unit as a component of a required social studies course.
Instrumentation Student reactions to the gamified unit were collected via a 15-question attitudinal survey (See Appendix H). The survey was administered one-week prior to the completion of the unit to students who submitted parental consent forms and assented to participate in the study. Ten five-point Likert items, two nominal items and three constructed-response items regarding the impact of the instructional unit on student motivation and learning were included in the attitudinal survey. Survey questions were grouped into the following categories: 1) impacts of experience points, 2) impacts of leaderboards, 3) impacts of choice, 4) impacts of rewards, 5) impacts on learning and motivation, 6) general opinions on the unit. The survey was created using Google Forms and was shared with participants via the unit website. Survey data collected were completely anonymous, as no personally identifiable data were gathered from the participants. Additionally, pre-existing academic and demographic data were used to evaluate student performance. These data included academic standing, social studies course grades and gender.
Data Analysis Survey items were grouped into categories for analysis. Descriptive statistics were used to examine the survey responses and themes were derived from open-ended responses.
Results Of the 102 students who agreed to participate in the study, 100 completed the attitudinal survey. Some participants did not respond to every question. Table 1 includes participant responses to statements regarding the impact on motivation to complete the minimum number of CYOA tasks and more than the minimum number of CYOA tasks. Data include number of respondents per question, number of ratings per category of a 5-point Likert Scale, and mean rating per question based on the 5-point Likert Scale.
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Table 1. Number of participant survey responses for each category of a Likert scale.
# Question n 1 2 3 4 5 Mean 1 Experience points (XP) motivated me to
complete the required amount of “Choose Your Own Adventure” tasks.
100 0 2 13 38 47 4.30
2 Experience points (XP) motivated me to complete more than the required amount of “Choose Your Own Adventure” tasks.
100 0 4 26 31 39 4.05
3 The online leaderboards motivated me to complete the required amount of “Choose Your Own Adventure” tasks.
99 0 5 13 27 52 4.23
4 The online leaderboards motivated me to complete the required amount of “Choose Your Own Adventure” tasks.
98 1 4 22 32 39 4.06
5 The level rewards motivated me to complete the required amount of “Choose Your Own Adventure” tasks.
100 1 3 9 26 61 4.43
6 The level rewards motivated me to complete more than the required amount of “Choose Your Own Adventure” tasks.
100 0 5 13 39 43 4.20
7 Having choice in my assignments motivated me to complete the required amount of “Choose Your Own Adventure” tasks.
100 1 0 8 29 62 4.51
8 Having choice in my assignments motivated me to complete more than the required amount of “Choose Your Own Adventure” tasks.
100 1 0 18 28 53 4.32
Note. Values represent responses on a five-point Likert Scale. 1 = Strongly Disagree, 5 = Strongly Agree
Table 2 includes participant responses to nominal questions regarding elements of the unit that most positively impacted their motivation and learning. Question nine asks, “Which of the following positively impacted your motivation the most?” and question ten asks, “Which of the following positively impacted your learning the most?” The elements that participants could choose from included “Having Choice In Assignments,” “Level Rewards,” “Earning Experience Points,” “Online Leaderboards,” and “Other.” Data include number of respondents per question, number of ratings per element in the unit, and percentage of respondents per element. For question nine, responses in the “Other” category included “All” and “Myself.” For question ten, responses in the “Other” category included “Mr. Bowman,” “Searching Up The Links,” “The Information,” “Doing The Projects,” and “CYOA Planning Guide.”
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Table 2. Number of participant survey responses for each category of nominal questions.
Q# n Rewards % Choice % XP % Leader Boards
% Other %
9 100 48 48 10 10 21 21 19 19 2 2 10 98 17 17.3 56 57.1 14 14.3 6 6.1 5 5.1 Table 3 includes participant responses to statements regarding general opinions on the level of fun of the unit and the unit’s overall impact on learning. Data include number of respondents per question, number of ratings per category of a 5-point Likert Scale, and mean rating per question based on the 5-point Likert Scale.
Table 3. Number of participant survey responses for each category of a Likert scale. Q# Question n 1 2 3 4 5 Mean 11 The Ancient Egypt unit was fun. 100 0 1 4 16 79 4.73 12 I was able to learn about Ancient
Egypt by completing “Choose Your Own Adventure” tasks.
100 0 1 5 19 75 4.68
Note. Values represent responses on a five-point Likert Scale. 1 = Strongly Disagree, 5 = Strongly Agree Questions 13, 14 and 15 were open-ended questions asking for participant feedback on the unit. Responses were coded based on trends in the data and are displayed in Table 4, 5, and 6. Some participants included multiple items in their response resulting in a greater number of responses than participants.
Table 4. Coded responses to question 13 “What was your favorite thing about the Ancient Egypt unit?”
Keyword Frequency Content 36 Rewards 26 XP 19 Choice 17 Competition 16 Leaderboards 9 Projects 8 Levels 5 None 5 Everything 4 Minecraft 3 The Game 2 Teamwork 1 Fun 1
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Peer Feedback 1 Note. n = 100, Total Responses = 153
Table 5. Coded responses to question 14 “What was your least favorite thing about the
Ancient Egypt unit?”
Keyword Frequency None 53 Work 13 Competition 11 Time Constraints (Too Much or Too Little) 7 Game Requirements 5 Content 4 Peer Feedback 3 Slow Teacher Response 3 Choice 2 Stress 2 Cheating 1 XP 1 Leaderboards 1 Tech Errors 1
Note. n = 98, Total Responses = 107
Table 6. Coded responses to question 14 “What suggestions do you have for improving the Choose Your Own Adventure tasks?”
Keyword Frequency None 48 More Levels 12 More Ways To Earn XP 8 Make The Game Easier 5 More Rewards 5 More Topic Options 4 Longer Unit 4 Make The Game More Challenging 4 Teamwork Opportunities 2 Clearer Requirements 2 Faster Teacher Feedback 2 Make The Tasks Easier 2 Limit The Number of Tasks a Student Can Complete
1
Monitor Rewards 1 No Leaderboard 1
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No Limit on the Number of Times A Student Can Give Peer Feedback
1
Allow Students to Give/Exchange XP 1 Shorter Unit 1
Note. n = 95, Total Responses = 105 Figures 1, 2 and 3 include data related to the number of CYOA tasks completed by participants. Figure 1 includes data regarding the number of tasks completed by all participants.
Figure 1. Number of Choose Your Own Adventure tasks completed.
Figure 2 includes data regarding the number of projects completed by students who were on academic probation at any point during the 2014-2014 school year. A student is placed on academic probation if they earn a minimum of two D’s or one F on their report card at the end of a trimester. There were a total of 10 participants in the study who met these criteria.
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Figure 2. Number of Choose Your Own Adventure tasks completed by academic
probation students. Figure 3 includes data regarding the number of projects completed by students who were identified as high achieving. Seventeen students were considered high achieving in this study, as they earned a 97% or higher in Social Studies at the end of the second trimester in the 2014-2015 school year.
Figure 3. Number of Choose Your Own Adventure tasks completed by high-achieving
students.
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Discussion and Conclusions
Based on the first research question, “How do 6th grade Social Studies students at a private school on the island of Hawaiʻi report the impact of participation in a unit of study including elements of gamification and student choice on their motivation?” the results of this study show that participants perceived the unit elements of experience points, leaderboards, rewards, and choice to be motivating. These elements were perceived to impact motivation to complete both the minimum number of CYOA tasks and to complete more than the minimum number of CYOA tasks. Some data collected regarding these elements suggest that participants perceived choice to have the greatest impact on their motivation to complete both the minimum and more than the minimum number of CYOA tasks. However, other data suggest that rewards had the greatest impact on motivation. Regardless of this disparity, it appears that all of the measured elements of the unit had a perceived impact on student motivation. While students were motivated to complete both the required number of tasks and more than the required number of tasks, the data suggest that they were more motivated to complete the required number of tasks. This could be attributed to the fact that only the required number of tasks would be graded, some students may not be motivated to complete ungraded work by any means. The data also suggest that the elements used in the unit were able to motivate both high-achieving and low-achieving students. Based on the second research question, “How do 6th grade Social Studies students at a private school on the island of Hawaiʻi report the impact of participation in a unit of study including elements of gamification and student choice on their learning?” data suggest that participants perceived choice to have had the greatest impact on learning. However, more data would make conclusions drawn about impacts on student learning more reliable. Feedback on the unit indicated that the content focus of Ancient Egypt was the most popular component of the unit, followed by rewards and experience points. When students were asked what they liked about the unit, comments included: “Being able to choose what you could do for our projects.” “I liked the fact that I got to choose the topic I wanted to research.” “Earning XP and getting perks when I pass through each level.” And “I like that it's a competition because it motivated me to try and get ahead of people.” Possible improvements to the unit could include making participation in the competitive leaderboards optional for students who are not motivated by competition. Expanding the ways that students are able to earn experience points is another way the unit could be improved. In addition, awarding XP for quality of tasks completed rather than quantity of tasks may lead to higher quality products submitted by students. In this study and in other studies (Betts, Ball, and Betts 2013), it was found that when quality of work is not addressed in the gamification elements, student work quality could falter. Finally, using a system that allows for automated or easier awarding of experience points would address participant concerns regarding the amount of time that it took for points to be awarded for achievements completed.
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There were some limitations to this study. Participants completed their survey prior to the end of the unit due to the necessity to present findings for the researcher’s master’s degree program. This could have impacted results, as participants were not able to experience the entirety of the unit prior to reporting on it. Another limitation was the lack of data regarding impacts on student learning. Due to this limitation, conclusions drawn with regards to student learning lack the reliability that the researcher was hoping for. Finally, the majority of the data were self-reported by participants. Due to the student-teacher relationship between the participants and researcher, self-reported responses could have been influenced by a desire to please the teacher. The elements incorporated into the unit of study appear to positively affect student motivation to complete work. Data collected in this study will be used to inform future use of gamification and choice elements in the researcher’s classroom. Future research could explore the impacts of the elements of this unit on student learning in greater detail.
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References Adler, S. (2010). National curriculum standards for social studies: A framework for
teaching, learning and assessment. Silver Spring, Md: National Council for the Social Studies.
Betts, B. W., Bal, J., & Betts, A. W. (2013). Gamification as a tool for increasing the
depth of student understanding using a collaborative e-learning environment. International Journal of Continuing Engineering Education and Life Long Learning, 23(3), 213–228. doi:10.1504/IJCEELL.2013.055405
Betts, B. (2013, March 26). Forget grades-it's experience points that count [Blog Post].
Retrieved from http://www.astd.org/Publications/Blogs/Learning-Technologies-Blog/2013/03/Forget-Grades-Its-Experience-Points-That-Count
Brooks, C. F. (2011). Are choice-making opportunities needed in the classroom? using
self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48.
de Byl, P. (2012). Can digital natives level-up in a gamified curriculum? Presented at the
ASCILITE – Australian Society for Computers in Learning in Tertiary Education Annual Conference. Retrieved September 19, 2014, from http://www.editlib.org/p/42595
Denny, P. (2013). The effect of virtual achievements on student engagement. In
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 763–772). New York, NY, USA: ACM. doi:10.1145/2470654.2470763
Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4), 14–17.
doi:10.1145/2212877.2212883 Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., &
Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. doi:10.1016/j.compedu.2012.12.020
Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the
use of technology in social studies. Theory & Research in Social Education, 31(1), 72–104. doi:10.1080/00933104.2003.10473216
Jadallah, E. (2000). Constructivist learning experiences for social studies education.
Social Studies, 91(5), 221. Kosky, C. (2008). An action research exploration integrating student choice and arts
activities in a sixth grade social studies classroom. Journal of Social Studies Research, 32(1), 22-27.
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New Media Consortium. (2013). NMC horizon project preview 2014 higher education preview. Austin, Texas: The New Media Consortium. Retrieved September 19, 2014, from http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf
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APPENDIX A Choose Your Own Adventure Task Sheet
A Day In The Life
NCSS Essential Skills for Social Studies:
Thinking Skills: • Identify relevant factual material.
Study Skills: • Use keywords and other references to find information.
Arrange Information in Usable Forms: • Prepare a bibliography.
Interpret Information • Transfer knowledge into new contexts.
Summarize, Synthesize, and Evaluate Information:
• Present information extracted from print.
Objective: Demonstrate an ability to understand the past without bias. Steps for Completion:
1. Using a minimum of two sources, gather information on the topic that you have selected. Create an annotated bibliography using the two sources that you have gathered in your CYOA Planning Guide. You may use EasyBib to help you with your citations. Your annotation paragraphs must be a minimum of 5 sentences in your own words. DO NOT copy/paste!
2. Copy & paste the Organizer below into your CYOA Planning Guide and begin filling it in with a minimum of 10 specific facts to help organize your thoughts. When filling in your organizer, be sure to explain the what and the why of each fact that you select. Remember, Historical Empathy is all about showing that you can understand how and why things happened in history without bias. For example, if I am doing a study on Kamehameha Schools students, one of my facts could be that “Kamehameha Schools students wore uniforms to school each day because it was required in the student handbook and if they didn’t they would earn detention hours.”
3. Present the information that you have gathered in a cohesive manner in the format of your choosing. Graphic Organizer
Topic (Input your topic here)
Fact 1
Fact 2
Fact 3
Fact 4
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APPENDIX A Choose Your Own Adventure Task Sheet Continued
Rubric:
3
2
1
Planning
The CYOA planning guide has been completed in high detail.
The CYOA planning guide has been completed with minimal detail.
The CYOA planning guide is missing some components.
Accuracy of Content
All information is factual, coming from the resources cited.
Most information is factual, coming from the resources cited. There are a few errors.
Some information is factual, coming from the resources cited. There are many errors.
Quality of Content
Information goes well beyond what is covered in the textbook.
Information goes beyond what is covered in the textbook.
Information does not go beyond what was covered in the textbook.
Quality of Sources
All sources are of high quality, coming from credible publishers.
2 of 3 sources are of high quality, coming from credible publishers.
1 of 3 sources are of high quality, coming from credible publishers.
Bibliography
Bibliography is complete and correct, care was taken to ensure that all necessary elements are present.
Bibliography is complete and correct, however some minor elements may be missing from individual entries.
Bibliography is missing some important elements.
Product
- Product is creative, effective and appropriate for the content being presented.
- Product is creative.
- Product lacks creativity or is not appropriate for the content being presented.
Effort
It is obvious that a great deal of effort was put into the final product.
Some effort is apparent in the final product.
More care could have been taken to create a high quality product.
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APPENDIX B Choose Your Own Adventure Task Menu
Task Name Description Possible Topics
Archeologist Explore a piece of historical evidence to learn more about the past.
- King Tutʻs Tomb
What’s The Difference? Look at two topics from history to find their similarities and differences.
- Egypt & Nubia - The Old Kingdom &
The New Kingdom
A Day In The Life Understand how life was lived in the ancient world.
- Egyptian Citizen - Nobleman/Woman - Soldier - Farmer - Artisan - Slave - Pharaoh
Mysteries in History Come up with your own conclusion about what occurred in a historical mystery.
- How were the pyramids built?
You Be The Judge Decide whether something from history was good or bad.
- Mummification - Pyramid Building
Historical Superstar Discover the life events of a superstar from the ancient world.
- Khufu - Thutmose III - Hatshepsut - Ramses II - Akhenaton
Look What They Made! Explore one of the achievements or innovation of an ancient civilization.
- Pyramids - Calendar - Mummification - Papyrus - Shadoof - Hieroglyphics
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APPENDIX C Choose Your Own Adventure Planning Guide
Name:
Period:
Choose Your Own Adventure Planning Guide
Use this guide to help you prepare for your CYOA mini projects. Make sure to delete ALL text
that are in italics before submitting this assignment. This planning guide is required to be
turned in digitally along with all products.
Part 1 - Overview
Task: This is the Choose Your Own Adventure task sheet that you selected, add the link to your task sheet here
Topic: This is the piece of historical content you will be researching Driving Question: This is the main question you will try to answer with your research Product: This is how you will present your information
Part 2 - Annotated Bibliography
Create your annotated bibliography in this section. Your annotated bibliography must include
the following: 1) A minimum of 3 credible sources 2) A link to each site using the research
tool, cited in the footnotes also using the research tool 3) A 3 to 5 sentence summary of 2 of
your sources
Part 3 - Graphic Organizer
Copy/Paste the graphic organizer from the CYOA task sheet into this section and fill it out
completely before beginning work on your final product.
Part 4 - Product
Paste the link to your digital product or insert a photo of your non-digital product here.
Part 5 - Self-Evaluation
Rate yourself on each of the criteria in the rubric.
Rubric:
3 2 1
Planning The CYOA planning
guide has been
completed in high
detail.
The CYOA planning
guide has been
completed with minimal
detail.
The CYOA planning
guide is missing some
components.
Accuracy
of
Content
All information is
factual, coming from
the resources cited.
Most information is
factual, coming from
the resources cited.
There are a few errors.
Some information is
factual, coming from
the resources cited.
There are many errors.
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APPENDIX D Achievement List
Achievement Point Value
I’ve Got A Plan: Submitted your first planning guide with Part 1 completed. 50
An Act of Generosity : Shared a unique resource with the class in Edmodo. (Limit 100XP)
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Adventurer : Completed your first Choose Your Own Adventure task. 200
No “I” In Team : Completed a Choose Your Own Adventure task in a group. 50 per person
BINGO: Completed 5 different tasks from the Task Menu 500
Picasso: Created a product with art integration. Limit One. 50
Steve Jobs : Created a product with tech integration. Limit One. 50
Shakespeare : Created a product with performance integration. Limit One. 50
Dr. Seuss : Created a product with creative writing integration. Limit One. 50
Thatʻs An Impressive List : Used more than 3 sources to gather information. 75
Hana Hou: Completed an additional Choose Your Own Adventure task. 100
Help! : Submitted your product for peer feedback. 50
Just Sayinʻ: Provided a classmate with peer feedback. (Limit 500XP) 100
Right Back At Ya : Resubmitted a product to improve its score. Only after Mr. Bowman has given feedback on your product.
100
Mission Accomplished: Homework was completed. 25
Like Lightning: Fastest to complete a 6 Degrees of Wikipedia challenge. 100
Skill > Speed: First to complete a 6 Degrees of Wikipedia challenge in the least amount of clicks.
100
Wiki Wanderer: Completed the 6 Degrees of Wikipedia challenge. 25
All For One: Everyone in class has completed their homework. 50 per student
Twofer: Created a project that combines two types of integration. 100
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APPENDIX E Leaderboard Levels
Levels Point Totals Perk
1. Unskilled Worker 0 - 100 None
2. Farmer 101 - 250 Music Streaming
3. Artisan 251 - 450 Open Seating
4. Merchant 451 - 700 Group Project Available,
Rolling Chair Use
5. Scribe 701 - 1000 1 Pauahi Dollar, Personal
Device Use
6. Soldier 1001 - 1500 2 Pauahi Dollars,
10 Minute Free Time Pass
7. Government
Official
1501 - 2000 3 Pauahi Dollars,
Snacks in Class
8. Pharaoh 2001 - ???? 5 Pauahi Dollars,
Formative Pass
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APPENDIX F Class Leaderboard
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APPENDIX G Google Data Sheet
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APPENDIX H Post-Unit Survey
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APPENDIX H Post-Unit Survey (Continued)
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APPENDIX H Post-Unit Survey (Continued)