playing in class: the gamification of an undergraduate communication class
TRANSCRIPT
Scholarly Teaching and Learning in Post Secondary EducationNov 13, 2015
Jaigris Hodson and Robert Bajko
1. Why Games?
2. Classroom Gamification A.BenefitsB.ChallengesC.Champions
3. CMN 450A. The StudentsB. The CourseC. The ApproachD. Results
4. Application
5. Let’s Play!
More than “Making Learning Fun”
Problem solving/creativity
Motivation/dopamine
Focus
Play and learning
Empathy
Relaxation
Competition
Compulsion
Team work
Interactivity
Personalization
Benefits, Challenges and Champions
Some studies show positive relationship between gamification and engagement (ie.,
Denny 2013; Li, Grossman, and Fitzmaurice 2012)
Students like to be rewarded directly for their work
Gamification can encourage collaboration, teamwork (Giannetto et al, 2013)
Gamification helps students to locate a greater purpose in their work in the course (Cheong et al, 2014; Kalinauskas, 2014)
Elimate ‘sage on the stage’ model
Structure and rules at department level
Different backgrounds in gaming (ie. gamer vs. non gamer students)
Content and delivery
Time and resources
Most from tech fields, like engineering and game design (ie., Barata et al. 2013; Berkling and Thomas
2013; Cheong, Filippou, and Cheong 2013; Iosup and Epema 2014; Sheldon 2011; Domínguez et al. 2013; Gåsland 2011; Foster et al. 2012; Laskowski and Badurowicz 2014)
Context plays an important role (ie., Hamari,
Koivisto, and Sarsa 2014)
Some implementation from instructor/course designer perspective (ie., Iosup and Epema, 2014)
Much relies on instructor reporting (ie., De
Schutter and Abeele 2014).
And the “Social Media Celebrity Game”
3 sections
3 hours per week
30 students per section
Average student age: 22
Programs: Business, Arts, Communication, Creative Industries
Average year: 4
Course Description
Emerging communication delivery channels such as podcasting, blogging, and social network applications help individuals consume, create and distribute digital content. This course examines the theoretical implications of new communication media and offers hands-on practice using various participatory media platforms. Students will learn how to use participatory media, such as podcasting and other select applications like WordPress and Twitter, to create and deliver social media content. Lab: 3 hours.
Course objectives/learning outcomes
To develop and design participatory digital texts, taking into account audience, purpose and genre
To produce podcasts that demonstrate narrative structure, audio production and editing techniques
To apply communication theory to the analysis of new media formats such as podcasts and online video
Object: Students need to earn experience points AND popularity points
Medium: Analog – students used rule book, cards, dice, and a scoring sheet
No leaderboards, but a weekly trophy
Gamified elements = ½ the class
Quizzes helped earn points, as did activities
Gamification elements from Kaufman, Chandross and Gurr (2005) and Sheldon (2011).
Students reported feeling more engaged
Competitive nature of the game encouraged some students ◦ “I … like the competitive nature of gamification I
think that in a competitive person like myself, it drives me to want to 'win‘”
Students asked for additional work to earn points
“Can I have another quiz to write?”
Students reported the gamified elements helped them to maintain interest in the material◦ “it allowed us to apply what we learned during the
lecture to these tasks so that it was a firsthand experience”
◦ “I found that I could relate to the concepts better as we did our games because we are applying them to it. It has been helpful, and I learned more than just the concepts, but also how to use the platform”
Many reported increased enjoyment◦ “I liked the class interaction and more hands on
structure that was imparted through the weekly challenges and labs. It was a nice change from my other classes with 3 hour long PowerPoint lectures”
◦ “Some things that I liked from this gamified course was the fact that it had some resemblance to the games I play daily, in which I use to destress and relax. Thus, when I come to this course, I tend to have more fun and not feel more pressure from school”
Departmental/Bureaucratic Challenges◦ Ie. That’s just not how it’s done here
Gamers vs. non-gamer/casual gamers◦ You can’t please all the people all of the time.
Challenges of content and delivery◦ LMS challenges
◦ Resource challenges
◦ Time management
How you can do it
Writing course material into a game requires a few straightforward steps:1. Play games. Lots of them. Analog
and digital. Get to know the rule books
2. Read Sheldon (2011) The Multiplayer Classroom
3. Decide on structure and delivery, will all the class be gamified, or will it have gamification elements
4. Don’t just tack it on. Ensure the gamified elements make sense and have a story
Recognize that gamification is involved, it needs your attention
You have to write two things: course material and game material
There may be additional activities that need to be adjudicated
But the work is worth it, it makes a difference to your students
Large learning curve for instructors
Take a look at the game
In your groups, do the following:
Create a short game that helps us learn one or two of the concepts discussed in lecture today
Game needs to be interactive and lively, and needs to involve the rest of your classmates
You could create a trivia game, an interactive online choose your own adventure, or a jeopardy style quiz game
We will vote on our favorite at the end
Twinery.org
Interactive, online, no coding required!
Sample
Gain Knowledge, Experience, and Popularity points.
