How Homo fabers and Homo Ludens Learn - Gamifying Learning

How

and

LEARN

Homo ludens

HOMO FABERS

Homo  sapiens  sapiens    

those  who  know  that  they  k

now  

Homo  economicus    

the  rational  man  

Homo  sapiens    those  who  know  

Homo  economicus  maturus    the  mature  rational  man  

Homo  ludens    those  who  love  to  PLAY  

Homo  sapiens  sapiens    

those  who  know  that  they  k

now  

Homo  fabers    

those  who  love  to  CREA

TE  

Homo  sapiens    those  who  know  

Homo  economicus  maturus    the  mature  rational  man  

Homo  economicus    

the  rational  man  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Game-based Learning using  games  in  the  classroom  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Game-based Learning using  games  in  the  classroom  

 -­‐  Listen  to  a  Story  -­‐  Make  a  Story  -­‐  Play  a  Game  -­‐  Build  a  Game  -­‐  Collabora4ve  Game-­‐Play    

Learning  Effec4veness:  Memorize,  Know,  Understand,  Synthesize,  Create    

Let’s start with a story…

A  woman  had  just  a  few  hours  before  she  would  die  from  a  strange  disease.    

There  was  just  one  drug  that  might  save  her.  

Only  one  pharmacist  in  the  village  had  that  drug  and  he  was  charging  ten  4mes  the  normal  price.  

The  sick  woman’s  husband,  Heinz,  could  arrange  just  half  the  amount.    

PHARMACY  

He  pleaded  and  argued  with  the  pharmacist  that  his  wife  was  dying  and  so  could  he  please  lower  the  price  or  allow  Heinz  to  pay  later.  

But  the  pharmacist  refused.  

PHARMACY  

Heinz  got  desperate  and  that  evening  he  stole  the  drug.    

PHARMACY  

Should  Heinz  have  stolen  the  drug?      Should  he  be  punished?  

Harvard  psychologist,  Lawrence  Kohlberg,  who  

proposed  a  stage  theory  of  moral  thinking,  used  

stories  like  this  one,  to  test  moral  reasoning.  

1.  Obedience  and  punishment  orienta4on    (how  can  I  avoid  punishment?)  

2.  Self-­‐interest  orienta4on  (what's  in  it  for  me?)    

3.  Interpersonal  accord  and  conformity  (social  norms)  

4.  Authority  and  social-­‐order  maintaining  orienta4on    (law  and  order  morality)  

5.  Social  contract  orienta4on  (empathy)  

6.  Universal  ethical  principles    (own  moral  code  of  conduct)  

Kohlberg  in  the  Classroom  

hCp://www.youtube.com/watch?v=77uRQeu_pUQ    

How to teach the concept of Justice?

Curatorial Learning, of course!

Prof  Michael  Sandel  –  www.Jus4ceHarvard.org    

What Makes a Great Learning Experience

- for Homo fabers and Homo ludens

Engagement  

What Makes a Great Learning Experience

Lear

ning  Eff

ec4ve

nes

s  

What Makes a Great Learning Experience

Lear

ning  Eff

ec4ve

nes

s  

•  Stories  •  Playing  •  Tinkering  •  Experimen4ng  

Engagement  

Tradi4onally:  

Impar4ng  learning  as  disciplined,  formal  educa4on  is  a  fairly  modern  inven4on,  only  a  few  centuries  old    

While  it  may  be  efficient,  it  is  ohen:  

q  Boring  

q  Stressful  

q  Irrelevant  

ü  All  of  the  above  

Most  formal  educa4on  has  degenerated  into,    

•  Passive  acquisi4on  of  knowledge    

•  Later  regurgita4on  in  tests  of  recall  

While  research  shows  that  deep  learning  happens  when  a  learner  is,  

•  Self-­‐mo4vated  to  learn    

•  Constructs  own  understanding/meaning  

When  we  play  a  game  we  are,  

•  Intrinsically  mo4vated  

•  Have  a  high  cogni4ve  commitment  

•  Deeply  engaged  

•  Overcome  difficult  challenges  of  our  own  voli4on  

•  ACen4on  •  Effort    •  Persistence  •  Rule  following  

•  Trust  •  Empathy  •  Respect  •  Fairness  

Games can cultivate:

•  Parents  –  complain  games  are  addic4ve  and  colossal  4me  wasters  

•  Educa4onists  –  lament  games  foster  adverse  social  behaviour  

But talk about games, and

Engagement  

What Makes a Great Learning Experience?  

Lear

ning  Eff

ec4ve

nes

s   Use  Games  but  with  minimum  adverse  consequences?  

Engagement  

What Makes a Great Learning Experience?  

Lear

ning  Eff

ec4ve

nes

s   Use  Games  but  with  minimum  adverse  consequences?  

GAMIFICATION

may  hold  the  answer  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Game-based Learning using  games  in  the  classroom  

 -­‐  Listen  to  a  Story  -­‐  Make  a  Story  -­‐  Play  a  Game  -­‐  Build  a  Game  -­‐  Collabora4ve  Game-­‐Play    

Learning  Effec4veness:  Memorize,  Know,  Understand,  Synthesize,  Create    

GAMIFICATION

is  use  of  game-­‐elements  in  non-­‐gaming  contexts  

•  Nike  online  fitness  community  

•  Ci4zen  Science  projects  like  GalaxyZoo.org  

•  Volkswagen’s  www.funtheory.com  in  rewarding  drivers  who  drive  within  speed  limit    

Some examples of Gamification

Simply  adding  Points,  Badges  and  Leader  Boards  as  a  layer  on  top  of  a  learning  ac4vity  

What Gamification is NOT:

Deconstruc4ng  good  games  to  find  elements  that  enrich  a  learning  experience,  e.g.  

•  Connec4ng  with  player’s  passions  and  goals  

•  Perhaps,  allow  personaliza4on  of  goals  

•  “With  games,  learning  is  the  drug”      (Raph  Koster,  game  designer,  author  -­‐  ‘Theory  of  Fun’)  

What Gamification IS:

•  Unlike  a  game,  the  challenges  provided  are  not  novel  or  interes4ng  

•  Challenges  are  not  contextual  –  not  related  with  learners’  aspira4ons  or  life  situa4on  

Why Learning becomes Taxing in a School Environment?

Based  on  a  talk  by  Sebas/an  Deterding,  designer  

Perhaps…  

hCp://bit.ly/PC8rjn    

Why Learning becomes Taxing in a School Environment?

Based  on  a  talk  by  Sebas/an  Deterding,  designer  

Perhaps…  

•  No  varying  of  pace  in  learning  

•  No  scaffolding  that  allows  gradual  learning  

•  No  ‘excessive  posi4ve  feedback’  (informa4onal  and  not  judgmental    feedback)    

hCp://tedxtalks.ted.com/video/TEDxBozeman-­‐Paul-­‐Andersen-­‐Class    

Lee  Sheldon’s  book  

‘The  Mul4player  

Classroom  –  Designing  

Coursework  as  a  Game’  

In  a  game,  

•  A  ‘newbie’  needs  to  be  onboarded  

•  A  ‘regular’  needs  fresh  challenges  –  new  learned  behaviours  become  a  habit  

•  An  ‘enthusiast’  plays  the  game  for  mastery  

Good game designers understand that one size does not fit all

Based  on  a  talk  by  Amy  Jo  Kim,  game  designer  hCp://www.youtube.com/watch?v=F4YP-­‐hGZTuA    

Amy  Jo  Kim  –4  reasons  for  Social  Engagement  

•  Express  

•  Explore  

•  Compete  

•  Cooperate  

What Motivates/Engages People

Based  on  a  talk  by  Amy  Jo  Kim  

Engagement Loop in a Game

Based  on  a  talk  by  Amy  Jo  Kim  

Call  to  Action  Express/Explore/Compete/Coop  

Player  (re)Engagement  Task/Mission/Quiz  

Visible  Progress  Statistics/Analytics/Feedback  

Positive  Emotions  Fun/Delight/Trust/Pride/Curious  

"   Call  to  Adventure  

"   Refusal  of  the  Call  

"   Divine  intervention  or  Epiphany  

"   Journey  of  Trials  &  Tribulations  

"   Return  and  Master  of  both  worlds  

The learner’s journey could be, knowledge acquisition, mastery, innovation or transformation of self

According  to  Joseph  Campbell,  the  journey  of  the  archetypal  hero  in  mythologies  consists  of  

Amy  Jo  Kim  –  good  games  embody  the  same  5  elements  that  are  impera4ve  for  well-­‐being  and  happiness  (Mar4n  Seligman’s  book,  ‘Flourish’)  

•  P  =  Posi4ve  Emo4ons  

•  E  =  Engagement  

•  R  =  Rela4onships  

•  M  =  Meaning  

•  A  =  Accomplishment  

Game = PERMA

Based  on  a  talk  by  Amy  Jo  Kim  

Impact of emotions on

learning and performance...

A  Class  Divided  hCp://www.pbs.org/wgbh/pages/frontline/shows/divided/    

In  his  book  Social  Intelligence,  author  Daniel  

Goleman  explains  the  impact  of  emo4ons  on  

learning  and  performance...  

Hans  Selye  divided  Stress  into  two  categories  -­‐  Distress  (persistent  stress  that  is  not  resolved  through  coping  or  adapta4on)  and  Eustress  (or  euphoric  stress  that  enhances  physical  and  mental  func4on)  -­‐  high  performance  requires  op4mal  stress  

Mihaly  Csikszentmihalyi  on  ‘FLOW’  

High  Challenge  –  Low  Skill  •  Cogni4ve  Overload  •  Lack  of  Prior  Knowledge  

(pre-­‐requisites)  

•  Wrong  Mental  Model  Leads  to  Anxiety  

-­‐  Provide  Scaffolding  (e.g.  step-­‐wise  hints)  

High  Skill  –  Low  Challenge  

•  Quickly  move  to  the  next  level  (Mastery  Learning  –  Khan  Academy)  

Personaliza4on  of  Learning  –  Role  of  ICT  – Harvard  Professor,  Clayton  Christensen’s  book  ‘Disrup4ng  Class’  

Good Game Designers Understand the Psychology of Motivation!

Self-Determination Theory!

Amo$va$on   Extrinsic  Mo$va$on   Intrinsic  Mo$va$on  

Indifferent  to  a  task  

External  Regula$on:  you  don’t  want  to  do  something  but  do  it  because  someone  wants  you  to  do  to  it  

Introjec$on:  do  it  because  it  enhances  your  status  –  I  will  do  it  because  others  will  value  me  

Iden$fica$on:  I  don’t  really  enjoy  doing  it  but  I  will  do  it  because  I  see  value  in  doing  it.  E.g.  study  math  

Integra$on:  I  will  do  it  because  it  align  with  my  goals  (even  though  I  might  not  enjoy  doing  it).  E.g.  exercise    

Doing  something  for  the  love  of  it    Not  for  the  reward    E.g.  spending  4me  with  family,  listening  to  music  

THE  MOTIVATIONAL  SPECTRUM  External  Regula/on  >  Introjec/on  >  Iden/fica/on  >  Integra/on  >  Intrinsic  

!Effectance Motivation!

Organisms have a tendency to explore and

influence the environment and the master reinforcer for humans is personal competence (competence is the ability to interact

effectively with the environment)

-­‐  Psychologist  Robert  White  

In his book ‘Drive - The Surprising Truth about What Motivates Us’ author Daniel Pink suggests that the new operating system for the 21st century, or Motivation 3.0, has three components:

–  Autonomy: the urge to direct our own lives

–  Mastery: the desire to get better and better on something that matters

–  Purpose: a yearning to do something larger than our self-interest

Factors that influence Intrinsic Motivation!

hCp://www.ted.com/talks/brenda_brathwaite_gaming_for_understanding.html    

Good Game Designers Understand Currency of Attention!

•  How  do  we  stay  focused?  

•  To  understand  this  let’s  look  at  play,  because  while  playing  we  are  usually  naturally  aCen4ve  

•  This  happens  because  our  mind  is  wired  such  that  it  seeks  variety  and  in  play  the  s4mulus  is  constantly  changing  

Every  moment  of  a  tennis  match  is  different,  and  if  runs  are  not  being  scored  or  wickets  are  not  falling  then  even  cricket  becomes  boring  -­‐  we  stop  paying  aCen4on!  

Ellen  Langer,  Harvard  Professor  of  Psychology,  conducted  a  study  where  she  asked  par4cipants,  who  did  not  par4cularly  like  classical  music,  to  listen  to  classical  music  

•  One  set  of  par4cipants  was  asked  to  no4ce  three  to  six  novel  aspects  about  the  ac4vity,  like  no4ce  the  musical  instruments  they  could  iden4fy  

•  Another  set  was  not  given  any  instruc4ons  to  no4ce  differences  

•  The  Study  revealed  that  more  the  dis4nc4ons  drawn  by  careful  no4cing,  the  more  the  subjects  liked  the  ac4vity  

•  Thus,  the  more  we  deliberately  engage  with  a  task  the  more  interested  we  become  and  more  we  learn  

•  Langer  calls  this  a  ‘mindful’  autude  to  learning  -­‐  the  opposite  autude  is  a  ‘mindless  rote’  or  ‘autopilot’learning  

•  Connect  what  you  are  learning  with  your  life  and  make  it  more  meaningful  

•  Self-­‐reference  Effect  -­‐  informa4on  that  is  related  to  us  is  easier  to  learn  

•  While  studying  we  should  mentally  ask  ques4ons  about  the  topic,  look  at  the  informa4on  from  various  perspec4ves  and  relate  it  to  our  personal  life  or  of  someone  we  know  

•  By  making  informa4on  meaningful  we  remember  it  longer  

Good  learners  know  how  to  make  learning  interes4ng  by  deliberately  bringing  in  variety  in  what  they  are  studying  

For  example,  while  reading  a  book,  they  mentally  ask  ques4ons  and  try  to  answer  them,  look  at  the  book  from  various  perspec4ves  or  think  about  different  endings  to  a  story  

Game Elements that can be used to

Enrich the Learning Experience are…

In  Summary  

•  Meaning:  contextual  goals,  shrink  the  goal  –  personaliza4on  

•  Intrinsic  Mo4va4on:  mastery,  autonomy  (play  =  voluntary,  what  the  body  in  not  obliged  to  do  –  Mark  Twain)  

•  Varied  Challenges:  non-­‐repe44ve,  novel  challenges;  experience  failure,  value  the  win  

•  Environment  

-­‐  Safe  but  not  sterile  environment,  where  consequences  are  not  dire  

-­‐  Frustra4on  is  taken  in  stride  

-­‐  Failure  is  less  shameful  

•  Scaffolding:  challenge  and  skill  balance  –  Flow  

•  Changing  S4mulus:  for  intense  engagement  

•  Feedback:  instant,  juicy,  informa4ve,  non-­‐judgmental  feedback  that  helps  improve  performance  

•  Collabora4on:  communi4es  of  common  interest  

•  Mutual  respect  

•  Trust  •  Benevolence  

•  Empathy  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Game-based Learning using  games  in  the  classroom  

 -­‐  Listen  to  a  Story  -­‐  Make  a  Story  -­‐  Play  a  Game  -­‐  Build  a  Game  -­‐  Collabora4ve  Game-­‐Play    

Learning  Effec4veness:  Memorize,  Know,  Understand,  Synthesize,  Create    

The Engagement Spectrum

The Engagement Spectrum

The Engagement Spectrum

The Engagement Spectrum

Story Creators and Animation Tools for iPad

The Engagement Spectrum

Learning  Teaching  Scotland  -­‐  Game-­‐based  Learning  

hCp://www.heppell.net/bva/bva5/elrick.htm    

The Engagement Spectrum

The Engagement Spectrum

Solo  Games:  typically  provide  a  deeper  learning  experience  

Collabora4ve  Games:  typically  provide  higher  learner  mo4va4on  

Gaming  Communi4es:  several  learning  theories  at  work,  e.g.  Vygotsky’s  Zone  of  Proximal  Development,  More  Knowledgeable  Other  and  Lave  &  Wenger’s  Legi4mate  Peripheral  Par4cipa4on  and  Situated  Learning  

Gaming  Communi4es:  very  good  for  cul4va4ng  skills  essen4al  for  success  in  the  21st  century  

-­‐  Collabora4ve  problem  solving  

-­‐  Co-­‐construc4ng  meaning  

-­‐  Consensual  decision  making  

-­‐  Responsibility  and  self-­‐directed  learning  

hCp://youtu.be/yDPssJedOJ4    

Learning  Cycle  in  a  Gaming  Community  

John  Seely  Brown’s  website  

hCp://www.johnseelybrown.com    

Also  available  as  eBook  

ARG!

Alternate Reality Games

TED  Talk  

�Jane  McGonigal:    Gaming  can  make  a  beJer  world�  

hCp://www.youtube.com/watch?v=dE1DuBesGYM    

Games are engaging, no doubt.

But, what about

LEARNING EFFECTIVENES

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Game-based Learning using  games  in  the  classroom  

 -­‐  Listen  to  a  Story  -­‐  Make  a  Story  -­‐  Play  a  Game  -­‐  Build  a  Game  -­‐  Collabora4ve  Game-­‐Play    

Learning  Effec4veness:  Memorize,  Know,  Understand,  Synthesize,  Create    

Bloo

m’s  Taxon

omy  of  Sorts!  

Memorisa4on  

Knowing  

Understanding  

Synthesis  

Crea4vity  

Memorisa4on  

Knowing  

Understanding  

Synthesis  

Crea4vity  

-­‐  Recall  of  facts  -­‐  Tradi4onally  learned  by  rote  

Add  Context  (vocabulary    around  a  theme,    Radio  Show  type  game)  

Challenge  (beCer  4me  or  beCer  score)  

Novelty  of  Form  Factor  

Bloo

m’s  Taxon

omy  of  Sorts!  

Add  Context  (problems  that  learner  can  relate  with)  

Engagement  (mul4media  storytelling)  

Knowledge  of  a  domain  

Memorisa4on  

Knowing  

Understanding  

Synthesis  

Crea4vity  

Bloo

m’s  Taxon

omy  of  Sorts!  

Detectives at the British Museum

Thousands of years ago I used to be a king but you can still meet me at the British Museum. Although I am a little tied-up today! Who am I?   Clue: Go to room (9 X 7) = ?

Simple  Games  I  have  made  for  my  son  (this  one,  when  he  was  9)  

Simple  Games  I  have  made  for  my  son    (this  one,  when  he  was  10)  

It  is  old  wine  in  new  boCles  –  a  simple  quiz  converted  into  QR  code  –  cool  form  factor!  

-­‐  Making  connec4ons  with  prior  knowledge  -­‐  Applying  knowledge  in  novel  contexts  

-­‐  Ac4ve  Explora4on  -­‐  Discovery  Learning  -­‐  Feedback        (Hints  =  Scaffolding)  

Memorisa4on  

Knowing  

Understanding  

Synthesis  

Crea4vity  

Bloo

m’s  Taxon

omy  of  Sorts!  

ICT  Curriculum  –  Beyond  Word  and  Excel    Learning  by  Tinkering  

Is  a  tool  for  making  computers  that  can  sense  and  control  more  of  the  physical  world  than  your  desktop  computer.    

It's  an  open-­‐source  physical  compu4ng  plazorm  based  on  a  simple  microcontroller  board,  and  a  development  environment  for  wri4ng  sohware  for  the  board.  

Arduino  

Seeing  paCerns  and  rela4onships  between  discrete  knowledge  nuggets,  across  domains  

-­‐  Require  cross-­‐domain  knowledge  -­‐  Decision  Making  skills  -­‐  Problem  Solving  skills  

Memorisa4on  

Knowing  

Understanding  

Synthesis  

Crea4vity  

Bloo

m’s  Taxon

omy  of  Sorts!  

New  connec4ons,  innova4ve  solu4ons  

Using  underlying  Physics  engine,  create  own  games,  own  stories  

Memorisa4on  

Knowing  

Understanding  

Synthesis  

Crea4vity  

Bloo

m’s  Taxon

omy  of  Sorts!  

Curating Good Games

You  can  search  for  educa4onal  games  on  Android  Market  

You  can  search  App  Store  for  educa4onal  games  

Search  Google  for  “Serious  Games”  on  your  topic  of  study...  you  may  find  a  good  game  

Elements for Enriching the Learning Experience

for  Homo  fabers  and  Homo  ludens  

Gamification using  game-­‐elements  in  learning  

 -­‐  Novel  Challenges  -­‐  Intrinsic  Mo4va4on  -­‐  Contextual  -­‐  Emo4ons/Experien4al  -­‐  Scaffolding,  Feedback  -­‐  Conversa4on  -­‐  Collabora4on  -­‐  ACen4on  

Game-based Learning using  games  in  the  classroom  

 -­‐  Listen  to  a  Story  -­‐  Make  a  Story  -­‐  Play  a  Game  -­‐  Build  a  Game  -­‐  Collabora4ve  Game-­‐Play    

Learning  Effec4veness:  Memorize,  Know,  Understand,  Synthesize,  Create    

Let the Learning Games Begin...

For  more  learning  modules  on  skills  relevant  for  flourishing  in  the  21st  century  visit  -­‐    

www.TimelessLifeskills.co.uk  

Or  join  the  Learning  Conversa4ons    on  Facebook  -­‐  

www.facebook.com/lifeskills  

Thank you If  you  have  ques4ons  or  comments  please  

feel  free  to  email  me  at:  

Atul.Pant@gmail.com