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‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
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Gamification:
How to Gamify Learning and InstructionPART 2
Katrin Becker
2023-04-10 ACCP-CAID Gamification Master Class 2
© 2013 K.Becker
Overview
Introductions1. Who Am I2. What AM I Playing Now?
Part 1: What's All the Buzz?3. What is Gamification?4. An Inadvertent Con?5. Gamification is NOT New6. What IS New?7. Designing Instruction to be Playful8. Do's & Don'ts
Part 2: Case Study9. Baby Steps: Gamification on a Small Scale10.Increasing the Stakes11.Going All the Way: The Current Experiment12.Jumping the Gun - Early Conclusions
Part 3: De-BriefingFurther Resources
2023-04-10 ACCP-CAID Gamification Master Class 3
© 2013 K.Becker
Part 2: Case StudyGamification of Typical Courses
2023-04-10 ACCP-CAID Gamification Master Class 4
© 2013 K.Becker
Inception
Background:• Master's level education course (U of C)• Proposed, designed, implemented 2005• Also taught 2006, 2007• All F2F• Previous report on original course (BJET)• Traditional design
◦ Readings, discussion◦ Project (design a game or lesson that uses a
game)◦ Research paper
Part 2: Case Study
2023-04-10 ACCP-CAID Gamification Master Class 5
© 2013 K.Becker
Baby Steps: Gamification on a Small Scale
20% Gamified:• 25% Lesson Design • 15% Peer Review of Lesson Design• 25% High Concept Game Design • 15% Peer Review of High Concept Game Design
• 20% The DGBL Game
Total possible XP:• 470
Class Ave XP:• 231
Range:• 134 – 333
% over 100%• 32% (7/22, + 3 near 100%)
Part 2: Case Study
2023-04-10 ACCP-CAID Gamification Master Class 6
© 2013 K.Becker
Increasing the Stakes
50% Gamified:• 25% Lesson Design • 25% High Concept Game Design
• 50% The DGBL Game
Total XP possible:• 1000
Part 2: Case Study
2023-04-10 ACCP-CAID Gamification Master Class 7
© 2013 K.Becker
Playing Along
50% Gamified:• 25% Lesson Design • 25% High Concept Game Design
• 50% The DGBL Game
Total XP possible:• 1000
Part 2: Case Study
Class Ave: 537
Range: 380 - 650
% over 100%: 70% (9/13)
XP Req'd for
Perfect Score:500
Progression of Earned XP on Gamified Portion ONLY
2023-04-10 ACCP-CAID Gamification Master Class 8
© 2013 K.Becker
Going All the Way: The Current Experiment
COMP 1103: Introduction to Computersnon-majors; 1st year courserequired for some programs
science optionbroad range of backgrounds
"Traditional"student experience:
◦ 55% first year◦ 25% second year◦ 13% third year◦ 7% fourth
student interest:◦ 55% open studies◦ 15% business ◦ 10% science◦ rest is various arts programs
or diplomas
"Gamified" student experience:
55% first year 25% second year 15% third year 5% fourth
student interest: 30% open studies 30% business 20% science rest is various arts programs or
diplomas
Part 2: Case Study
2023-04-10 ACCP-CAID Gamification Master Class 9
© 2013 K.Becker
Jumping the Gun - Early Conclusions
Support• Requires considerable "on-boarding".
Structure• Too little structure for some.• Learners have greater control over their own learning.• Learners felt ownership of their own learning.
Competition• Motivating for some.• Discouraging for others.
Assessment• Fast grading turn-around essential.• Tendency to grade quantitatively.
◦Simple grading schemes.◦Practical mechanisms for meaningful feedback.
Part 2: Case Study
