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How Homo fabers (those who love to create) and Homo ludens (those who love to play) learn. This presentation made in Oct 2012 at Vasant Valley school in New Delhi, to educators from the Learn Today group, describes how elements can be borrowed from games and how games can be used in the classroom to enrich the learning experience.
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
