{"id":390,"date":"2018-08-02T14:48:33","date_gmt":"2018-08-02T14:48:33","guid":{"rendered":"http:\/\/fs-s-wpmu-02.facsci.ualberta.ca\/scilift\/?p=390"},"modified":"2018-08-02T14:49:47","modified_gmt":"2018-08-02T14:49:47","slug":"gamification-in-education-4-ways-to-bring-games-to-your-classroom-by-suzanne-holloway","status":"publish","type":"post","link":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/2018\/08\/02\/gamification-in-education-4-ways-to-bring-games-to-your-classroom-by-suzanne-holloway\/","title":{"rendered":"Gamification in Education: 4 Ways to Bring Games to Your Classroom by Suzanne Holloway"},"content":{"rendered":"<p><a href=\"https:\/\/tophat.com\/blog\/gamification-education-class\/\">https:\/\/tophat.com\/blog\/gamification-education-class\/<\/a><\/p>\n<h2>What is gamification?<\/h2>\n<p><strong>Gamification<\/strong>\u00a0is the use of game design and mechanics to enhance non-game contexts by increasing participation, engagement, loyalty and competition. These methods can include points, leaderboards, direct competitions and stickers or badges, and can be found in industries as varied as personal healthcare, retail\u2014and, of course, education.<\/p>\n<p>We\u2019ve seen gamification already in a variety of settings: completing a punch card to win a free sandwich, receiving a badge for being the first of friends to check in at a particular restaurant, or expanding our profiles on LinkedIn to bring the \u201ccompletion bar\u201d up to 100%. Gamification has even worked its way into the automotive industry with the innovative dashboard of the Ford Fusion hybrid. A high-resolution display features a rendering of vine-like leaves. Waste gas, and your vines wither. Conserve, and they blossom. The idea is to encourage brand loyalty, so how will gamification impact the education sector?<\/p>\n<div class=\"box\"><img decoding=\"async\" src=\"https:\/\/tophat.com\/wp-content\/uploads\/toptactics-cover.png\" alt=\"\" \/><br \/>\nLet the games begin. Learn how leading professors from Purdue, Stanford and more use gamification and role-playing to ramp up engagement in their classrooms in our free guide, The Top Tactics for Creating a More Engaged Classroom \u276f \u276f \u276f<\/div>\n<h2>Gamification in education<\/h2>\n<p>Games, in any form, increase motivation through engagement. Nowhere else is this more important than education. Nothing demonstrates a general lack of student motivation quite like the striking high school dropout rates: approximately 1.2 million students fail to graduate each year (All4Ed, 2010). At the college level, a Harvard Graduate School of Education study\u00a0<a title=\"Education Dropouts\" href=\"http:\/\/www.reuters.com\/article\/2012\/03\/27\/us-attn-andrea-education-dropouts-idUSBRE82Q0Y120120327\" target=\"_blank\" rel=\"noopener\">\u201cPathways to Prosperity\u201d<\/a>\u00a0reports that just 56% of students complete four-year degrees within six years. It\u2019s argued that this is due to current systemic flaws in the way we teach; schools are behind the times. Watch a single lecture on innovation trends in education, and the presenter likely notes the striking similarities of a modern-day classroom and one of centuries past. It\u2019s been proven that gamifying other services has resulted in retention and incentive. For example, website builder\u00a0<a title=\"DevHub Scores Engagement Increase By Gamifying Its Website Creation Tools\" href=\"http:\/\/venturebeat.com\/2010\/08\/25\/devhub-scores-engagement-increase-by-gamifying-its-web-site-creation-tools\/\" target=\"_blank\" rel=\"noopener\">DevHub<\/a>\u00a0saw the remarkable increase of users who finished their sites shoot from 10 percent to 80 percent. So, in theory, it should work for schools as well.<\/p>\n<div class=\"box\">Sign up here to learn more from us about the future of technology in education.<br \/>\nGet free e-books, guides, webinars and teaching tools delivered to your inbox. Unsubscribe at any time.<\/p>\n<section class=\"resources_subscribe\">\n<div class=\"umfwrap\">\n<form id=\"mktoForm_1576\" class=\"mktoForm mktoHasWidth mktoLayoutLeft\">\n<div class=\"mktoFormRow\">\n<div class=\"mktoFieldDescriptor mktoFormCol\">\n<div class=\"mktoFieldWrap mktoRequiredField\"><\/div>\n<\/div>\n<\/div>\n<div class=\"mktoFormRow\"><\/div>\n<div class=\"mktoButtonRow\"><span class=\"mktoButtonWrap mktoNative\"><button class=\"mktoButton\" type=\"submit\">JOIN<\/button><\/span><\/div>\n<\/form>\n<\/div>\n<div id=\"iframe_area\"><\/div>\n<\/section>\n<\/div>\n<h2>How can I gamify education in my classroom?<\/h2>\n<p>Educators have tested this theory and seen positive results. There are a variety of ways to introduce your classroom to the gamification of education and we\u2019re providing you with just a few ideas. We hope to spark a discussion on gamifying education so that educators can discuss the topic more thoroughly and provide examples in which they have used gamification to make learning more engaging.<\/p>\n<ol>\n<li>\n<h3><strong>Gamification in grading<\/strong><\/h3>\n<p>One success story is Lee Sheldon, a professor at Indiana University, who gamified his course by abandoning grades and implementing an\u00a0<a title=\"Professor Abandons Grades for Experience Points\" href=\"http:\/\/www.escapistmagazine.com\/news\/view\/99224-Professor-Abandons-Grades-for-Experience-Points\" target=\"_blank\" rel=\"noopener\">\u201cexperience points\u201d<\/a>\u00a0system. Students\u2019 letter grades are determined by the amount of points they have accumulated at the end of the course, in other words, by how much they have accomplished. Because of the extracurricular interests of the current college-age generation (games!), Professor Sheldon attributes success to the fact that \u201cthe elements of the class are couched in terms they understand.\u201d Students are progressing towards levels of mastery, as one does in games. Each assignment and each test feels rewarding, rather than disheartening. Using experience points allows\u00a0educators to align levels with skills and\u00a0highlight the inherent value of education.<\/li>\n<li>\n<h3><strong>Award students with badges<\/strong><\/h3>\n<p>For each assignment completed, award students with badges. This may seem like a regression back to Kindergarten stickers of gold stars, but it\u2019s working for Khan Academy. As students watch instructional videos and complete problem sets, Khan Academy awards them with points and badges to track progress and encourage perseverance. Western Oklahoma State College is implementing this form of gamification into their technology classes, with badges like \u201cMoodle Noob No More,\u201d or, a personal favorite \u201cDrop It Like It Hot\u201d to indicate mastery of Dropbox. However, as previously noted, it\u2019s important to add value to the badges, like bonus points, skill levels, etc.<\/li>\n<li>\n<h3><strong>Integrate educational video games into your curriculum<\/strong><\/h3>\n<p>The use of games allows students to fail, overcome, and persevere. Students are given a sense of agency\u2014in games, they control the choices they make, and the more agency students have, the better students do. Instantaneous feedback and small rewards (or big ones, like winning) are external motivators that work. Case in point, Mr. Pai, a 3rd grade teacher on a mission to make learning fun. He disrupted the traditional classroom setting by introducing the Nintendo DS, among other technology, into his daily curriculum. Students practiced math and language through the use of computer and video games. In just eighteen weeks, his class went from a below 3rd grade level to a mid fourth-grade level.<\/li>\n<li>\n<h3><strong>Stir up a little competition<\/strong><\/h3>\n<p>Top Hat is adopting game mechanics by including a \u201ctournament\u201d module in our platform. Professors have found that the tournaments incentivize students to learn the material and practice. After all, everyone wants to see his or her name on the leaderboard, right? Celine Petsche, a teaching assistant in the School of Business and Economics at Wilfrid Laurier University, uses Top Hat\u2019s tournament module to engage her students. Previously using iClicker to quiz her students on the assigned reading, Celine found that the use of the tournament function egged on some competition, boosted morale and got her students excited about demonstrating their understanding. Celine additionally noted that the tool worked as a great equalizer among students. Introverts were able to demonstrate their knowledge of the material and participate without having to raise their hands. Most of all, \u201cgamifying\u201d the review of readings simply boosted the general energy of the class. Something that can be particularly challenging during the early morning seminars!<\/li>\n<\/ol>\n<h2>Other ideas<\/h2>\n<p><strong>Implement a class-wide rewards system:<\/strong>\u00a0Encourage camaraderie among students by setting up a rewards system where students achieve something as a team. For example, set a goal of 80% of the class passing an exam. As a reward, give the entire class bonus points or even a party. That way, students are working to master the material together instead of competing, and the highest-achieving students will help those around them.<\/p>\n<p><strong>Gamify homework to encourage informal learning:<\/strong>\u00a0Ultimately, educators hope that games translate learning into informal environments. There simply aren\u2019t enough hours in the day for an educator. Games allow the curiosity\u2014and the learning\u2014to continue after the bell rings. How about a treasure hunt? Quests?<\/p>\n<p><strong>Create a digital, customizable classroom management system built on role playing themes:<\/strong>\u00a0Okay, maybe this one is a little more challenging. But read\u00a0<a title=\"Ben Bertolis Class Realm\" href=\"http:\/\/archive.wired.com\/geekdad\/2012\/05\/ben-bertolis-classrealm\/\" target=\"_blank\" rel=\"noopener noreferrer\">this Wired article<\/a>\u00a0on how six grade teacher Ben Bertoli is gamifying his class by doing exactly that.<\/p>\n<p>Those who resist gamification in education often cite its improper use of rewards as a motivator. Critics argue that relying on games can be detrimental to intrinsic motivation. Receiving a badge for a job well done is meaningless without an understanding of what specific skills this badge rewards. We agree; games can\u2019t be used to replace pedagogy, but can be used to enhance the overall learning experience.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>https:\/\/tophat.com\/blog\/gamification-education-class\/ What is gamification? Gamification\u00a0is the use of game design and mechanics to enhance non-game contexts by increasing participation, engagement, loyalty and competition. These methods can include points, leaderboards, direct competitions and stickers or badges, and can be found in industries as varied as personal healthcare, retail\u2014and, of course, education. We\u2019ve seen gamification already in<\/p>\n<p><a href=\"https:\/\/spaces.facsci.ualberta.ca\/scilift\/2018\/08\/02\/gamification-in-education-4-ways-to-bring-games-to-your-classroom-by-suzanne-holloway\/\" class=\"more-link themebutton\">Read More<\/a><\/p>\n","protected":false},"author":26,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8,11],"tags":[],"class_list":["post-390","post","type-post","status-publish","format-standard","hentry","category-curriculum-development","category-learning-and-teaching"],"_links":{"self":[{"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/posts\/390","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/comments?post=390"}],"version-history":[{"count":2,"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/posts\/390\/revisions"}],"predecessor-version":[{"id":392,"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/posts\/390\/revisions\/392"}],"wp:attachment":[{"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/media?parent=390"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/categories?post=390"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/spaces.facsci.ualberta.ca\/scilift\/wp-json\/wp\/v2\/tags?post=390"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}