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ANGELA HOUSAND BRIAN HOUSAND

bit.ly/nagc2012

AGAMES AND PLAY B MOTIVATION C contracts D gamification G PLATFORMS

LEVEL ONE GAMES and PLAY

what is a game

RULES

OBJECTIVES OBSTACLES

GAMES ARE VOLUNTARY

GAMES OFFER CHOICES

CHOICES HAVE
CONSEQUENCES

CONSEQUENCES

OFFER FEEDBACK

FREEDOM TO EXPERIMENT FREEDOM TO FAIL FREEDOM TO TRY ON DIFFERENT IDENTITIES FREEDOM OF EFFORT
-Scot Osterweil

10,000

1) Active, Critical Learning Principle 2) Design Principle 3) Semiotic Principle 4) Semiotic Domains Principle 5) Meta-level thinking about Semiotic Domain Principle 6) "Psychosocial Moratorium" Principle 7) Committed Learning Principle 8) Identity Principle 9) Self-Knowledge Principle 10) Amplication of Input Principle 11) Achievement Principle 12) Practice Principle 13) Ongoing Learning Principle 14) "Regime of Competence" Principle 15) Probing Principle 16) Multiple Routes Principle 17) Situated Meaning Principle 18) Text Principle 19) Intertextual Principle 20) Multimodal Principle 21) "Material Intelligence" Principle 22) Intuitive Knowledge Principle 23) Subset Principle 24) Incremental Principle 25) Concentrated Sample Principle 26) Bottom-up Basic Skills Principle 27) Explicit Information On-Demand and Just-in-Time Principle 28) Discovery Principle 29) Transfer Principle 30) Cultural Models about the World Principle 31) Cultural Models about Learning Principle 32) Cultural Models about Semiotic Domains Principle 33) Distributed Principle 34) Dispersed Principle 35) Afnity Group Principle 36) Insider Principle

Games are the most elevated form of investigation.

LEVEL TWO MOTIVATION AND FLOW

Motivation
(Malone & Lepper, 1987)

Curiosity Control Optimal Challenge Fantasy Interpersonal


(Cooperation, Competition, & Recognition)

Creatively Gifted
Curious Independent Attracted to complexity Originality in thought and action Willing to take risks Aware of their own creativeness Need to produce

Motivation is Complex
Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest

Intrinsic Motivation
(Self-Determination Theory)

Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest Relatedness

RELATEDNESS...
Feeling connected to others and having a sense of belonging to a community.

COMPETENCE
Ability to demonstrate ones capacity for success when faced with a challenge or opportunity.

COMPETENCE
Feelings of competence shape a persons willingness to actively engage and persist in different behaviors.

(Bandura 1986, 1997)

Autonomy
The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.

ON TARGET

Autonomously-Motivated Students
Higher academic achievement Higher perceived competence More positive emotionality Higher self-worth

(Reeve, 2002)

ON TARGET

Autonomously-Motivated Students
Preference for optimal challenge Enjoy engaging challenges Stronger perceptions of control Greater creativity Higher rates of retention
(Reeve, 2002)

Motivation
(Malone & Lepper, 1987)

Self-Determination
(Deci & Ryan, 1980; 2000)

Curiosity Control Optimal Challenge Fantasy Interpersonal


(Cooperation, Competition, & Recognition)

Goal Pursuit Autonomy Competence Achievement Relatedness

Mihaly Csikszentmihalyi

Ch l ow

l ne n

Apathy

To Experience FLOW...

...the task must provide clear goals and feedback.

To Experience FLOW...

...one must become immersed in the activity.

To Experience FLOW...

...the task must be challenging and require skill.

To Experience FLOW...

...one must learn to enjoy immediate experience.

To Experience FLOW...

...one must loose ones sense of self.

F
Increasing Skills Increasing Challenge Increasing Challenge

Ch l ow

l ne n

Increasing Skills

Apathy

Motivation
(Malone & Lepper, 1987)

FLOW
(Csikszentmihalyi, 1975)

Curiosity Control Optimal Challenge Fantasy Interpersonal


(Cooperation, Competition, & Recognition)

Clear Goal Adjust Performance Based on Feedback Balance Challenge & Skill Level Enjoyment Transcend Self

LEVEL THREE LEARNING CONTRACTS

Authen,c Audience

Clear Expecta,ons

A Timeline with Feedback Opportuni,es Built-in

Clear Content & Resources

Accountability

Accountability

Clear Strategies & Skills

Agreement between teacher & student Student independence & autonomy Increased student responsibility Provides freedom in acquiring skills

Motivation
(Malone & Lepper, 1987)

FLOW
(Csikszentmihalyi, 1975)

Learning Contracts Clear Expectations

Curiosity Control Optimal Challenge Fantasy Interpersonal


(Cooperation, Competition, & Recognition)

Clear Goal

Adjust Performance Benchmarks & Based on Feedback Dened Responsibility Balance Challenge & Skill Level Enjoyment Transcend Self Dened Content & Skills Achievement Authentic Audience

10,000

Person Environment Fit


Person / Environment t is the degree to which a person or their personality is compa8ble with their environment

Good Environmental Fit Occurs When:


A person adjusts to their surroundings AND The environment adapts to t their needs

Motivation

FLOW

(Malone & Lepper, 1987) (Csikszentmihalyi, 1975)

Learning Contracts Clear Expectations Benchmarks & Responsibility Dened Content & Skills Achievement Authentic Audience

Gamication
(McGonigal, 2010)

Curiosity Control Optimal Challenge Fantasy Interpersonal


(Cooperation, Competition, & Recognition)

Clear Goal Adjusted Performance Balance Challenge & Skill Level Enjoyment Transcend Self

Clear Objective Blissful Productivity Urgent Optimism Epic Win Social Fabric

LEVEL FOUR GAMIFICATION

BASED
LEARNING
While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.), what may be most appealing to educators is that games provide students

GAME

A SAFE PLACE TO LEARN FROM FAILURE


In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to

EXPERIMENT AND TAKE RISKS TO FIND SOLUTIONS


without the feeling that they are doing something wrong.

GAMES ENCOURAGE STUDENTS TO MAKE AND LEARN FROM MISTAKES


which is a particularly important concept in the K-12 setting.

GAMIFICATION: The use of game elements and game-design techniques in non-game contexts.

POINTS

BADGES

LEADER BOARDS

POINTS
Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display of Progress Data for Game Designer

BADGES
Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers

LEADER BOARDS

ENGAGE

GAMIFICATION OFFERS CHOICE

COLLABORATION CONTENT CHOICE


-Ale Kohn

DEFINE LEARNING OBJECTIVES

2. Delineate Target Behaviors DELINEATE TARGET BEHAVIORS

DESCRIBE YOUR PLAYERS

DEVISE ACTIVITY CYCLES

DONT FORGET THE FUN!

DEPLOY APPROPRIATE TOOLS

LEVEL FIVE PLATFORMS FOR GAMIFICATION

CHALLENGE

WRAP UP

STAR Legacy

THOUGHTS

ASSESSMENT

PERSPECTIVES & RESOURCES

ROAD TO GIFTED

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GAME OVER ?????

Smithsonian American Art Museum

NDURINGLY

NGAGING XPERIENCES

92

COMPUTER USE

INTERNET USE

CREATIVITY

CELL PHONE USE

VIDEO GAME PLAY

Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376.

VIDEO GAME PLAY

CREATIVITY

Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376.

GAME ON!

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