1. Let’s play school: Gamification and the future of schooling – This brief article discusses how gamification in schooling can boost motivation and engagement. The report comprises insights from Khan Academy president Shantanu Sinha who argues that games are inspirational as they enable people to advance at their own pace, they provide immediate feedback and compliments and they enable people to push their own boundaries.
2. It explains how one school uses games in mathematics courses to realize self-directed, learning. Gamification enables the pupils to become completely immersed, engaged, motivated, lower their fear of collapse and become better time managers. The article also discusses research done on college students that found students absorbed more info than reading a book. Importantly, the report warns against pupils becoming overly extrinsically motivated and that gamification can really be used to develop the intrinsic motivation to learn.
3. Six Ways to Look at Badging Systems Designed for Learning – While we at pixelfountain think gamification ought to be more than just awarding badges, this guide has some interesting insights.
4. The researcher developed a social network for those students that included basic gamification principles and 28 percent of the pupils willingly chose to do additional work that would not affect their grades.
5. How to Use Game Dynamics in the Classroom – This report provides a brief introduction of some other bit of research about using gamification in undergraduate classes. The experimental group will have the opportunity to complete a variety of challenges, which will earn these points. The management group will have the exact same lectures but will be requested to complete quizzes (comprising the very same questions, but without a points system). The groups will be compared on participation, attendance and academic performance. I am unable to locate the outcome of the research, but it’ll be interesting to see if gamification had an effect.
6. However, in addition, it discusses possible problems: funding and scalability.
7. The Gamified Classroom — Part 2: Technology’s Role in a Gamified Classroom – Part two of this series explains how children should be educated 21st century skills instead of focussing on teaching them how to utilize the technologies of the moment since this is obsolete in not very long. Additionally, it discusses how education ought to be student centred, but unless there are fundamental shifts in the education system, this is difficult. However, technology might be a method of achieving this as much gamified content is distinguished for different levels and character types.
The report goes on to explain that kids understand how to use technology for entertainment, but the task of a teacher should be to show them how to use them for different purposes. They ought to develop their 21st century skills in combination with the technology, but not determined by it, to work collaboratively on projects, for study and so forth.
8. The Gamified Classroom — Part 3: The Importance of Success – This component dicusses the job of Educational Psychologist Jere Brophy. Brophy contended that Motivation = Expectancy (of success) x Worth (of success). Brophy developed a set of factors he found motivating and the report discusses how gamification could be used to achieve the same ends. The writer asserts that gamification works better that conventional education as it delivers a story; studying has a purpose greater than just achieving grades, and that is the reason it’s so motivating.
9. A teacher begins each session by conversing his course with “Congratulations, you’ve got an F” and adds, “But you can level up”. He designs his course like a Massively Multiplayer Online Roleplaying Game (MMORPG) such as World of Warcraft by dividing his course into guilds which must finish quests (like creating a presentation) to earn points and advance to the next level.
10. Gamifying the Classroom with World of Classcraft – This program utilizes the fundamentals of MMORPGs in a classroom setting with the ultimate objective of creating the entire course into a game. Students earn experience points by doing positive activities in course, these lead to them levelling up and gaining special skills (for themselves, peers and the course). The program makes use of an internet leader board and may be used throughout the curriculum.