Gamification Categorization[edit] Gamification in a narrow sense is used in a non-game context, is built into the service system, and is aiming at an infinite experience. It does not aim at creating a game but offering a gameful experience. In a broader sense gamification also includes game context such as in serious games and finite and infinite games.[20] Another categorization compares gamification with other gameful approaches by looking at characteristics such as spontaneity, rules, or goals:[20] Techniques[edit] Gamification techniques strive to leverage people's natural desires for socializing, learning, mastery, competition, achievement, status, self-expression, altruism, or closure. Another approach to gamification is to make existing tasks feel more like games.[27] Some techniques used in this approach include adding meaningful choice, onboarding with a tutorial, increasing challenge,[28] and adding narrative.[27] Applications[edit] Gamification has been widely applied in marketing.
Levels of Use Adapted from C. Moertsch (1998), Computer Efficiency, Learning and Leading with Technology, p. 53; and G.E. Hall & S.M. Hord (1987), Change in Schools, p. 84. From field work in the late 1960's and early 1970's, Hall and Hord identified, verified, and operationally defined eight different levels of use of a new innovation. These levels of use are an important feature of their Concerns-Based Adoption Model (CBAM). More recently, Christopher Moertsch developed the Levels of Technology Implementation (LoTi) Framework, which roughly parallels Hall and Hord's "levels of use" framework and applies it to the use of technology in schools. The following table, which relates these two research-based frameworks, was developed at RMC Research Corporation.
Research Spotlight: Academic Learning Management Systems 2016 - 2018 by Sharon Vipond: Page 4 Academic users identified the most important academic LMS features Responding to the obvious importance of “learner-centered” designs for academic LMS users, our respondents identified what they believed to be the most important academic LMS features—from the learner’s point of view. Learner-centered designs have the following attributes. [See the research report for all source citations}: Context. The scenario in which learners can carry out learning tasks as close to the real world as possible. By substantial margins, Figure 5 identifies the three highest-rated (“extremely important”) academic LMS features from the learner’s point of view. Figure 5: Important LMS features from a learner’s point of view, academic institutions Source: The eLearning Guild Research, 2016. Learner-centered environments, and student-centered learning communities, have long been recognized as critical requirements for academic LMSs.
Persuasive Games: Exploitationware Persuasive Games: Exploitationware By Ian Bogost [In this searing edition of his Persuasive Games column, academic and developer Bogost takes a look at the core tenets of gamification and argues that not only is it not "games" but that the entire discussion must be reframed.] I had been trying to ignore gamification, hoping it would go away, like an ill-placed pimple or an annoying party guest or a Katy Perry earworm. But a recent encounter with the concept has made me realize that plugging my ears and covering my eyes to it is a losing strategy. In early April I spoke at the annual Conference on College Composition and Communication (CCCC, or 4Cs). 4Cs is to the college writing and rhetoric community what the Game Developers Conference is to the video game community. And just as GDC has its swank soirées run by big devs, publishers, and hardware hawks, so 4Cs boasts parties sponsored by textbook publishers. After all, everyone who attends college is subjected to writing classes.
Gamification Blog The Back End of Gamification in our 1:1 Professional Development I have posted several previous blogs on my model for gamification in our professional development. If you are interested in how the idea was started, read "Gamification in Education: It's World of Warcraft without the Warcraft." or "Mission Possible: Playing Games with Professional Development." If you are interested in how I incorporated crowdsourcing into the game, read "Crowdsourcing your 1:1 Professional Development." If you are interested in how I keep track of the points on the back end of the system, continue reading on:) I will begin by saying that this is by no means the best way to do this. That being said, here is a peak behind the curtain. When teachers do a mission, they are to receive points depending upon which level the mission falls under. 4th level missions are worth 4 points, etc. This data then goes into a spreadsheet for that level. I then create a pivot table that accesses this information with the teacher's username, mission number, and returns the points awarded.
Research Spotlight: Overcome Myths and Misconceptions of Gamification and Promote Gamified Learning by Sharon Vipond “As you prepare to explain your gamified learning initiative, anticipate the myths that may arise and arm yourself with the facts. In fact, you may want to proactively address some of the more common myths before you actually begin the process of requesting your gamification project. Remember, you will need to educate your decision-makers in addition to selling them on accurate information and real concepts.” Guild Research today released a new white paper, Confronting the Dragons: How to Overcome Myths and Misconceptions of Gamification and Promote Gamified Learning. The goal of this white paper, which I co-authored with Brenda Enders, is to identify the most common myths and misconceptions about gamification and to clarify, as much as possible, the reality behind each myth. Gamification can be an exciting and effective approach that enables learners of all ages and backgrounds to become engaged in and enthusiastic about learning. Figure 1: The “high dragon"
The 4 pillars of Gamification I’m often challenged on what qualifies as a ‘game’. My favourite definition of a game comes from game design guru Jesse Schell who said that “a game is a problem solving activity, approached with a playful attitude”. That’s a pretty broad brush, but I don’t think you can actually get one much finer. If you start to define a game any further, you tend to run into problems when someone brings you an example of a game that doesn’t fit. You might be inclined to think that your E-learning probably qualifies as a game by this definition. Dig a little deeper though and you realise that it’s probably not the case. How often is our E-learning approached with a playful attitude? So if we’re a little bit away from meeting the definition in most of our current E-learning offerings, what can we do to change this? Adapted from Jesse Schell; The Art of Game Design Aesthetics: A game is only a game because it looks like a game, right? Games come in many different forms. Story Mechanics Technology
Gamification Summit - Sep 15 – 16 • New York Mission Possible: Playing Games with Professional Development A few posts ago, I talked a bit about Gamification in education. I then went on to discuss an idea I had to apply this to my classroom with Galaxy Fleet. After presenting at last weekend's Iowa Edcamp, I am inclined to give you some specifics of the Professional Development model I created that uses these principles. Mission Possible is our district's model for professional development with regards to technology in our 1:1. I see learning technology to be three fold. Those are the three Tiers of the game. Here is the website for the Game. You will not be able to see the leaderboard, which we do post so everyone knows where they stand. I can tell you that this posting of the leaderboard is a key to the game aspect of it. As teachers move through the game they can pick up other titles along the way for completing sets or "chains" of missions. I encourage you to develop your own game based on this model. Crowdsource the making of the missions to your teachers. Chris @christopherlike
Documents in Cognitive Presence Type to search for People, Research Interests and Universities Searching... Cognitive Presence People 22 Questions 1 Documents 24 Journals 0 Jobs 0 Related Research Interests Online Learning13,748Distance Education12,006Instructional Design16,577Teaching Presence31Community of Inquiry84Social Presence138Community College106Online Student Perceptions21Student Satisfaction176Student Success376Community of Inquiry Model4Presence98Educational Technology54,446Instructor Presence8Distance Learning4,609Community Colleges1,334Video Conference-Based Lecture, Student Perceptions, Distance Education3Intrinsic motivation321Critical Thinking8,192Community Art programs19 Relative and Absolute Presence (forthcoming)more by Sean Power "Temporal presence can conceived of as either absolute or relative. "Temporal presence can conceived of as either absolute or relative. Publisher: Springer Publication Name: Philosophy and Psychology of Time (eds.: Molder, B., Arstila, V. & Øhrstrøm, P.) edit Add File Share <div>()</div>
As websites become games, understand the trend with the Gamification Encyclopedia 11 January '11, 03:20pm Follow One of the biggest trends we’ve seen on the Web in the past year has been the growing “Gamification” of websites and online services. From Foursquare to Get Glue and and services like One True Fan and even, er, The Next Web, it seems that badges and leaderboards are everywhere right now. In order to explain this, San Francisco startup Gamify has launched an in-depth Gamification Encyclopedia. Still a work in progress, some sections of the site are under development but its 197 articles are a really good read, with lots of examples of the many different game mechanics, design elements and user features that make up a ‘gamified’ service. With Gamify set to soon launch its platform to help build ‘gamified’ Web experiences, this is undoubtedly a stunt to drum up some interest but it’s a very useful resource and well worth reading if, like most The Next Web readers, you have a strong interest in Web trends.
New Technologies in Education | schoooools schoooools.com is an online schools community — the schoooools. Each school is an official representation of a real school, in the web. Just like in real life, to each school at schoooools.com can only access students, teachers and parents, authorized by the school, creating a safe and close space. Using the same school organization and the same school concepts, schoooools.com has a natural simplicity for all. For this reason, it's easy to work, play, collaborate and communicate with everybody. schoooools.com is available for any educative institutions, private or public, for kids from 4 up to 12. Private Social Networksschoooools.com is organized just like a real school, so it is all intuitive. Moodle IntegrationHaving both schoooools.com and Moodle doesn't have to be hard.