Gaming for Social Good Over the years, many video games with social themes have been developed. In 2005, the United Nations World Food Programme released Food Force. Food Force was a downloadable game, developed by game publisher Konami, in which players delivered food to people in need. Another game for social change was MTV's Darfur Is Dying. Released in 2006, this online game put players in the role of a refugee in civil war-torn Darfur.
Gamification and Serious Games in Organizational Learning Infographic Adult Education Infographics Gamification Infographics The Gamification and Serious Games in Organizational Learning Infographic illustrates trends in gamification and serious games for organizational learning. From 551 people that completed the ASTD survey: 25% use gamification in learning20% use serious games in learning 7 Pillars Of Digital Leadership In Education 7 Pillars Of Digital Leadership In Education by Eric Sheninger, Principal at New Milford High School in New Jersey As schools change leadership must as well. With society becoming more and more reliant on technology it is incumbent upon leaders to harness the power of digital technologies in order to create school cultures that are transparent, relevant, meaningful, engaging, and inspiring. In order to set the stage for increasing achievement and to establish a greater sense of community pride for the work being done in our schools, we must begin to change the way we lead.
Outcomes of game-based learning: Research roundup - Journalist's Resource Journalist's Resource (iStock) Constructivism, or learning by doing, is a classic approach to educational instruction that has generated renewed interest in the digital era. Constructivist practices such as apprenticeships have a long history, but in contemporary classrooms they and other hands-on programs often take a back seat to teachers telling students what they need to know rather than facilitating each person’s natural curiosity and learning style. Gamification vs Game-Based eLearning: Can You Tell The Difference? The terms “gamification” and “game-based eLearning” are sometimes used interchangeably. However, there are distinct differences between the two that all eLearning professionals should be aware of. In this article, I’ll compare and contrast gamification vs game-based eLearning and I’ll give you some useful tips on how to design an effective instructional strategy for each. Both gamification and game-based eLearning can offer your eLearning course a variety of benefits. However, it’s important to know the distinction between gamification vs game-based eLearning, so that you can choose the approach that better serves your eLearning objectives and goals, but also meets the needs of your learners. Let’s take a closer look at the basics of both gamification and game-based eLearning, in order to determine which methodology is more appropriate for your next eLearning course.
2014 Reflections on Gamification for Learning The year 2014 was a fantastic year for gamification with lots of companies engaging in gamified solutions, more and more people understanding what gamification is all about and several well known technology companies taking the plunge into gamification. As well as some interesting vendor offerings in the field. The interest in gamification for learning is larger than it’s ever been and continues to grow (but not as fast as some predicted…more about that later). This year I found myself traveling to Mexico to help with gamification projects, visiting California to conduct several gamification workshops for technology and biotech companies, writing an academic book chapter on gamification, creating a Lynda.com course on gamification and speaking about the topic with many people at conferences and within their own organizations. Here are some thoughts and reflections based on those experiences:
Gamification Is The New Corporate Performance Management Performance Management Systems Motivate Managers Well. Employees are Often Left with No Effective Performance Management. Yet, the same process and detailed encouragement to hit targets is, in most cases, completely absent from the lives of lower level employees. What do students entering HE expect from digital technologies? When we come across new technologies or digital platforms for the first time in further and higher education (HE), how do we decide what the technology does or should do, and how we can use it to help us? In the digital student project we have been investigating incoming students’ expectations of the digital environment in HE. Institutions will be working to meet or manage expectations as hundreds of thousands of new students arrive in September but it’s no small task to build a picture of students’ hopes and aspirations when there are modules to rewrite and technology to update over the summer. Clearly experiences of digital technology while at school will be a major influence, so we have looked closely at the sort of technologies schools own and how they use it. In the classroom Coming to an understanding of the use of technology in schools wasn’t straight forward.