09/09 – 09/15 : Module 4

Gamification

There is a difference between gaming in the classroom and having a gamified classroom. Often times, the two are used interchangeably, but as you will see in this module, that’s just not the case. Gamification doesn’t have to be an all or nothing endeavor, it can start small, and often does. There are several ways to implement gamification in the classroom, and each gamified classroom, inevitably looks a little different from the next. In essence, just like most games, there are certain components to gamification that remain consistent, examples include leveling up, gaining XP points, and leaderboards (whether those are obvious to the participants – or not).

Other components of games are remarkably different. Themes of a math classroom are probably going to be significantly different from the themes of a US History classroom, and a science classroom theme will differ even more. Gamification classrooms are as unique as their designers, much like the variability of the gamers that exist within that classroom. As one of the videos in this module shows, NOT all gamification courses are created by gamers, but most show a huge gain for at least some of the students in the classroom.

Outcomes

After completing this module, students will be able to:

  • identify at least two differences between gaming and gamification
  • describe how gamification works
  • explain how to gamify a classroom
  • develop an action plan to implement gamification strategies in the classroom.

Selected Readings

Required

Recommended:

None

“To Do” List

Discussions

Gamification in The Classroom

In Kapp’s article, he states, “Instructional design trumps graphic design every time. Start small, but start.” How have you started to implement gaming in your classroom? Do you still use traditional games? Have you started to incorporate digital games? What is/was your biggest struggle with implementing games? And, finally, what small changes could you make to your own classroom to move to a gamified design? Does this appeal to you? Why or why not?

Make your initial posts before 11:59 p.m. U.S. EST/EDT on Day 5 of this module. After making your initial postings, review at least two of your classmates’ postings and reply to their threads. Complete your replies before 11:59 p.m. U.S. EST/EDT on the next Monday.

Discussion postings should always be thoughtful and courteous and include some references or direct evidence from the module’s content, readings, or assignments to support your statements. In order to ensure that postings are appropriate in length and substance, please limit your initial postings to 100 – 200 words and each of your responses to 25 – 50 words.

Learning Log

Gamification Idea

There are thousands of ways to make your classroom gamified. As such, there are several online communities for gaming teachers, and gamified classrooms. Search the web for someone that is gamifying their classroom, preferably in your grade level or content area, and post a link to their class page, blog, video, or article. Then, create something that you could use in your classroom to start the gamification process. Megan Ellis’ video offers several suggestions. What could gamifying your classroom bring to the table to make your teaching life easier, and your students’ learning more engaging? How would this benefit both the teacher and the student? This learning log is meant to a brainstorm for you, and give you the opportunity to develop something that you can use. We aren’t asking you to create a completely gamified course, just get your creative juices flowing!

This learning log entry should be 250-300 words, should answer all parts of the prompt, and should incorporate evidence from this module’s content. Compose your log entry in M.S. Word and paste it onto a Weebly page. Post your Weebly page (URL) onto the corresponding link inside Moodle before 11:59 p.m. U.S. EST/EDT on the next Monday.

Submission Example: Learning Log – Module 4: Gamification Idea