Guide to Using the Paper Prototype
R547 Individual Project - David Schouweiler
[Link]
organizedinthesequenceinwhichtheyshouldbevisitedandcategorizedusingtabsthatcorrespondtothenavigationmenu,as
[Link]
[Link]
theuserclickedonanavigationbuttononthenavigationmenu,apopup(smallstickynote)wouldindicatetheirpossibledestinations
[Link](PS1,G4,etc).Forexample,G4referredtothe4thpageinthe
[Link]
userstoflipto.
Figure1:Thefirstpageuserssee
Figure2showsPS2,[Link]
indicatedtotheuserthatthenextpieceofpaperwasalsopartofthispage,similartothewayascrollbarwouldbeusedona
computer.
Figure2:Apagethatspilledoverontotwosheetsofpaper
[Link]
userselectedanoption,[Link]
thetoprightcornerofthestickynote,[Link],they
neededtoclickthebuttonforthenextpage.
Figure3:Popupfeedbackforamultiplechoiceresponse
[Link]
[Link]
[Link],themarginsinthisdocument
wereresettotheirdefaultstateinsteadofthe3leftmarginand2topmarginseeninthepaperprototype.
Introduction
Introduction
Haveyoueverfoundyourselfwonderingwhyastudentismoreinterestedinameaninglessgameontheirsmartphoneor
computerthantheyareinthesubjectmatterofaclass?Gamificationisagrowingtrendineducationthattakestheelementsof
[Link],youwill
Learnaboutsomeoftheelementsofgamesthatkeeppeoplehooked.
Seeexamplesofhowtheseelementscanbeappliedtothecurriculumofdifferentclassrooms.
Learnhowtoapplytheseelementstoyourownclassroom.
Youwillhaveanopportunitytodemonstrateyourunderstandingoftheselearninggoalsintheformofafinalassessmentat
[Link]
[Link],[Link]
youmaynotagreewitheverythinginthistraining,youwillatleasthaveanopportunitytoconsiderstrategiesthathavefoundsuccess
intheclassroomsofmanyteachersnationwide.
Clickheretogetstarted.
G1
Getting a Feel For Gaming
Tostart,letstakealookatanexampleofacomputergamewithsimplerules:[Link]
tothegamerather,byplayingwiththeinterface,[Link]
understandhowthegameworks,returnhereforthenextstep.
ClickheretoplayLittleAlchemy
Clickhereifyouwantaclueabouthowthegameworks
Clickherewhenyouarereadyforthenextstep
G2
Little Alchemy
TherulesofLittleAlchemyaresimple:combinedifferentelementstomakenewthings,thencombinethosethingstocreate
[Link]
aboutthisgame:
Therulesofthegameareeasytolearn,butfindingeverycombinationinthegametakestimeandcreativity.
Masteringthegameischallenging,butwithenoughpatienceandeffort,virtuallyanyonecouldfindallofthecombinations.
[Link],yousimplytryanotherone.
[Link]
discoveringonlyahandfulofcombinations,therearenoconsequencesforstopping.
Whilethereareotheraspectsofthegamethatonemightenjoy,thesefourelementsstandindirectcontrasttothewaymost
[Link]
classroomarenotalwayssimplemanystudentsturninassignmentswithouthavinganyideaofwhatgradetheywillreceiveorhow
[Link],studentsrarelyfeelthattheyhavefullcontrolovertheirsuccessandcanbeleftfeeling
helplessorfrustrated.
ClickheretolearnabouthowthiscanbechangedthroughGamification
G3
Elements of Gamification
Whiletherecanneverbeamiraclecureforalloftheproblemsfacingeducation,gamificationisanapproachthatattemptsto
[Link],gamificationdoes
not
necessarilymeanusing
gamesintheclassroomrather,gamificationinvolvesstudyingwhatmakesgamesentertainingandapplyingthoseprinciplestothe
[Link],gamificationaimsto
1. Makethe
pathtosuccess
clearforallstudents.
2. Encouragestudent
motivation
byremovingthestingoffailureonthefirstattemptandprovidingopportunitiesforimmediate
feedback.
3. Create
studentempowerment
byenablingstudentstocreatetheirownpathtosuccessandplacingsuccesswithinthe
reachofallstudents.
Whilethesethreeelementscanbeincorporatedintoindividuallessons,projects,andunits,thismodulewillfocuson
[Link]
[Link],wewillpracticeapplyingthethree
principlessothattheycanbeusedinanyclassroom.
Clickheretoseeanexampleofhowoneteachergamifiedhiscurriculum
G4
Example of a Gamified Classroom
[Link]
Clickheretostartapplyingthefirstelementofgamification:ThePathtoSuccess
PS1
Path to Success: Introduction
Manyclassroomsincorporateawidevarietyofassignmentsintheclassroomincludingprojects,tests,quizzes,homework,
seatwork,bookwork,essays,journals,notes,vocabulary,graphicorganizers,warmupquestions,exitticketsthelistgoeson.
Whileavarietyofassessmentstrategiesandactivitiescanbegreatinaclassroom,adiversifiedgradebookcanmakethepathto
[Link]
[Link],gradesserveasindicatorsof
howwellstudentsunderstandasubject,regardlessastowhetherornottheirgrade
actually
reflectstheirunderstanding.
Ontheotherhand,successingamesisgenerallyquiteclear,[Link],the
[Link]
othersdependingontheopponent,[Link],theultimateobjectiveprocedureto
[Link],thegoalisgenerallymadeclearattheoutsetwhetheritsrescuing
theprincess,repellingthealieninvasion,[Link]
game,eachgamelaysoutthepaththattheplayermustwalkinthesimplestwaypossible.
Inthegamifiedclassroom,[Link]
[Link]
[Link]
orusedforfeedbackrather,theyshouldbeusedtohelpstudentsunderstandthematerialinsteadofconfusingthem.
Clickhereforanexampleofmakingthepathtosuccessclearinaclassroom
PS2
Path to Success: Example 1
Inthevideo,[Link](SBG)tomakethepathtosuccessinhis
[Link],[Link].
Shoeusedavarietyofformativeassessmentstohelphisstudentsgaugetheirunderstanding,heusedonlyonemodeofcollecting
dataonhisstudentssuccess:quizzes.
[Link],hisquizzesweredesignedto
directlymodelthestatemandatedfinalexamsthatcomprised20%[Link]
assessment,[Link],themultiple
[Link]
theday,everystudentknew
exactly
howtheirgradeswerecalculated,howmucheverythingwasworth,andwhattheyneededtodo
tosucceedbasedonthegoalstheysetforthemselves.
Question
[Link],popquizzes,unittests,
homeworkassignments,seatworkassignments,notes,[Link]
[Link]
moreclear?
[Link].
[Link].
[Link].
[Link],createaguideforhowgradesarecalculated,andincludea
scheduleforwheneverythingisdue.
Clickhereforthenextexample
PS3
Path to Success: Example 2
[Link]
shadingis,hecaresmuchmoreaboutassessingwhetherornothisstudentscanincorporateappropriateshadingintheirwork.A
[Link]
classclear?
Onestrategymaybetoincludealistofprojectsforhisstudentsincludingalistofthelearninggoalsthatstudentsshould
demonstrateineachproject,arubricforhoweachprojectwillbeassessedbasedonthoselearninggoals,andascheduleofwhen
[Link]:
ListHere
Bytellinghisstudentsexactlywhatneedstobedone,when,andhowtheywillbeassessed,hisstudentswillknowexactly
whattheyneedtodoinordertosucceedinhisclass.
Question
Assessmentquestionhere
Clickheretomoveontothereflection
PS4
Path to Success: Reflection
Nowthatyouveseensomeexamplesofthepathtosuccessinaction,takeamomenttoreflectonthepathtosuccessin
[Link]:
1. Isthepathtosuccessinyourclassroomsimple?
2. Whatdostudentsgradesreflectaboutthestudents?Doesthegradetrulyindicatemasteryofthematerial,ordotheybetter
reflectstudentspunctualityormoodonaparticularlyimportantdayoftesting?
3. Isthepathtosuccessclearlylaidoutforyourstudents?Dotheyknowexactlywhattheyneedtoknow,howtheyareto
demonstratemastery,andwheneachmasteryassessmentisdue?
Whenyouareready,clickheretomoveontothesecondelementofgamification:Motivation
M1
Motivation: Introduction
[Link]
fastestgrowingindustriesinAmericabothinthemarketsofcasualphonebasedgamesandtheconsolemarket(XBox,
Playstation,Nintendo,etc).[Link]
whatisitaboutthesegamesthatmakethemsoengaging?Whiletherecanbemanyanswerstothisquestion,wewilllookattwo
keyelementshere:
1. [Link],forexample,youknewimmediatelywhetheracombinationworkedor
[Link],youmayfailtocompleteapuzzleinaspecifiednumberofmovesoryourcharactermay
[Link],youimmediatelyknowwhenyouaresuccessfulandwhenyouneedtotryagain.
2. [Link],you
[Link],youmayneedtorestartfromacheckpointortrythe
[Link],theonlythinglostisaboutfiveminutesofyourtime,andhopefullyyougrewandlearnedinthe
process.
Whileclarifyingthepathtosuccesscanbeeasilyincorporatedintoanyclassroom,theelementsofmotivationmaybemore
[Link]
[Link]
[Link]
elementsofgamesbeappliedtotheclassroom?
Clickheretoseeanexample.
M2
Motivation: Example 1
[Link],studentsweregivenmultipleopportunitiestodemonstratemasteryonthe
[Link]
[Link],studentswerehighlymotivatedtorevisetheirunderstandingofthe
[Link],studentslearnedagreatdealmorethantheyotherwisewouldhavebecausetheyhadareason
togobackandrelearnwhattheydidnotunderstand.
Additionally,[Link]
[Link],[Link]
programthatrandomizedquetstionsfromdifferentpoolsbasedonthelearningobjectives.
Noteveryclassroomhastheluxuryoftechnology,[Link].
Ifthequizzesareshortandstructuredsothattheyareeasytograde,ateachercouldassignaquizatthebeginningoftheperiod,
gradethequizzesastheyareturnedin,[Link]
nextattempteventhoughthequestionswillchange,theconceptswillremainthesame.
Question
Clickheretomoveontothenextexampleofmotivation
M3
Motivation: Example 2
[Link],ifthe
onlyassignmentthatcountstowardastudentsfinalgradeisthequizzes,thenwhyshouldtheycompletetheotherassignments?In
[Link],studentsquicklylearnthatiftheydonotcompletetheassignments,theirperformanceonthequizzessuffers
[Link],thehardertheywillneedtoworkinordertorelearntheobjectivestheydidnot
[Link],studentsweregivenimmediatefeedbackontheirperformancesonthenongradedassignmentsand
studentsdidnotfeartakingrisksbytryingnewthings.
Forexample,[Link],eachdaybeginswithafourquestion,[Link]
asagrade,[Link]
understandingandwereabletotryagaininthatdaysactivitiesorinthefollowingdayswarmups.
[Link]
thingstheymaynotbeabletoexperienceintherealworld,likethepartsofanatomorthereactionsbetweendifferentcompounds.
Studentsarenotpunishedfortryingsomethingnew,[Link]
thisistheiropportunitytoexperimentandmasterthelearningobjectivessothat,whenitcomestimeforquizzes,theyfeelconfident
thattheycansucceed.
Question
Clickheretomoveontothethirdandfinalexampleofmotivation
M4
Motivation: Example 3
[Link]
[Link],herstudentsregularlywritepapers,keepjournals,[Link]
herclassstillincorporatesgamifiedlearning.
First,[Link],but
[Link],sheevaluatesherstudents
entirelyontheirwriting,[Link],centeringher
evaluationaroundspecificlearningobjectivesthatsheexpectsstudentstomaster.
Additionally,[Link].
Onceapaperissubmitted,shetakesthetimetoprovidefeedbackforstudents,thengivesthemanopportunitytoresubmittheirwork
[Link],herfeedbackcanbequickandinformative.
Butwhatabouttheelementofimmediatefeedback?[Link]
usingherrubrics.Whileitwouldtakeherdaystocompletelyevaluateover100papers,studentscouldevaluatetwooftheirpeers
papersinasingleclassperiod,[Link]
inGoogleDrive,whichallowshertoquicklycheckonherstudentsastheyworkandleavecommentsbasedonwhatshesees.
Question
Clickhereforanopportunitytoreflectonyourownpractices
M5
Motivation: Reflection
[Link],thinkaboutthefollowingquestions:
1. Arestudentsgenerallymotivatedtosucceedinyourclass?
2. Dostudentshaveplentyofriskfreeopportunitiestopracticetheirknowledgeinawaythatreflectswhattheywillbeexpected
toperformontheassessment?
3. Arethereopportunitiesforstudentstoreceiveimmediatefeedbackontheirperformanceofriskfreeassignments,orarethe
assignmentsstructuredinawaythatrequiresstudentstowaitforfeedback?
Whenyouareready,clickheretomoveontothethirdandfinalelementofgamification:EmpoweringStudents
ES1
Empowering Students: Introduction
Inthistraining,youhavehadtheopportunitytoreflectonwhatmakesgameshighlyengagingandhowtheseelementscan
[Link]
[Link],wewillseehowgamificationcanbeusedto
empowerstudentsbyputtingtheminthedriversetoftheirsuccess.
Ingaming,[Link]
[Link],[Link]
games,[Link]
approachtheproblemandthestrategyyouusetofindthesolution.
Intheworldaftergraduation,[Link]
theclassroom,[Link]
[Link]
theirpath,themoreengagedtheywillbeintheprocess.
Clickheretoseethefirstexample
ES2
Empowering Students: Example 1
[Link],[Link]
toexperimentwithdifferentideasthroughprojects,simulators,[Link],studentsarealsogivendirectpowerovertheir
[Link]
[Link],[Link]
(andhisorherparents!)issatisfiedwithaC,[Link]
havecontrolovertheirsuccess,[Link],evenif
somestudentsneedmoreattemptstoreachtheirgoals.
Question
ClickheretoseeanotherexampleofStudentEmpowerment
ES3
Empowering Students: Example 2
[Link],studentsaregiventhechoiceoverhowtheywilldemonstratetheirmasteryofthelearning
[Link]
objectivesforeachunitatthebeginningoftheclass,[Link],he
givesthemachoice.
[Link]
projectsarealwaysdueonthedayofthequiz,[Link]
[Link],butonlytakesthehigherofthetwoscoresfortheirgradeon
[Link],studentsdemonstratemasteryindifferentways:somemaybebetterattakingquizzeswhileothersmaybebetter
atprojects.
HeencouragesmotivationinhisclassbyprovidingpracticequizzesandaformativecheckontheprojectsoneachFridaythat
[Link],studentsaregivenfeedbackandareallowedtomakechangesbeforetheassessmentsare
actuallydue.
Question
Clickheretomoveontothereflection
ES4
Empowering Students: Reflection
Inthissection,youhaveseenhowstudentscanbegivenchoicesintheclassroom,givingthemasenseofownershipoftheir
[Link]
yourownteaching.
1. Dostudentsfeelliketheyareincontroloftheirownsuccessinyourclass?
2. Arestudentsgivenopportunitiestomakechoicesinyourclass?
3. Isyourclassstructuredinawaythatallstudentscanreachtheirgoals?
Whenyouareready,clickheretomoveontothefinalassessmentforthistraining.
FA
Final Assessment
[Link]
[Link].
Crenshawssyllabus,detailingwaysinwhichshecouldapplythethreeprinciplesofgamification:
1. Makethe
pathtosuccess
clearforallstudents.
2. Encouragestudent
motivation
byremovingthestingoffailureonthefirstattemptandprovidingopportunitiesforimmediate
feedback.
3. Create
studentempowerment
byenablingstudentstocreatetheirownpathtosuccessandplacingsuccesswithinthe
reachofallstudents.
Whenyouarefinished,[Link]
[Link],seeinganexampleofanotherteachersperspectivemayhelpshapeyourown
[Link],youcan
clickthebottomlinktocontinuetothefinalproject:redesigningyourownrubric.
[Link]
Clickheretoseeanexampleoffeedback
Clickheretocontinuetothefinalproject
OR
Here,youwillfindafinaltestassessingyourunderstandingoftheelementsofgamificationandhowtheycanbeincorporated
[Link],youneed
[Link],youcanalwaysrevisitthematerialandtryagain.
Thereisnotimelimit,[Link],thereisonemoresectioninthistrainingthat
willprovideyouwitharubricforcreatingagamifiedclassroom.
Clickheretotakethetest
Aftermasteringthetest,clickheretocontinuetothefinalproject
AG
Applying Gamification: The Project
Nowthatyouarefamiliarwiththethreeelementsofgamification,itstimetoincorporateyourknowledgeintoyourownclass.
Yourfinalprojectforthistrainingwillbetoconstructarevisedsyllabusexplainingtoyourstudentsyourexpectationsand
[Link]:
1. Makethe
pathtosuccess
clearforallstudents.
2. Encouragestudent
motivation
byremovingthestingoffailureonthefirstattemptandprovidingopportunitiesforimmediate
feedback.
3. Create
studentempowerment
byenablingstudentstocreatetheirownpathtosuccessandplacingsuccesswithinthe
reachofallstudents.
Onceyoucreatearevisedsyllabusincorporatingallthreeelementsinyourownteaching,youcanusetheevaluationrubricto
[Link],becausetheirperspectivemaybedifferentandcould
[Link],asgamifyingtheclassroomisalearningprocess.
Clickhereforaprintableversionoftherubric
Videoflow
Clarifyinggamification:
WoWinschool
3DGamesLab
morepracticalcontexts
Myclass
SBGwhatisit?
quizzes(mentionncfinalexams)
screenshot
bulletlistoftherules
communicatingthestandardstostudents
everydayactivities
warmups
simulators(gamesonthelessonlevel)
projects?
elementsofgamificationinmyclass
1.[AtomicStructure]
(14)
2.[Nuclear
Energy]
(18)
3.[TheBohrModel]
(12)
4.[QuantumMechanics]
(10)
5.[Ions]
(12)
AshleyA.
14
11
12
10
BryceB.
12
18
12
10
CarlosC.
14
18
12