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Gamification in Komotini Music School

This document discusses gamification and live action role playing (LARP) as methods to increase creativity in schools. It provides an example of how these methods were combined in a local history lesson. Students transformed into secret agents on a treasure hunt game/virtual reality scenario that transported them to different historical eras of their city. The goal was to collect badges by solving puzzles and completing missions to learn about important monuments and personalities while making the content engaging and memorable through an interactive narrative experience of "learning by doing." The example showed how gamification and LARP can make lessons fun while meaningfully teaching relevant content.

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Stella Kapa
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21 views11 pages

Gamification in Komotini Music School

This document discusses gamification and live action role playing (LARP) as methods to increase creativity in schools. It provides an example of how these methods were combined in a local history lesson. Students transformed into secret agents on a treasure hunt game/virtual reality scenario that transported them to different historical eras of their city. The goal was to collect badges by solving puzzles and completing missions to learn about important monuments and personalities while making the content engaging and memorable through an interactive narrative experience of "learning by doing." The example showed how gamification and LARP can make lessons fun while meaningfully teaching relevant content.

Uploaded by

Stella Kapa
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

GAMIFICATION AND

L.A.R.P.: METHODS TO
INCREASE CREATIVITY
IN SCHOOL
KALTSOU STELLA MARIA
MUSIC SCHOOL OF KOMOTINI

Diversity Multiculturalism and Inclusion Awareness


Erasmus+ Rome May 2022
What is gamification?
• the process of applying gaming principles — like badges or a ranking list— to educational
concepts complying with a certain learning objectives
• It is incorrect to consider gamification as just playing games, it can be upgraded to a
teaching method

Benefits:
• Evokes sense of competition and keeps children engaged, motivation arises
• Makes context easily understandable and concepts memorable especially in narrative
lessons
• Provides sense of achievement and satisfaction through challenges
• Instant feedback based on learners’ score which allows to understand their progress
• Games can be segregated into different level based on difficulty
What is L.A.R.P.?
• Edularp is live-action roleplaying used to impart pre-determined pedagogical
or didactic content
• A kind of secondary reality takes hold, a special experimental zone that not
only lifts the players out of their boring everyday school time, but also delivers
them into an alternate reality, a new world that is often exciting.
• It is an action-oriented method: participants learn not through flat theories
but rather than they truly become active in lesson, learning by doing
• Students earn not only with their heads but with their emotions and senses, so
the learning content becomes truly relevant and emotionally meaningful to the
learner: they can learn more easily and with greater retention
• Fun is in the foreground, forget that they are actually doing something sensible
An example from the local’s history lessons
combined gamification and L.A.R.P.
• Due to the occasion of 100’s deliberation of our city, Komotini, from Ottoman
conquer, I have create a game, based in an imaginary storytelling. Students
transformed into secret agents trying to save the city through a treasure hunt,
which allows them to solve puzzles, crack codes and undertake missions in a
virtual reality that transfer them to different historical eras in order to be aware
of important monuments and personalities of the city.

• I gave them the script of the game through a film made in powtoon, which takes
place in Komotini in 2120. The secret agents are in search of the stolen historical
flag of the city. Using their time-machine, they travel to significant time-stations
for the city, looking for the 8 pieces of the map that will reveal the secret to
them, scattered in 8 historical parts of the city.
• Then, I gave them the instructions using my avatar (made by voki) as the chief
of the agents:
The game consists of a total of 8 levels. In each level the secret agents discover
one of the 8 puzzle pieces of the city map, at the back of which they are asked
to solve a puzzle or break a code that will give them the year and the place
where they will land at the right time. Once they solve it, the interactive
narration is sent to them, where through photos, representations, interactive
maps and videos they become aware of each era, the events, the monuments
and the people who marked it.
To complete the level they are asked to complete a mission. The goal is to
collect the most badges (2 of the puzzles and 3 of the missions) in the ranking
table, presented at the end of each level, in order to win at the end the golden
key of the city.
• To begin with, students should construct their ID as secret agents, choose the
items to bring in the time-machine to help them and adjust their appearance
to the look of the people in the time that they land.

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