The Kingdom of Diddorol - an example of gamification

Here is a very detailed example of a 'gamified', or maybe we could start using the term gamefully designed, unit of work created by Larry Graykin at Barrington Middle School in the US.

He has started podcasting about his experience of gamefully designing his english curriculum for a year.

Gamification is Here to Stay (And it's not bulls@#t)

I wrote earlier that Ian Bogost was not a big fan of gamification, or at least, what is being called gamification.

Well, it appears there are people who don't agree with him.

Gabe Zicherman, chair of the gamification summit (who incidentaly stands to make a lot of money from gamification), happens to think that gamification is here to stay, and its not Bulls!#t.

Gabe starts his discussion by claiming that all those who claim gamification is a perversion, of one sort or another, don't really understand that gamification is doing a lot of good, and the people behind it would never have any ill intentions.

He goes on to list some examples of gamification that are doing good. He discusses Nike+ as his first example of gamification doing good. He compares the nike plus program to two of Ian Bogost's games, Cow Clicker and Dean for America and claims that while the Nike + program in no way (other than encouraging players to wear out their shoes) seeks to deceitfully encourage the players to buy their products, the two games by Ian Bogost are deceitful in that they “bury their real message without full disclosure”.

Given that Cow Clicker is a game that satires gamification (and shows very clearly that while this type of gamification does work, its not exactly good that it does) and that Dean for America is really not about what its title claims it is about (actually, it is exactly just what the title says it is, they are definitely hiding something though) this comparison does not make the point that Gabe is hoping it would.

Nike+ is about creating a market and creating access with that market, and ultimately it does come down to trust. Do you trust a company like Nike to never abuse something which might increase their profit margin?

But even as we acknowledge that some corporations might have nefarious interests, we must recognize that the fundamental purpose of all organizations is to create as much "value" as possible. This value may be measured in assets or lives saved, children made healthier or kilos of trash diverted from landfill. Regardless, there is no evidence that any of the passionate designers using gamification have ill intentions, but a lot of evidence to the contrary.

Gabe has a lot of trust, probably misplaced. Most organisations are looking to increase their own value, anything else is probably a happy coincident.

Gabe uses three more examples of where gamification has worked in education, waste reduction and fitness to flesh out his argument that gamification both works and is good. He also goes on to tell us that all the people he has met who are interested in gamification are nice people.

In all of Gabe's discussion he fails to come to grips with Ian's critique. While Ian does argue that a lot of what passes for gamification is nothing more than a points scheme with a few gimmicky labels, he also argues that gamification does work, but in its most common form, its not exactly a good thing that it does work. However, while Gabe might miss the point on the criticism, the article does show that gamification may well have something useful to contribute.

Overall, it would seem that this discussion (at least between these two articles) is more about drawing lines in the sand than discussing the possible dangers and benefits of gamification. In my next post I will discuss some examples of how people are starting to use gamification in classrooms and suggest some different uses of game elements in the classroom. It might be that the useful discussion of what use we can make of gamification might come from those who are already giving it a go.

Gamification - time for an epic win

I've read quite a few journal articles and this one by Anne Weaver provides useful and insightful advice for teachers looking to implement the gaming element into their curriculum.

Anne Weaver's article focuses on a number of questions posed after she heard about a substantial investment made by the Bill and Melinda Gates foundation into game-based learning tools for US children. Anne, Head of Library and Information Services at All Hallows School in Brisbane, identifies the questions associated with understanding games. She asks, "Is a quiz a game? Is Second Life a game? How can we use games to improve learning outcomes?" While the questions aren't answered, they do make me wonder how we define the types of games and the learning outcomes associated with them. I'm a fan of Gardens of Time on Facebook and I used to be addicted to Luxor on the XBox before my son sold his console for some schoolies cash.

 When I consider the learning outcomes associated with just these two games I am surprised to find I can identify with the list supplied by Anne.

• Regular and long-term feedback with rewards.
• Competition.
• Players can fix mistakes in a safe learning environment.
• Narrative, conflict and characters - sometimes.
• Levels of difficulty, but these are achievable.
• Engagement and fun, interactive, require players' attention.
• Individual and/ or collaborative.
• Clear structure and rules.
• Problems that require strategies to solve, or choices to make.

If this sounds interesting then you'll be happy to know that the article examines FREE online games that can be used without much training, computer software upgrades or major resource outlay.

Should education use more game-based learning?

Yes, is the simple answer. Weaver provides reference to Judy Willis, a neurologist who found that gaming allows a young brain to experience regular boosts of dopamine that help sustain "effort, perseverance through challenges and setbacks, and build the trait of resilience."  She identifies pay offs with increased focus and a willingness to revise and persevere toward achievement of goals (Willis, 2010) . Perhaps with gaming Glasbergen's cartoon scenario below will occur less frequently!

Weaver's article also raises the issue of testing and how the education sector remains traditional in this field. she explains how problem-solving using games eliminates the need for testing as once a player has completed a level and beaten the game he/she has no need to be tested. Completing the level was the test and it is this integration of simultaneous learning and testing that interests me the most. How many students would prefer to be tested this way today?

The role of teacher librarian is identified as significant  in terms of prviding support to their learning communities, "facilitating access to games and providing information about games that enhance learning outcomes". (p.21). They are also the human 'interface' that provides teachers with limited gaming abilities the knowledge to implement them in the classroom. The gaming platforms Anne promotes are:
-Scootle which provides access to interactive learning objects from the Learning Federation.
-Thinking Globally, Global Perspectives in the Early Years Classroom: a text with CD-ROM containing many games
-Other examples are listed on her webpages which can be found at:
http://readingpower.wordpress.com/2011/05/29/gamification/
Adding computer game consoles to the library resources is also advocated and Weaver believes these devices will "attract and engage patrons. This is one area of gaming I am particularly keen to trial. A Wii Dance Off during the lunch break may prove fruitful in drawing in students who may otherwise not visit the library. There are quite a few usual customers who would enjoy this social opportunity but I would be interested to see who makes an appearance for the first time.

How can we construct games to promote learning outcomes?

Anne states that "construction games can be very complex or very simple". While I feel confident enough to play them I am completely out of my depth when it comes to designing them. To support teachers in this field, Weaver recommends free resources such as Hot Potatoes and Moodle. There are also commonly availble tools such as PowerPoint which has the capacity to create games, particular the favourite 'choose-your-own adventure type game. Weaver advocates the use of these simple programs that can be shared to enhance learning. A sample can be viewed on the link below.

Second Life, Consoles and popular commercial games

Weaver acknowledges that virtual worlds are not necessarily games but still have the potential to create simulations and games. Rising interest in commercial gaming and its application in classrooms will mean more and more students and teachers will improve learning outcomes using novel, engaging and highly creative digital resources. Educators will see the implementation and growth of gaming permeate the curriculum in a similar manner to the Sony Walkman illustrated in the diagram below. The Circuit of Culture identifies all the elements of a cultural practice/innovation that need to be considered when evaluating the impact of it on society. It terms of gaming, it is easy to identify who consumes it - our 'digital natives' and who and how it is produced - large corporations with plenty of investment dollars and the novice at their home computer. Games also impact on society in terms of the representations of race and gender they portray. They foreground distinct identities that draw cultural groups into their play - just think of Halo and the young male players in particular who enjoy this product. All games also require regulation, not only by government regulatory bodies but also by parents and teachers who allow young people to use them. All elements influence and shape each other and the circuit continuously alters.

Weaver reinforces this phenomenon in her article by concluding that gaming as a cultural artefact and educational tool is something that requires thoughtful and planned integration. She believes that "increased access to computing devices opens up a wider range of options to utilise online games for improving learning outcomes" and that teacher librarians will indeed feel like they have had "an epic win" if access means an increase in student engagement.

The article does touch on some issues of concern, namely that excessive use of video games may prepare students for a world that doesn't exist. Weaver refers to several bodies of work that warn educators about the possible social disconnect that occurs in some children but the article overwhelmingly supports the use of games as effective teaching tools.

I am now preparing for an epic win of my own!!


References

Botzakis, S. (2011) Entertainment and Gaming. Raintree Publishers England

Gay, Hal & Janes (1997) Doing cultural studies: the story of the Sony Walkman. Retrieved from week 6 lecture notes. QUT Learning resources 19th October 2011.

Glasbergen, R. (1997) The Teenage Brain [image] Accessed online via
http://alwayslookingup.wordpress.com/2008/05/22/the-teenage-brain/ 22nd October, 2011.


Weaver, A. (2011) Gamification - time for an epic win. Access, Volume 25 Issue 3 p. 20-23