Gamification is Bulls#!t

Ian Bogost is Director of Graduate Studies at the School of Literature, Communication and Culture at Georgia Tech. He calls himself a “designer, philosopher, critic, and researcher who focuses on computational media—videogames in particular” who has started his own video game studio called Persuasive Games.

Persuasive games makes games that turn all sorts of non game activities, such as running for local government and airport security, and turns them into games. This pretty much fits the definition of gamification; adding game mechanics to a non game activity.

Ian Bogost heads this up. And Ian Bogost thinks that Gamification is Bullshit.

He states “More specifically, gamification is marketing bullshit, invented by consultants as a means to capture the wild, coveted beast that is video games and to domesticate it for use in the grey, hopeless wasteland of big business, where bullshit already reigns anyway.”

In fact, he has labelled it “Exploitationware”. So what's going on?

While Ian Bogost does still see the usefulness of video games in all sorts of ways, he views the current surge in use of what he calls “exploitationware” as a manipulative veneer which covers the greed of those who are using it. His concerns lie not in the fact that people are using game mechanics outside of entertainment, but rather which game mechanics people are using and what they are using them for.

In another of his articles he discusses the difference between the terms “serious games” and “gamification”.

“Serious games”, on one hand, are serious. They are video games that are designed and produced to solve a problem. They take a real, non-game situation, and make a video game out of it in order to train, educate or solve real issues. An example of this is Foldit, a video game about folding proteins. Players recently solved a problem that scientists have been working for over a decade. Serious games are hard to develop, hard to implement, but are fantastic when they work.

“Gamification”, as Bogost describes it, is simple. You just add points. He refers to one critique of gamification which claims that it only seeks to add one minor aspect of gaming, a point system. But Bogost does not just claim that gamification doesn't really do what its meant to (i.e. its claim to add game mecahnics is bullshit itself), but he claims that gamification is exploitation. His claim is that “gamification proposes to replace real incentives with fictional ones” and in doing so, exploits the customers, employees or whoever else gamification is being used to manipulate.

What does this have to do with education?

Well, when someone suggests that we replace marks with experience points or put a leader board in the library for returns, maybe we should think what it is we are actually doing to our students. Are we seriously utilising game mechanics in a way that makes our learning activities different and fun or are we simply pasting on a points layer in a cynical attempt to squeeze a little more effort out of our students?

Check out this great game for the classroom!

 STOP DISASTERS GAME

If you teach in the social sciences area and have a unit of work on Natural Disasters then the 'Stop Disasters Game' is a great online interactive game that can be used in the classroom. Designed by an expert team of gaming and disaster specialists, the Stop Disasters Game is professionally presented and allows students an authentic opportunity to manage a disaster.

There are 5 disaster scenarios to choose from - earthquakes, hurricanes, tsunamis, floods and bushfire. Each scenario can range from 10 - 20 minutes to complete depending on the level of difficulty chosen. In my Year 11 Geography class the game was used to consolidate learning about management strategies. The Year 11s fully engaged with the game and openly competed to achieve the highest score in a range of scenarios. The news reports and statistical feedback supplied immediately after the scenario is completed was highly useful for the students. They were able to evaluate their decisions and reflect on the strategies they chose to manage the disaster.

 The game has its limitations - it is a single player interface but collaboration is possible within a classroom context as teams can play and discuss the best course of action to take. No blog tools are available but of course there is nothing stopping a student starting their own discussion forum and collaborating with students in other parts of the world.

The site also contains great resources for teachers to support the game content. This information is generic - there are no updates to current, significant disasters but it is quality information suitable for a range of year levels. My Year 11 class spent a double lesson playing it and some continued in their own time to improve their scores - an excellent example of how successful online games can be in a learning environment. It's not often students are willing to continue with tasks without being asked to do so, gaming is like a secret weapon that links school life to home life and makes learning fun.

Gamification

Wikipedia defines Gamification as "the use of game design techniques[1] and mechanics to solve problems and engage audiences".

Gamification is an application of gaming culture which people are using to do all sorts of things ranging from enforcing speed limits in Switzerland to encouraging people to recycle. Gamification is also being used in education by using techniques used in gaming to encourage people to learn.

However, not everyone sees this trend as a good thing. More posts will follow discussing some of the ways gamification is being used, how its being abused, and how we might use gaming culture in schools to aid student's learning.

To Game or not to Game? Are Video Games Actually Good For Kids? - CBS News.

Are Video Games Actually Good For Kids? - CBS News.

It is obvious that an issue is becoming topical when CBS does a short grab on it during their news broadcast. This was the case in January 2011, with the brief report, “The Games our Children Play”. The stereotype of gamers as ‘playing alone in a dark basement’ was negated with an interview and references to a recent study by pewinternet & American Life project .The interesting data presented here was that,” 65% of kids often played with someone else and the most popular games were not violent...they involve racing, puzzles and sports”.

Two points from this news report are particularly relevant to educators:

1. The majority of teens play video games. (Lenhart, A. 2008. Williamson, B. 2009)

So, if games are already a major part of kids lives...doesn’t it make sense to meet them where they are at? As a casual teacher who goes into many primary schools the eagerness for children to play curriculum based games such as study ladder and mathletics is always there. Not only do these games provide motivation for learning but they engage and extend the students in different ways to what the classroom teacher can. Also, with students being able to log on at home (which they do as the games are fun), content based learning continues beyond the traditional school hours of 9am to 3pm.

2. Game play supports active learning.

Active learning involves students doing most of the work while they engage with the material being learnt. They are DOING something including discovering, processing, and applying information. According to the Education Queensland- Games in Learning Project, “Learners establish goals and make frequent important decisions, they practice competence and feedback is provided in relation to performance.

So as a teacher who has never really given much thought to using computer games in the classroom I think that the evidence is definitely mounting with regards to the positive role they can play and it is time I investigated further

REFERENCES

Lenhardt, A, Kahne, J, Middaugh, E, Macgill,A, Evans, C, Vitak, J. (2008) Teens, Video Games and Civics

Williamson, B (2009). Computer Games, Schools and Young People. A report for educators on using games for learning. Futurelab www.futurelab.org.uk

http://education.qld.gov.au/smartclassrooms/strategy/dp/games.html

To Game or not to Game? By Jacqui Hinshaw

That is the question, (well one of many really), that currently faces educators as we move into the 21^st century. For those of us who can still remember the smell of methylated spirits as we ran off our handouts in the morning on the ‘Roneo’ machine, the whole idea of now using video games in the classroom can be quite overwhelming!

VIDEO GAMES.... WHAT ARE THEY?

In my quest to discover whether I could be a teacher that could possibly use video games in the classroom I need firstly to know exactly what they were. I found an insightful and comprehensive definition in the article, Video Games and the Pedagogy of Place, (2007) by David Hutchinson.

“Video games have traditionally been grouped into the following broad categories (Rollings and Adams 2003). Action games are typified by the popular first- and third-person shooter genres, (e.g., Halo & SWAT)... Strategy games (e.g., Civilization)... where players are given a grand-scale (usually top-down) view of a world in which they manage people, armies, armaments, and other resources. Role-playing games (e.g., World of Warcraft) immerse gamers in a persistent, living, virtual world in which they live, work, fight, or play over time. Puzzle games (e.g., Tetris) challenge players to solve puzzles using a rules based system. Fighting games pit players against boxing or martial arts opponents. Sports games (e.g., Madden NFL) aim for authenticity in simulating the on- and off-field action of sports. Driving games (e.g., Grand Turismo) simulate the experience of being behind the wheel. Flight and other vehicle-simulator games (e.g., Flight Simulator) aim for authenticity in simulating the experience of travel. Adventure games (e.g., Grand Theft Auto) play out an interactive story in which the gamer takes on the role of the lead character. Educational games fall into the serious games category, as do virtual simulators that are used to train military and emergency service personnel.” (2007, p.35 & 36)

So, now that I was armed with a definition, my next move was to think about the implications that video games held for education and in particular in my classroom.

DISCOVERY #1: I AM NOT A ‘GAMER’....BUT COULD I USE VIDEO GAMES IN THE CLASSROOM?

Well it wasn’t so much a discovery as I already knew this, I’m sure though that if I had a spare moment to play a game I would probably enjoy it & even find some benefits in the experience. But as all of my recreational pursuits have been put aside in order to complete my master’s degree that is an experience I will have to wait for. But I digress, the point that this train of thought is leading to is, as a non gamer, would I consider using games as a teaching resource in my classroom? After my initial readings of some very convincing arguments for the use of games, (Williamson 2009, Walsh 2007,Royle 2009, Prensky 2000), I needed to find some Australian based research that included teachers who weren’t gamers. And according to statistics presented by Royle (2009), I am not the only non-gamer teacher out there!

“42% of teachers never play computer games for their own leisure; 34% play at least once a month or more frequently (21% play at least every week). Teachers are not therefore, in the main, a significant gaming population. The fact that over 40% never play games at all is likely to be a contributing factor to the lack of knowledge and skills in gaming often cited as a key reason for teachers not to use games in schools” (2009, p.1)

Walsh’s (2010) paper, Systems-based literacy practices: Digital games research, gameplay and design, was what I needed to be convinced of the benefits to students, of trying to include video games in my classroom. The case studies presented by Walsh, “illustrate how two teachers came to rethink digital games and students’ participation in digital game culture as valuable and integral meaning-making activities”(2010 p.24)

DISCOVERY #2: THERE ARE SO MANY ‘LITERACY’ BENFITS TO USING VIDEO GAMES IN THE CLASSROOM.

Given my background as a secondary English teacher who over the years has watched numerous students struggle with the demands of the traditional English curriculum I found Walsh’s paper exciting and stimulating and very convincing as to the need to engage students, (particularly those who traditionally struggle with literacy) in a curriculum that, ”resonate[s] more closely with their lifeworlds”(2010, p.24)

Another aspect that resounded with me was that even though both the teachers involved in the case studies had taught English for many years, “neither was a ‘gamer’ or had experience incorporating digital games into the English curriculum”. (2010, p.30) Hmmm, sounds a lot like me.

The main benefits to using video games, as discovered by the two teachers, was the high level of student engagement with the English curriculum where they had never really been interested before. This was due to being, “engaged in curricula relevant to their lifeworlds”.(2010, p.26) When the teachers acknowledged student’s gaming capital in their classroom practice this allowed them to draw on all their experience as ‘gamers’. Suddenly, rather than being told video games were a waste of time they were able to use the knowledge and skills they had gained outside of school and apply it to assessment tasks within the classroom context. And... the skills developed during gameplay are many. Walsh (2010) describes skill sets developed by gamers as including; “technological & programming skills; understanding that taking actions has consequences; individually & collaboratively explore & negotiate risk, possibility, identity & subjectivity;(2010, p.25). They must “receive, transform & transmit information, understand, navigate, modify design / redesign the structures that underline their participation”(2010, p.27). He views video games as, “systems that require specific practices, knowledge & skills” and advocates that the skills required to proficiently play them is a form of complex procedural literacy that he has termed, ’systems-based literacy practices’ (2010, p.27) Also important to the gamers capital and literacy educator is what Walsh terms, the ‘paratexts’, around the game.

Well, I thought to myself...’In an ideal world, where we have lots of time and computer labs are never booked out and we have all the tech support we need...I could probably do some of this engaging teaching myself....’which lead me to discovery # 3.

DISCOVERY #3: YOU CAN INCORPORATE VIDEO GAMES INTO TRADITIONAL CURRICULUM CONTEXTS WITHOUT TOO MUCH DIFFICULTY.

As someone who would have some initial concerns about how I could incorporate video games into my classroom without needing a computer lab or technical support Walsh has a solution! He suggests the best segue is in the form of ‘paratexts’.

“Paratexts are the system of media products which emerge on and about digital games that work to frame their consumption. This system includes a wide variety of print and digital texts made by the digital game industry (guidebooks, commercials, previews, trading cards, clothes), specific paratextual industries which exploit the digital game industry (Cheatbooks & Mod chips), and by gameplayers themselves (Fan fiction, art & music, FAQs, Walkthroughs & maps, Glitch Lists, YouTube videos). The paratexts, like digital games, ‘provide a focus for critical discussion, talk and textual production, thereby acting as a pivotal point in the social and cultural lives of many players’ (Newman, 2005, p. 50) “ (Walsh, 2010 p.28 &29).

Well, even I could manage to incorporate some of these into my every day teaching thus beginning a discourse around video games that may even lead to myself and students engaging more fully with games themselves. Further specific suggestions of how I would begin to include paratexts and video games in my classroom appears in my blog entry, ‘Transformations / Innovative Pedagogies’.

REFERENCES

Hutchinson, D. (2007) Video Games and the Pedagogy of Place . The Social Studies. Heldref Publications. 35-40. Retrieved September 12, 2011 fromhttp://web.ebscohost.com.ezp01.library.qut.edu.au/ehost/pdfviewer/pdfviewer?sid=6e4e9890-a4b2-409d-b458-7bf1344efdac%40sessionmgr15&vid=2&hid=15

Prensky, M. (2000) Digital Game Based Learning, McGraw-Hill

Royle, K. (2009) Computer games and realising their learning potential. Gamebased Learning. Retrieved September 10, 2011 from http://www.gamebasedlearning.org.uk/

Walsh, C (2010) Systems-based literacy practices: Digital games research, gameplay and design. Australian Journal of Language and Literacy, 33 (1), 24-40. Retrieved September 12, 2011 from http://web.ebscohost.com.ezp01.library.qut.edu.au/ehost/pdfviewer/pdfviewer?sid=11c034ea-9b66-41e1-81bb-bf43fe2aa388%40sessionmgr13&vid=6&hid=15

Online Resource - Infographic - HOW VIDEO GAMES ARE CHANGING EDUCATION

Via: Online Colleges Guide (2011) How video games are changing education [infographic]. Author.

Infographics are providing a lot of thinking stimulus for me lately. When I discover one on a topic of interest my attention is immediately captured. While investigating the relationship between young people and video games, the infographic above had a great deal of appeal. Through the layout, content and relevance to issues that I am currently engaging with, I present this as a relevant online resource that I intend to refer to in any future discussions revolving around the use of video games in schools.
The infographic specifically presents data around 4 key areas:

1.      Skills video games develop -

2.      Educational games

3.      Facts and statistics

4.      How video games are used in schools

This data has been formulated using a formidable range of sources: http://www.huffingtonpost.com/ ;  learn.it.uts.edu.au;  http://innovateonline.info/ ; http://gamepolitics.com/ ; http://getideas.org/ ; http://pri.org/ ; http://www.citypages.com/ ; http://www.bbc.co.uk/ ; http://theesa.com/ ; http://boston.com/ ; http://www.apple.com/ . All of these sources have published comprehensive information on video gaming that ensures that the evidence presented has a quality pedigree.
Further, it is not boring. The colourful presentation draws the reader eye particularly through the utilisation of engaging images. It is not evaluating the research available, but rather drawing audience participation with the concept with the vibrant layout. Certainly, similar information could be conveyed through essays or lists or tables, but I would argue that it would not have the same impact.
Recently I have completed a lot of reading in the area of video games in schools and yet this particular resource was able to quickly crystallise many of the ideas. I recognise that to create a school culture that is more accepting of video gaming, such a resource will be invaluable in starting conversations and getting some core data into the hands of many in a palatable fashion.

News Article Review - ChicagoQuest

Media around the world seem interested in what is going on in 21^st century classrooms. The Chicago Sun-Times, a 2011 Pullitzer Prize winning newspaper, has recently highlighted some of the game-playing innovations in the reporting of the opening of new school buildings in the city. ChicagoQuest Charter School was profiled as having spent $8.4 million in renovations which included a “SMALLab. This “Situated Multimedia Arts Learning Lab” uses a video projector to project an image representing a problem onto the floor, allowing kids to literally walk through and amid the problem as they try to figure it out. …”embodied learning”.” This apparently allows students the opportunity to engage with 21^st century skills that include “Systems thinking”, teamwork and time management.

Unique school - Chicago
Photo by  Brian Jackson

The ultimate goal of this educational undertaking appears to be the production of students who are able to engage with the world around them. Transformation of teaching from learning because it is in the textbook towards a model of studying something to build or create something real life would appear to underpin their stated purpose for establishing the new school environment. To achieve this, teachers are working with two game designers to incorporate game-like pedagogy into their curriculum.

Ramifications of the immersion of students from the middle to upper levels of education have only been presented in a positive light by this education reporter, Rosalind Rossi. She indicates that seventh graders are achieving more highly on reading and math exams. Since the school only starts in sixth grade, more research would need to be presented for my sceptical nature to be silenced. There would certainly seem to be an immediate motivating factor involved with a curriculum that is promoted on the basis that games are good and failure is fun. Over the longer term however, will school results be as comparable, which in the harsh light of reality, can determine the future directions of participating students.

Reference:

ChicagoQuest promotes game-playing at school - Chicago Sun-Times. (n.d.). News articles and headlines from the Chicago Sun-Times . Retrieved September 11, 2011, from http://www.suntimes.com/news/metro/7395724-418/chicagoquest-promotes-game-playing-at-school.html

Welcome

Hello and welcome to 'Video Games in the Classroom.' This blog has been created and updated by a group of Masters students at QUT. The blog is intended to help fellow teachers navigate their way through the abundant information available on gaming and the impact of this social media in the classroom. There will be reviews of current journal articles, news stories and games suitable for all ages. Even the background image on the home page is taken from Spore, a popular children's game that takes them on a journey through evolution.


We hope this blog provides information that may evolve your pedagogical strategies and like Spore, transforms your classrooms into another world!!


Please feel free to comment on the resources or offer advice/tips on useful resources you have used.

 

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