Gamification and Game-Based Learning Learning Game

The Gamification and Game-Based Learning Learning Game

Core elements, tools, contexts, and resources

INSTRUCTIONS

Roll the dice

10

11

12

14

17

15

16

13

SHARE IRL

GUIDE TO SPACES

SHARE IRL

18

28

32

33

30

31

29

GAMEPIECES

SHARE IRL

THE END

34

27

19

20

25

22

24

21

23

26

SHARE IRL

START!

TIME LIMITS / BUZZERS, etc.

Time limits, time-based rewards, or competition to answer first may serve as a motivational element for gamification or game-based learning. Time conditions can also help experience move quickly to sustain engagement.

SHARE ... IRL!

Think back to an experience you've had designing GBL or gamified learning. Take 2 minutes to highlight an aspect of it to other members of the group. This could be what went well, mistakes that were made, learner feedback, tools used, etc. ​ If you've not designed a game, describe your experiences as a learner. What has worked and what hasn't?

• This game is intended to familiarize players with core concepts, elements, contexts, tools, and resources in gamification and game-based learning.
• We recommend playing on a shared screen and going through each turn as a group.
• Between 1 - 4 players can play.
• Each player choose a gamepiece.
• Player order is up to you.
• Click the die to roll and then move your piece to the corresponding space.
• Click on the space's icon and follow the instructions on that space (either information or challenge). If multiple players land on same space, media / content can be skipped.
• If you land on a challenge space, complete the challenge. If you fail the challenge, return your gamepiece to your previous space and end turn.
• First player to the end space is the winner.

Cool Tools: BrainPop

• Lots of interactive learning games for K-8
• Content aligns w/ Common Core / other standards
• Convenient repository of materials (but $ may be needed)

1. Click the image above to follow the link to the site.
2. Sign up for a free account if you don't have one.
3. Explore tool on your own time after the game.

Subhash & Cudney. Gamified learning in higher ed: A systematic review (Computers in Human Behavior, 2018

• This systematic review of gamified learning and game-based learning research up to fall 2017.
• Analyzes 41 articles.
• The summary tables (Subhash & Cudney, 2018, pp. 198-199; 201-202) of this lit review include each study’s focus area, key findings, game elements utilized, and benefits / results) and are included in this summary document.

• Gamification – increase engagement / motivation via game design elements applied to learning, most frequently uses systems of points, badges, leaderboards.

• Game-Based Learning – increase engagement, mastery, acquisition – uses games in educational contexts. Includes “Serious Games” (SGs). Commonly relies on level systems, graphic elements (inc. avatars, multimedia) and level systems were common features of game-based learning.

• Findings indicated strong justification for inclusion of GBL or gamification strategies depending on course context.

TO CONTINUE: Click the link icon at the top of the article to download it. Look over the abstract with the other players and send article to anyone who wants it.

Huang, Loid, & Sung. (2024). Reflecting on gamified learning in medical education: A systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012—2022. BMC Medical Education

• Authors reviewed 23 studies that used SOLO taxonomy
• SOLO - Structured Observed Learning Outcomes - five level taxonomy to describe / categorize learning objectives on scale like Bloom's Taxonomy
• Authors found most gamification in med ed is utilized for lower-level learning objectives (uni-structural: knowledge retention / acquisition, confidence / self-efficacy) rather than higher-level ones.
• Authors found that gamification studies often lacked sufficient data to make larger inferences about efficacy.

TO CONTINUE: Click the link icon at the top of the article to download it. Look over the abstract with the other players and send article to anyone who wants it.

LEADERBOARDS

A common feature in gamified activities and learning. Achievements are tracked and users / teams are ranked to use competition as a motivational tool.

Krath, et al. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior.

• Meta-analysis of 32 articles that included explicit theoretical grounding.
• Found 118 theories in 32 articles, but many can be synthesized / interconnected
• Helps identify how gamification and GBL works:
• Goal definition
• Design as guidance mechanism
• immediate feedback
• Positive reinforcement
• Chunking / simplifying content
• Individual goals / progress paths
• Social gamification and social comparison / competition as motivator.

TO CONTINUE: Click the link icon at the top of the article to download it. Look over the abstract with the other players and send article to anyone who wants it.

Subhash & Cudney. Gamified learning in higher ed: A systematic review (Computers in Human Behavior, 2018

• This systematic review of gamified learning and game-based learning research up to fall 2017.
• Analyzes 41 articles.
• The summary tables (Subhash & Cudney, 2018, pp. 198-199; 201-202) of this lit review include each study’s focus area, key findings, game elements utilized, and benefits / results) and are included in this summary document.

• Gamification – increase engagement / motivation via game design elements applied to learning, most frequently uses systems of points, badges, leaderboards.

• Game-Based Learning – increase engagement, mastery, acquisition – uses games in educational contexts. Includes “Serious Games” (SGs). Commonly relies on level systems, graphic elements (inc. avatars, multimedia) and level systems were common features of game-based learning.

• Findings indicated strong justification for inclusion of GBL or gamification strategies depending on course context.

TO CONTINUE: Click the link icon at the top of the article to download it. Look over the abstract with the other players and send article to anyone who wants it.

SHARE ... IRL!

Think back to an experience you've had designing GBL or gamified learning. Take 2 minutes to highlight an aspect of it to other members of the group. This could be what went well, mistakes that were made, learner feedback, tools used, etc. ​ If you've not designed a game, describe your experiences as a learner. What has worked and what hasn't?

TROPHIES

A common feature in gamification, trophies used to reward acheivement can motivate learners and signal accomplishment to larger class / group.

Andre Thomas (Texas A&M) on Gamification vs. Game-Based Learning

You win!

Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions!

Cool Tools: Socrative

• Tool for developing quizzes and activities
• App / Device compatibility for students
• In-person or online classroom management
• Fast feedback and assessment
• Limited question types

1. Click the image above to follow the link to the site.
2. Sign up for a free account if you don't have one.
3. Explore tool on your own time after the game.

Building Formative Assessment into Game-Based Learning (Edutopia / Institute of Play

Games and Education Scholar James Paul Gee (Arizona State University) on Video Games, Learning, and Literacy

SHARE ... IRL!

Think back to an experience you've had designing GBL or gamified learning. Take 2 minutes to highlight an aspect of it to other members of the group. This could be what went well, mistakes that were made, learner feedback, tools used, etc. ​ If you've not designed a game, describe your experiences as a learner. What has worked and what hasn't?

Cool Tools: Factile

• Best Jeopardy-style game building app hands down
• Can be run in person or online
• Free tier is robust, paid subscription is cheap

1. Click the image above to follow the link to the site.
2. Sign up for a free account if you don't have one.
3. Explore tool on your own time after the game.

BADGES

Badges are frequently-used elements in gamification projects. Badges motivate learners by showing recognition for milestones and allowing them to display them to peers.

Andre Thomas (Texas A&M) on Gamification vs. Game-Based Learning

Cool Tools: ClassCraft

• Gamification platform for classrooms using RPG elements and rich storytelling elements

1. Visit the site by clicking here.
2. Sign up for a free account if you don't have one.
3. Explore tool on your own time after the game.

Cool Tools: genially

• Versatile online interactive tools and templates
• For games, activities, infographics, interactives
• Good free template selection
• Integrates with lots of other tools.
• This game was built with this tool.

Click the image above to follow the link to the site. Sign up for a free account if you don't have one. Explore tool on your own time after the game.