Game-based statistical assessments: Bypassing the self...
Transcript of Game-based statistical assessments: Bypassing the self...
Game-based statistical assessments: Bypassing the self-serving biases
Thomas E. Heinzen, William Paterson University
David Plested, William Paterson University Susan Nolan, Seton Hall University
NJEdge, November, 2016, Princeton, NJ
Step 1: Organize yourselves into five groups.
Step 2: You have just created what game designers call a “guild” that will increase commitment to and responsibility for each other.
Step 3: Congratulations. You have experienced how one principle of game design can increase student retention.
You are less likely to leave this workshop if you have had some say in how you are organized into a small group, compared to a large group.
Now for a brief tribute to Johnny Carson:
Heeeeere’s Susan!
Stereotype Threat
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Stereotype threat No stereotype threat
Mean Items Solved (Adjusted for SAT)
Blacks Whites
“Active learning engages students in the process of learning through activities…as opposed to passively listening to an expert. It emphasizes higher-order thinking…”
1) Active (not lecture!)
2) The testing effect
3) Repetition
4) Feedback
5) Errorful learning/desirable difficulty
Making Learning Stick
The Game-Based Experience Lab: Applying principles of game design to increase student retention.
Five Game Design Principles
1. Focus on the experience we are delivering.
2. Take advantage of techniques for onboarding.
3. Create opportunities for leveling up.
4. Design obstacles that create a flow zone.
5. Make decisions within the framework of a story.
Games and Game Design
GAME
Intended User
Experience
Actual User
Experience
Experienced by
Designer User
Gameful Design Gameful design focuses on the experience of
those interacting with non-game systems (Deterding, 2015).
Without gameful design, gamification is useless. Gameful design: intrinsically motivating Gamification: extrinsic rewards
Gameful design has empirical backing (Roepke et al., 2015).
ACTIVITY
Now, make college the game.
Guidance:
1. Use as many or as few materials as you like.
2. Have fun.
A statistics course used the principle of leveling up to create a flow zone.
Week 1: Enter data in appropriate columns (10 points)
Week 2. Enter data in appropriate columns (10 point) Compute frequencies and display histograms (15 points)
Week 3. Enter data in appropriate columns (10 points) Compute frequencies and display histograms (15 points) Display descriptive statistics (20 points)
Post course comments (I should have been offended):
1. Trial and error were good. There was no real help along the way, but there were no consequences. (Failing forward)
2. I like that we got to leave early if we learned all we needed to know for that week. (Levels)
3. I liked having someone other than the professor teach me; it was much better. (Self-efficacy)
Post course comments (I should have been offended):
Q: When, if ever, did you experience something like an “epic win”?
4. When I began to be able to do the material and solve problems alone. (Intrinsic motivation)
5. Whenever I finished a new level I felt that I accomplished it. (Flow zone)
6. Completing the practice tests and doing them correctly. (Mastery learning) As professor, I had become unnecessary for their learning!
Leveling Up
Automatic Feedback loops
Discreet rewards
Implicit badges
Rewarding achievement
Self-Monitoring achievement
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Game-based design University Design DegreeWorks
Figure 2. Student Preferences for Degree Audit Software
(screenshots only)
A Content Analysis of Fat Points and Fairness (probably related to failing forward).
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Possible Points: 1 Possible Points: 100 Possible Points:100,000
Effect of Total Possible Points on Student Perceptions of a Course
(% students describing course as...)
Fair
Unfair
College student “Donny” is experiencing overwhelming stress and has decided to go into therapy.
Use your knowledge of psychology, even if it contradicts your intuition, to help Donny make some decisions.
What course of action should Donny take? A) Stick with his first hunch. B) Go over the questions he is worried about and change them if he thinks another answer might be right.
A photo study of graduation joy delivers timely experiences of achievement joy
based on leveling up.
ACTIVITY Each group choose one game design principle to craft an
intervention to increase student completion.
Five Game Design Principles
1. Always focus on the experience we are delivering.
2. Take advantage of techniques for onboarding.
3. Create opportunities for leveling up.
4. Design obstacles that create a flow zone.
5. Make decisions within the framework of a story.