Grade-Tris, Rewarding Participation for better learning. GameON, Moscow, Russia, Professor DI Dr....

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INSTITUT FÜR DESIGN & KOMMUNIKATION I Prof DI Dr. MAJA PIVEC

Grade-TrisRewarding Participation for Better Learning

Maja Pivec

GAMEON, 22-23 May 2014, Moscow, Russia



RESEARCH & DESIGN LAB

Your Research Partner.



Applied Game Design

Serious Games Design Summer School

Graz, AT, 4. – 17. May, 2014

• http://sgdss14.engagelearning.eu


INSTITUT FÜR DESIGN & KOMMUNIKATION I

http://www.jamtoday.eu/



Game Design for Teaching



http://serious-sports.org/



http://greengamesproject.com/



Grade-Tris

Rewarding Participation for Better Learning

Maja Pivec



“Video games are beneficial in developing linguistic, creative and strategic skills and intellectual capacities”

(European Committee on Culture & Education, 2009, p.11).



“Young people often perceive the use of games for education as an un-serious activity.”

(Pivec, 2010)



System feedback

Behaviour

Judgements

Level 99

Level 1

InstructionalDesign

GameCharacteristics

PlayerAbilities

DebriefingReflection-on-Action

LearningOutcomes

Social Environment(Affective Learning)

Macro Game CycleReflection-in-Action

(Declarative, Procedural, Strategic Knowledge)

Micro Game Cycle(Skill based Learning, Cognitive

Abilities)

2

3

4

System feedback

Behaviour

Judgements

Level Completed(Abilities incremented)

(Kearney, P., & Pivec, M. (2007). Recursive loops of game based learning.)



“Through a well designed gamification system with appropriate rewards, students will not only be encouraged to learn, but also reflect on their potential and how their learning work is viewed by others”

(Lee and Hammer, 2011)



Two case studies of Gamification in learning.

• Collecting points for learning blog entries.

• Achievements and points for course work.




Problem: a decrease in the number of blog updates even though it was a requirement of the course.

Solution: Gamify the process to provide incentives.




• Announce Game Rules

• Allocate points for each blog update

• Update and publish the High score table




Results: Better than expected.

•All students participated•Blog entries were timely•Student time management was visibly improved




Problem: student participation was problematic due to a heavy work load in other classes.

Solution: Gamify the process with a combination of quantitative and qualitative feedback.




• Announce Game Rules and points system

• Allocate points for each assignment

• Publish Grading scheme

• Publish submissions, feedback, and high score table




Results: Higher grades than usual.

•All students were motivated•Student evaluations suggest a positive response

“I find the point collecting very good.““It was very clear how the grade is composed together“ “Everyone could follow the grade throughout the entire semester ... that was GREAT.“



• Conclusion.

Gamification of the learning and grading process has a positive extrinsic influence on students motivation to learn.



• Guidelines for what should be considered:

•Game Rules oral and written announcement of the rules, points and grading scheme at the beginning of the class

•High Score Table on-going publishing of the collected points, i.e. transparency of the results

•Multiple modes combination of qualitative and quantitative feedback methods

•Bonus Levels rewarding of extra work and pro-active student behavior



researchanddesign.fh-joanneum.at

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Grade-Tris, Rewarding Participation for better learning. GameON, Moscow, Russia, Professor DI Dr....

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