Motivating students-mz ma
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Transcript of Motivating students-mz ma
MOTIVATING THE LEARNERS BY COMBINING THE ELEMENTS OF
PERSONALIZATION AND GAMIFICATION
dr Maria Zając, dr Magdalena Andrzejewska
Pedagogical University of Cracow, Poland
FORMAL CONTEXT
The work described in this presentation is a part of INDIPATH PROJECT - Formal description of individual learning path in Technology Enhanced Learning, research grant financed by the Polish-NorwegianResearch Fund, 2013-2015, Project number Pol-Nor/205110/12/2013
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
THEORETICAL CONTEXT
Technology has permeated all levels of education nowadays but it does not mean it has improved the quality of teaching and learning.
While it is true that the educators are familiar with technology it doesn’t have to be true that they all know how to use it in a way that supports and enriches teaching and learning.
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
HYPOTHESIS
When we are able to describe (in a formal way - using metadata) various types of possible activities of students during the technology enhanced classes we can elaborate a solution (an algorithm) that will support teachers in designing such classes in a way that it will stimulate students engagement and motivation.
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
PRACTICAL CONTEXT
• two gamified university subjects
• a cohort of computer science undergraduates (~120 students)
• duration of the experiment – one semester (February-June 2014)
• on campus laboratory lessons, supported by the use of Moodle platform
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
THE EXPERIMENT
The aim: to identify as many as possible different types of tasks and activities.
The precondition: to achieve that we have to establish the learning environment that supports obtaining a variety of skills, including socialskills like collaboration, leadership, building relations and connectionsas well as group work, creative and critical thinking etc.
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
IMPORTANT QUESTIONS
1. What can motivate students in a gamified subject?
2. What skills or competences can they improve/obtain/exercise?
3. How the subject should be organized (designed)?
ICICTE 2014, Kos, Greece – 3-5.07.2014 r. dr Maria Zając, dr Magdalena Andrzejewska
THE TASKS
• Recognize students needs in order to create the groups
• Prepare various types of tasks and activities
• Define the game rules (in the first phase they were very simple)
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
THE EXPERIMENT – PHASE I
• The tools used for identidying students’ preferences:
• The Bartle’s Player Types Test
http://www.gamerdna.com/quizzes/bartle-test-of-gamer-psychology
• Personal preferences questionnaire KS-TIW
http://ux.up.krakow.pl/~ewam/style-uczenia/
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
The results of Bartle’s test
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
No
Student’s name Bartle's test results Team
No.achiever explorer socializer killer
1 Piotr 80% 53% 53% 80% Z51
2 Mateusz N. 87% 75% 40% 73% Z51
3 Jarosław 60% 53% 27% 73% Z51
4 Arkadiusz 33% 80% 40% 67% Z51
5 Mateusz R. 27% 60% 47% 67% Z52
6 Maciej 53% 27% 67% 53% Z52
7 Mateusz K. 73% 67% 47% 13% Z52
8 Jakub 0% 67% 60% 80% Z52
9 Filip 47% 53% 13% 93% Z53
10 Kamil 40% 47% 33% 67% Z53
11 Mateusz B. 73% 73% 40% 27% Z53
12 Przemysław 53% 100% 60% 13% Z54
13 Anita 60% 73% 87% 27% Z54
14 Szymon 53% 47% 40% 60% Z54
15 Bartłomiej 47% 73% 53% 27% Z54
Source: own data collected for the
purpose of gamifying the class
TYPES OF TASKS and ACTIVITIES
1. Every student gets the same task but can use a different form of presenting the solution
2. Different tasks – parts of a group work, the task completed by everymember of a group constitutes a part of a final solution(collaboration, responsibility)
3. Individual tasks – aimed at improving different skills (eg. social skillsor leardership, time management)
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
INITIAL OBSERVATIONS
• Not everyone wants to play
• Problems with students working systematically
• Difficulties with group work (responsibility) – students are not used to the effective group work
• Positive attitude – some of them became interested in the subject (the way it was organized) although they do not like playing games
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
FUTURE IMPROVEMENTS - 1
1. Use more precise tool for identifying learner (player)
types, eg. Marczewski’s User Types Hexad
2. Be more strict with creating the groups
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
Source: http://www.gamified.co.uk/user-types/#.VF500xb5z6U
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
Source: Gamified UK by A.Marczewski , http://www.gamified.co.uk/user-types/#.VF500xb5z6U
FUTURE IMPROVEMENTS - 2
Use dedicated gamification
environment like:
• World of Calsscraft
• ISAACLOUD
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
http://www.classcraft.com/
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.
http::issacloud.com
CONTACT THE AUTHORS:
• Maria Zając: [email protected]
• Magdalena Andrzejewska: [email protected]
Computer Science Department
Pedagogical University of Cracow
Poland
dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.