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Gamification in ELT Healey
- 1. Gamification: A Way to Hook Digital Natives Deborah Healey American English Institute/Dept. of Linguistics University of Oregon http://www.deborahhealey.com
- 2. Agenda What’s a game? What’s gamification? Gamifying education Game mechanics Classroom applications What can you do? © 2013 D. Healey, dhealey@uoregon.edu
- 3. Which ones are games? Thumbs up for yes, thumbs down for no Hangman with this month’s vocabulary words E! www.manythings.org/hmf/hm-clothes.html © 2013 D. Healey, dhealey@uoregon.edu
- 4. Which ones are games? Thumbs up for yes, thumbs down for no Hangman with this month’s vocabulary words A?N?M? T! L! www.manythings.org/hmf/hm-clothes.html © 2013 D. Healey, dhealey@uoregon.edu
- 5. Which ones are games? Thumbs up for yes, thumbs down for no Hangman with this month’s vocabulary words B! www.manythings.org/hmf/hm-clothes.html © 2013 D. Healey, dhealey@uoregon.edu
- 6. Thumbs up/down An crossword puzzle about clothing http://www.eslprintables.com/vocabulary_worksheets/clothes/clothes_crossword/Clothes_crossword_20108 / © 2013 D. Healey, dhealey@uoregon.edu
- 7. Thumbs up/down Finding information in a reading to use in solving a puzzle Short mysteries, online or printed http://www.squidoo.com/minutemysteries http://www.5minutemystery.com © 2013 D. Healey, dhealey@uoregon.edu
- 8. Thumbs up/down Decoding a paragraph where therearenospacesbetweenthewords www.textivate.com © 2013 D. Healey, dhealey@uoregon.edu
- 9. Classroom activities We’ll talk about gamifying these later Responding to questions about a 10-minute video clip Memorizing vocabulary for a weekly quiz Highlighting the transition words in a reading Doing a workbook exercise about the past tense Doing a presentation about a favorite vacation Writing a compare/contrast paragraph. © 2013 D. Healey, dhealey@uoregon.edu
- 10. What’s with “gamification”? 2009: No news articles about gamification 2011: 27 news stories, 5 on education 2013 – 2 months: 275 and 38 308,000 Google hits for “gamification in education” © 2013 D. Healey, dhealey@uoregon.edu
- 11. Games vs. gamification They’re not the same © 2013 D. Healey, dhealey@uoregon.edu
- 12. Poll Have you heard of gamification? Can you define it? Please turn to your neighbor and talk about what you know about gamification. © 2013 D. Healey, dhealey@uoregon.edu
- 13. What’s a game? A system with rules, some sort of challenge, feedback of some sort, interaction, fun, and often with an emotional response. (from many authors) © 2013 D. Healey, dhealey@uoregon.edu
- 14. Gamification?? Gamification is adding elements of games and gaming to regular activities that we may not normally think of as games. Business Training Education © 2013 D. Healey, dhealey@uoregon.edu
- 15. Kapp, 2012: Elements Game mechanics – levels, points and scoring, badges, and time constraints Game thinking – competition, cooperation, exploration, and storytelling elements added to an everyday activity Aesthetics – a visually or otherwise interesting environment that creates a different “feel” to the activity (pp.9-11) © 2013 D. Healey, dhealey@uoregon.edu
- 16. Why do we care? Demographics Digital natives Engagement Extrinsic => intrinsic motivation It’s our world © 2013 D. Healey, dhealey@uoregon.edu
- 17. Game mechanics www.gamification.org © 2013 D. Healey, dhealey@uoregon.edu
- 18. Teachers use these Cascading Information Theory – breaking up information into bits Curriculum in teaching Achievements– where learners have accomplished something relative to others “Achievers” – I’m better than others Community Collaboration – working together to solve a problem or do a task. Group work in teaching “Socializers” Images from http://www.gamification.org/wiki/Game_Mechanics © 2013 D. Healey, dhealey@uoregon.edu
- 19. More that we use now Points – giving numerical value for actions Grades in teaching Loss Aversion – avoiding punishment Grading, often Behavioral Momentum – the tendency to keep doing something Fun Once, Fun Always – classroom routines Images from http://www.gamification.org/wiki/Game_Mechanics © 2013 D. Healey, dhealey@uoregon.edu
- 20. What we could add Countdown– having only a certain amount of time to do something Homework, tests, activities Levels – more points = more rewards Start at 0 and add points to grades Penny Arcade video www.penny-arcade.com/patv/episode/gamifying-education Images from http://www.gamification.org/wiki/Game_Mechanics © 2013 D. Healey, dhealey@uoregon.edu
- 21. What we could add Progression – gradual success, made visible Chart of reading speed, other Ownership– control of something Publishing, learner choices Images from http://www.gamification.org/wiki/Game_Mechanics © 2013 D. Healey, dhealey@uoregon.edu
- 22. Project/task-based learning Blissful productivity – joy in work Discovery/Exploration “Explorers” Epic meaning – doing something big Projects outside the classroom, audience Quests/Challenges – overcoming obstacles Virality – working with others Images from http://www.gamification.org/wiki/Game_Mechanics © 2013 D. Healey, dhealey@uoregon.edu
- 23. What could you do? Let’s look back… © 2013 D. Healey, dhealey@uoregon.edu
- 24. Game mechanics Hangman in pairs Countdown,behavioral momentum (“flow”), community collaboration Crossword puzzle Gamify:countdown, community collaboration, points, achievement Finding information in a reading Discovery, challenge, achievement © 2013 D. Healey, dhealey@uoregon.edu
- 25. Responding to questions about a 10- minute video clip Gamify: add points, teamwork, student- generated questions [ownership] Use a student-created video [epic meaning, ownership, challenge, achievement] Memorizing vocabulary for a weekly quiz Gamify:teamwork, challenge, points with flashcards, progress on a chart © 2013 D. Healey, dhealey@uoregon.edu
- 26. Highlighting the transition words in a reading Gamify:teamwork, challenge, points, achievement Doing a workbook exercise about the past tense Gamify: countdown, teamwork, challenge, points, achievement Ownership if they make their own questions © 2013 D. Healey, dhealey@uoregon.edu
- 27. Doing a presentation about a favorite vacation or writing a compare/contrast paragraph Ownership; epic meaning if shared online; points with a rubric; possibly a team effort Progression – presentations/essays getting longer, check off steps for the task © 2013 D. Healey, dhealey@uoregon.edu
- 28. Your ideas? Doyou gamify already? Could you gamify more? What could you do? © 2013 D. Healey, dhealey@uoregon.edu
- 29. Recap Why gamify? Motivation Teachers gamify a lot already Game thinking Competition, cooperation, exploration, storytelling elements added to an everyday activity Try it and see © 2013 D. Healey, dhealey@uoregon.edu
- 30. Q&A Thanks! dhealey@uoregon.edu http://www.deborahhealey.com sites.google.com/site/gamificationforelteachers/ © 2013 D. Healey, dhealey@uoregon.edu
Notes de l'éditeur
- Poll – how many of you have heard of gamification? Could you define it? Please turn to your neighbor and explain the difference?
- a system with rules, some sort of challenge, feedback of some sort, interaction, and fun. An emotional response is part of many definitions of a game as well – players get caught up in the game.
- Aesthetics may not be so much part of teachers’ use of games, but it can be
- Why has this become so popular? One reason is demographic – today’s digital natives aren’t patient people. We can say that they should learn by studying hard, and that’s true. We want to encourage intrinsic motivation to learn. But we know that engagement is a critical factor in learning, and engagement can encourage intrinsic motivation to emerge. By adding game elements – gamifying lessons – we can tap into our learners’ way of being in the world. And it’s not that hard to do. It’s being done in business routinely – frequent flyer programs, bank rewards cards, and more
- Gamification.org suggests 24 game mechanics, several of which teachers may already incorporate or could relatively easily add to their lessons
- Cascading Information Theory – breaking up information into bits so that each bit can be effectively learned; not getting all the information at once. We do this all the time; it’s called curriculum. Achievements – where learners have accomplished something, and they know it. These may be made visible in a variety of ways. Teachers tend to do this a lot with their learners. Game theory calls those who are greatly motivated by achievement relative to others “Achievers” or “Killers.” Both need to know that they’re better than others, but the latter (“Killers”) want to have more power than others or power over others. Good teachers try to channel this desire for control into helping others. Sometimes it works. Community Collaboration – working together to solve a problem or do a task. We call it “group work” in teaching. In game theory, “Socializers” are especially motivated by this. Women are more likely to be socializers and motivated by collaboration than young men, particularly “Achievers” and “Killers.”
- Points – giving numerical value for actions. We call them grades. We tend not to give points to a group or for routine activities, but we could. Loss Aversion – not getting a reward, but avoiding punishment. Grading is often how teachers implement this. Behavioral Momentum – the tendency of people who are doing something to keep doing it. This works in tandem with what SCVNGR calls Fun Once, Fun Always – activities that remain enjoyable, even with repetition. Classroom routines would fall into this category.
- If you don’t do it already… Countdown – having only a certain (generally short) amount of time to do something. As the deadline approaches, there is more activity on the part of players/learners. While we routinely include this with homework and tests, it’s also something that could be incorporated within a classroom lesson to gamify just about anything. The key is making sure that everyone can succeed sometime. Levels – gaining more points leads to more or different rewards. If we changed grading so that learners started from zero points and added more, we would be doing something like this. A very interesting idea!
- If you don’t do it already…Progression – gradual success, typically via completing a series of tasks; the key is that progress is visual in some way. A chart of reading speed might be one example of this. It’s something that language teaching doesn’t always do well. Learners often don’t know where they are in their move toward language acquisition. Ownership – feeling that you control something. Having learners publish their work to a broader audience can give this sense, as can giving learners more autonomy in choosing topics and tasks in the classroom.
- Blissful Productivity – the idea that people like working hard and feeling productive. It’s not work for its own sake, but the sense of productivity that makes this powerful. Task-based learning often exemplifies this. Discovery/Exploration – people like certain kinds of surprises. Some learners are especially motivated by discovery. Game theory calls these people “explorers.” Epic Meaning – the sense of accomplishing something big, like saving a world. Language teachers can approach this by having learners do projects that go outside the classroom and that have a large external audience. Quests/Challenges – overcoming obstacles, either alone or with a team. Project- and task-based learning can use this. It’s another way of visualizing progress. Virality – a game or task that works better with many people. Project-based learning is often characterized by team work.
- Highlighting the transition words in a reading: Turn it into a game – teamwork, challenge, points, achievement (all correct) Doing a presentation about a favorite vacation: Ownership, especially with own pictures; epic meaning if shared on slideshare; points with a rubric; possibly a team effort; progression if learners see that their presentations are getting longer over time or the task is broken into steps
- Group discussion
- Gamify to meet learner needs, expectations; motivate because everyone likes games of some sort Have game thinking and you can gamify just about anything