Gamification Increases Engagement and Completion Rates in TAFE Digital Media Course
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Introduction to the concept of gamification, a discussion with a Minecraft expert, and a case study of the Velvet Throne gamification of a TAFE Certificate III and IV in Digital Media. Presented to WSI Institute of TAFE on December 4th 2014.
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Gamification Increases Engagement and Completion Rates in TAFE Digital Media Course
- 1. Gamification in Learning Environments WSI December 2014
- 3. Minecraft players are motivated by: Player Needs ● Choice / Creativity ● Challenge / Obstacles ‘It’s no fun without the Zombies” ● Sharing ideas and learning with friends ● Showing off their work online ● Group games / roleplay ● Autonomy and Mastery
- 4. Teacher Challenges: ● I have to repeat myself - I wish they would listen (and turn up on time) ● I wish I had more time to spend with Business each student at the level needs they need ● So much paperwork reduces my teaching time ● Why don’t they ask me when they need help? ● I don’t have enough time to assess them properly
- 5. Alignment Minecraft players are motivated by: ● Choice / Creativity ● Challenge/ Obstacles ‘It’s no fun without the Zombies” ● Sharing ideas and learning with friends ● Showing off their work online ● Group games / roleplay ● Autonomy and Mastery Teacher Challenges: ● I have to repeat myself, I wish they would listen ● I wish I had more time to spend with each student, at the level they need ● So much paperwork reduces my teaching time ● Why don’t they ask me when they need help? ● I don’t have enough time to assess them properly Simulated Workplace Roleplay Observation Holistic Assessment Formative Assessment Portfolios Self Assessment Peer Support Online Forums Project Based Learning Flexible Assessments Feedback Status, Access, Power Badges, Points,
- 6. Smartphones & Social Media
- 7. Educational Technology Solutions ● Google Community (Groups) ● Google Forms (Feedback, Surveys) ● Google Documents (Collaboration) ● Google Sites (Free Portfolios) ● Moodle LMS (Badges) ● Free browser-based web apps (WeVideo.com) and lots of sticky notes
- 8. Single Sign on to multiple services
- 9. Tasks, Events and SMS Notifications
- 12. Daily Summaries
- 13. Class Absences
- 14. Sharing Work
- 15. Cats and silly stuff
- 16. Working above & beyond
- 17. Student Support
- 18. Educational Technology Solutions ● Google Community (Private) ● Google Forms ● Google Documents ● Google Sites (Free portfolios) ● Moodle LMS (Badges) ● Free browser based web apps (WeVideo.com) and lots of sticky notes
- 19. Acting (Competitive) Killers (socially dominant) Achievers Interacting (Collaborative) Players (People) Socialisers Motivations: Bartle Player Stereotypes Explorers
- 20. Which activity BEST suits your player type? Acting (Competitive) Killers (socially dominant) Socialisers Interacting (Collaborative) Players (People) Quiz - Multiple choice Assignments - Write Essay Chat - Interview Forum - online debate Forum asynchronous discussion Lesson pathways of learning Glossary - define concepts Database - collect info Workshop - peer assessment Wiki - collect info Online survey: www.bit.ly/bartlex Achievers Explorers
- 21. Moodle for motivation toolguide www.bit.ly/mfm2013
- 22. Which House will become the noble family to rule over all of Tareesteros? Guilds ● Movie Makers ● Photographers ● Game Design ● 2D animation ● 3D animation ● Sound Editing ● Visual Design ● Coding Houses ● House of Martel ● House of Blue Phoenix ● House of Nomadic Bastards ● House of Aldmers
- 23. Houses These are friendship based groups of 4 - 5 people. Attendance and participation is rewarded through points or group voting on best product. Each week one house is declared the winner based on total points of individuals plus house points earned. Achievements are offered to encourage teamwork, eg - Supportive - Positive Feedback - Originality Guilds Guilds are skilled-based groups. There are 1 - 3 nominated Guild leaders for each skill. Each learner chooses their own area of speciality. They collect resources, provide demonstrations and support other people to improve their skills in this area. Badges are provided as Master or Mentor levels in each Guild. Which House will become the noble family to rule over all of Tareesteros?
- 24. This classroom gamification project aims to increase engagement in class activities, attendance, confidence to continue learning, and increase completion rates for a qualification in Certificate III /IV in Digital Media. The students are mainly young men 17 - 22 with a few mature age students. The average completion rates for VET (TAFE) courses is 32%. In smaller regional towns this figure drops even lower.
- 25. Expectations 1) Show respect 2) If your mobile phone distracts other learners you will be asked to keep it on silent 3) Listen to other people’s opinion 4) Contribute to group activities 5) Offer assistance to other students 6) Boost people's confidence, we are all here to learn 7) Please consider your fellow classmates and shower and wear deodorant Flaying 1) Smelly feet - keep your shoes on please 2) Swearing at other villagers 3) Criticizing (Unless someone has asked your opinion) 4) Late back from breaks , so others can’t learn 5) Not putting your rubbish in the bin and cleaning up crumbs 6) Negativity 7) Bullying of students or the teacher 8) Discrimination and harassment 9) Stealing content and ideas without referencing 10) Pathetic excuses 11) Distracting other students (see TAFE policies) 12) Misuse of the Internet and computers (see TAFE policies) Laws of the realm
- 26. Team work achievements Collect at least one of each achievement to earn a Masters badge 1. Timekeeper 2. Note taker 3. Observer 4. Leader 5. Empowerer 6. Presenter Individual Achievements 1. Media Management (Good naming and being organised) 2. The Discoverer (For finding something awesome and sharing it) 3. The Night’s watch (For after hours activities) 4. Mother Earth (Sustainable practice) 5. Inspector (Safe workplace) 6. The Explorer (Going where no man has gone before) The Cards of Fate
- 27. Each Guild is given a learning space on Moodle LMS to collect info. They become the mentors for other learners in this area. Two levels of badges can be earned: Master or Mentor. These badges can be exported to an individual’s backpack to display online. We printed hardcopy versions too at student request. These badges match up to units on specific media topics: Website Design, 2D Animation, Audio.
- 29. Moodle configured as a gamification platform: www.truth-or-dare.org
- 30. A final award ceremony was held to announce the winning house who will rule over Tareesteros. We recorded this event on a video which you can find on the Velvet Throne showcase, along with links to student portfolios, and work samples. www.bit.ly/tafeshowcase
- 31. Final survey results Gamification had a positive effect on 1. Successful completion of a TAFE qualification (12/20 this year - about < 50%?), 2. Confidence to continue studies and desire to keep learning 3. Participation in activities and attendance My reflections 1. Fairness, negotiation and being explicit eg final week / winner 2. People are proud of what they have achieved, rather than feeling like a failure 3. Quantifying contributions made me aware of how hard we push students to meet performance standards consistently. It would be better to work with the rhythms - they are exhausted late in the day / week / term/
- 32. You are welcome to keep in contact
Notes de l'éditeur
- This 60 minute presentation is about the use of gamification in the classroom of Digital Media students at Taree TAFE, NSW, Australia. The concept of gamification is explained and then a case study of the “Velvet Throne” is presented. The gamification of this qualification in Certificate III /IV in Digital Media aims to increase motivation and engagement in class activities, attendance and confidence to continue learning .
- Minecraft is a very popular game around the whole world. The subject matter expert, Ziggy (who came to the conference with his mum), described the things he has been making in Minecraft and how he came to learn all of these skills. This included: trial and error , watching Youtube videos, playing with other friends in mutiplayer online mode and sharing their knowledge, and googling for tips when stuck. Kids from 4 - 7 have thrived as independent learners and established a peer learning network before they can even read! They persist with difficult tasks (like training wolves) and building high quality structures. Ziggy has spent over 1000 hours on Minecraft - if only our students were that motivated! So what can we borrow from games and re-use in learning contexts?
- The gamification design process begins with looking at the ‘players’. My class of Digital Media students, like my son, are [mostly] highly motivated by games. So what is it that attracts them?
- The next step of the gamification design process is to consider the business needs. As a teacher these are the challenges I face.
- Next I try to find, or create, alignment between player needs and business needs. What ideas from games can I re-use in the learning context? As educators we already use a variety of methods to motivate our learners. Standard educational theories and processes are in fact gamification. I don’t see education as a ‘non-game’ context. Rather I see play as fundamental to the learning process. Play is the highest form of research, said Einstein.
- Over 80% of my students have smart phones now, and about 80% are using social media. How can I extend my face to face time to include these channels of communication and create online learning communities?
- The criteria for the tools I selected are: free, easy, work on all phones/ tablets/ computers.
- People struggle with the basics in elearning - remembering their password - the web address. Using a common google interface avoided a steep learning curve and one password opened up a whole range of services: email, documents, calendar, apps, slideshows, and communities (online forums).
- The first thing we did was to set up a shared calendar with key dates. Students were shown how to set up notifications using SMS (they loved that) . Each student was asked to develop their own training plan and set their own due dates ( they freaked out at that! they are so used to me telling them but I stepped back and asked them to commit to a plan I would hold them responsible to carry out).
- We used online documents - all at once - we could all add our thoughts into a collaborative space with comments as feedback, This worked on any mobile device because Google Drive has Responsive layouts ( RWD) Teachers can publish these docs as webpages too.
- The most motivating part was using a Google Community (like a Facebook group) as an online communication space.
- I used this space to put up a summary of what we had done in class that day.
- People chose to let me know when they would be away. I could set work when I was away.
- Students shared their work (with lots of invitations and prompting from me ). Others would ‘like +1 their submissions. This is highly motivating.
- I had rights to delete offensive comments and tolerated a little silliness - and the inevitable cats.
- It was really encouraging to see the students shining in some areas working above and beyond the course requirements.
- They used this space to offer each other tips and advice, or lifts to TAFE.
- In summary, this technology extended our face to face time into another layer of communication, collaboration and links to content. It encouraged autonomy and mastery. It created a learning community which gave a voice to the ones who were quieter in class.
- Bartle Player types are stereotypes used by game designers to address varying motivations in players. Achievers Players like acting in the environment to be successful. They give themselves game-related goals, and vigorously set out to achieve them. Explorers Players like interacting with the environment. They try to find out as much as they can about the world around them. Socialisers Players like interacting. They use communicative facilities as a context in which to interact with their fellow players. Killers Players like acting on other players. They are Politicians. They kill with kindness: Mother Hen. Or unkindness: tease, heckle. They like to dominate.
- Take this short online survey at www.bit.ly/bartlex to share your opinion. Do you think certain types of assessment activities match up to these stereotypes? Could you use this knowledge when creating flexible assessment strategies?
- I matched each of the activities in Moodle to the player types and tried to find the most versatile tool, which was forums. Depending on how it is used, it can motivate a wide range of students. Other activities have a narrow scope of motivation so need to be paired with other options eg prove your competency by either an ESSAY or a class DEBATE.
- Which House will sit on the Velvet Throne to rule over the Kingdom of Tareesteros? I came up with this idea to gamify our classroom giving it a competitive, and yet unified, environment. The points, rewards, and competition between houses have given students much to discuss and realize about themselves, it allows them to get through assessments and units faster and easier with the help of laughs and the idea of winning points for what the current activity has to offer.
- The idea of houses, with the students creating back stories, and theories about their own characters within the houses, allows them to interact with each other and generates a more creative classroom. Throwing in guilds for each person based upon what they are most talented at allows the students to seek out help where they find they lack the skills to get through certain areas.
- I haven’t completed analysing the results yet but I know that 5 years ago when I started teaching a class of Certificate IV Digital Media students only 2 or 3 out of 25 of them completed a qualification. Now I expect about half to complete a qualification. The others don’t walk out the door feeling like a failure. They have achieved some badges (completed some units) they belong to a tribe who will welcome them back to give it another go next year. Participation and attendance certainly increased.
- The plan involved a lot of negotiation (which means ownership) students were given choices at every opportunity.
- Zondle.com is a website based on the neuroscience of learning. Introducing risk and choice increases dopamine levels in our brain. This in an evolutionary response to ensure our species doesn’t choose the pathway of 0%success or 100% success. Teenage boys have particularly high levels of dopamine in response to risk. The dopamine levels peak at the hope of success and again when the reward is received. In between these two moments is a ‘teachable’ moment. Students (who are involved in the risk of the outcome - are highly engaged. In those few precious minutes you have their full attention. See https://www.zondle.com/publicPagesv2/default.aspx?page=TheScienceBehindZondle.aspx The cards of fate activity is based on creating these ‘teachable moments’ of engagement. The Mother Earth achievement relates to the core unit on sustainability. If you can prove that you have made a sustainable choice in the last week you get to keep the achievement card (worth 10 points) . Other students can make suggestions and offer evidence. This becomes a group discussion I facilitate on sustainability.
- Students were offered two levels of badges.
- Students like having hardcopy badges so we had an award ceremony to announce the winning house to sit on the throne and the peer-awarded badges. We recorded these events on video to share with you: https://sites.google.com/a/deadlyskills.org/taree_media_showcase/Downhome It was a lot of fun! It made the effort worthwhile.
- We also had digital versions of the badges. For most Units of Competency a Moodle course was set up by the students. Based on a template using gamification features, they added a glossary of terms, challenge activities and awarded their peers badges at Master or mentor level. The leaders of each skill area were made non-editing teachers in the Moodle course. Levels were only available once prerequisites were met. Badges earned could be exported to a ‘Digital backpack’ which can be kept over the lifetime of a learner.
- Can you pick the winning house?