Is Games Based Learning the Solution to Student Engagement?

I recently came across an article from Edutopia entitled, ‘Kids Speak Out on Student Engagement’.  The article is a teacher’s summary of 220 students’ responses when asked what engages them.  Interestingly, they could mostly be answered, if only in part, by games based learning.  Below is her list, with my comments about how GBL could help.

1. Working with their peers – the original article explains the power of collaborative learning and discussion.  Many games are designed to be played together and many that aren’t designed this way can still be used in groups.  Games can spark discussion and debate, even if learners are working/playing ‘alone’.  Games can encourage students to problem-solve collaboratively and improve their communication skills.
2. Working with technology – of course GBL doesn’t have to involve technology, but that is the main focus of our blog.  Therefore, games are a great way to get students working with technology in an exciting and productive way.  The article also explains that technology can allow powerful ‘learning by doing’.  An immersive game can help people learn knowledge and skills in a more meaningful way.  And as the article hints, technology (and often gaming) is so prevalent in young people’s lives that it makes little sense for school to be technology and game-free.
3. Connecting the real world to the work we do / project based learning – good game design should help learners connect their learning to the real world.  The games should be relatable and relevant.  All of these things can help motivate students and allow for better memory encoding.  Games can be used as part of a larger project.  However, a good serious game almost acts as a project in itself.  It could allow exploration, learning, problem-solving, creativity and develop the student’s understanding/skills from start to finish.
4. Clearly love what you do – this is about the teachers.  If you are reading this now, it is likely that you are interested in, or maybe even passionate about GBL or innovative, 21st education.  Therefore, bringing a game to the table is likely to be something that you are excited about and that will rub off on students.  
5. Get me out of my seat! – The article explains that students learn most when they are active.  Not all games are built for movement, however some are.  For example, see our articles, ‘Kinect Games Based Learning’ and ‘Proof of the Pudding…’ (this one explains one of our games based workshops where the children or adults are encouraged to get out of their seats to negotiate, problem-solve, prioritise and more with other individuals and groups).
6. Bring in visuals – a good game will have meaningful visuals.  These can make concepts clearer and motivate learners.  For example, in our game, mentioned above, the children are put in charge of a town, which they have to improve by making purchase decisions.  The town graphic, as well as the reports, change according to their decisions.
7. Student choice – games can be very good for encouraging self-directed learning.  The article also mentions having a choice of activities related to a topic for different levels.  Games can be wonderful for allowing learning at the student’s pace and level.  Often games advance when the student has mastered the initial knowledge and skills.
8. Understand your clients – the kids – this one is obviously very dependent on the teacher’s attitude.  The article explains how important the culture of the classroom can be for encouraging learning.  Allowing learners to play games at school has the potential to bring about a lot of respect for the teacher.  This is especially true if the learners are given freedom to play the game as they wish.  Games can be very self-directed but structured which can encourage a positive environment in classrooms.
9. Mix it up! – Obviously games are a great way to mix things up.  They get people doing an activity that is unlike the norm, which can wake people up and keep them motivated to learn.  The article also talks about multiple learning styles (e.g. auditory, kinaesthetic).  See our article ‘Games Based Learning Supports Multiple Learning Styles’ for more about this.
10. Be human – the article finishes by reminding teachers to have fun themselves.  GBL can be a great way to break up the monotony, spark the imagination, bring fun into learning, wake people up, inspire and so on.  These things are important for teachers as well as students.  The article also suggests asking students what engages and motivates them.  How about going to work tomorrow and asking your students what they would like to see more of in the classroom?  Or maybe even if they would like to try GBL?

For the original article, click here.

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12 Apps to Gamify All Aspects of Your Life

Image courtesy of cote on Flickr.

This is a list of apps which gamify different aspects of people’s lives.  The ways they do this are interesting and varied.  From encouraging children to help out around the house by it allowing them to win rewards and
level up their RPG character, to motivating you to go to the gym with the ultimatum of giving your money to other gym-goers.  From apps that help you reach your goals by completing quests and defeating your personal ‘bad guys’, to motivating your workforce to complete projects.  These apps are, in general, a very simplistic form of Gamification.  The form that people usually have issues with; involving badges and leader boards.  However, some of them are great uses of Gamification and show how varied its uses can be.


Self-Improvement/Task Management

1. SuperBetter – An app that helps you reach your goals.  You build strength in four areas: social, emotional, mental and physical.  The app enables you to complete quests (such as finishing a workout), defeat bad guys (such as the self-critic) and get the support of allies (real friends) to achieve ‘epic wins’.  The game is built on the principles of positive psychology and their aim is to make players feel better for playing, not keep playing. 
2. EpicWin – This app aims to help you to ‘level-up your life’.  It adds a role playing twist to to-do lists.  Completing quests (such as doing chores, sending an email, going to the gym) develops your character, gains experience points, earns riches and more. 
3. HabitRPG – This is similar to both apps above, but works on the principle that repetition builds habits.  You can choose what habits you want to develop or get rid of in several categories: ‘Habits’, ‘Dailies’ and ‘Todos’.  You get points for doing positive things and lose them for doing negative things or not doing positive things.  You can use these points to get rewards, which you can define or improve your weapons and armour. 

Housework

Image courtesy of teamstickergiant on Flickr.

1. Chore Wars – This is an RPG for completing chores.  Every chore completed earns the player experience points which cause the players to level up.  You can create groups for households and workplaces and assign different rewards for completing different chores (such as pocket money or choosing the film/TV show on Saturday night).  The character classes change to reflect the chores that have been completed. 
2. HighScore House – This works like Chore Wars, but without the fantasy RPG style.  It is also intended for parents.  Set up chores and rewards and the whole family can earn points, badges and stars.  The parents have their own dashboard, so they are in control of doling out points and rewards.  This one is still in beta mode. 
3. ChoreMonster – This is very similar to HighScore House - but with monsters!  Kids can earn points and monsters for completing chores that the parents define and verify and then spend them on treats.  It is also available now and not in the beta stage. 

Fitness

1. Gym-Pact – This app uses the GPS on your smart phone to check you are going to the gym.  Then it rewards you or punishes you with REAL money for going or not going.  You set up how much you are willing the app to deduct from your bank balance for not going, but this money goes into the pockets of people who did go.  On the other hand, if you are a regular gym-goer, you could earn money for something you would have done anyway. 
2. Nike Plus GPS – This one is for runners.  It allows you to log your distance, calories burned and so on.  You can also activate PowerSongs to help you reach the finish line.  Post your workout to Facebook and you will hear real-time cheers from likes and comments as you run.  You can also challenge yourself to beat others or your own personal bests to earn badges and achievements. 

Work (Performance and Project Management)

1. Work.com – A way for managers to recognise team and individual achievements, in real-time, socially.  They can give custom badges as well as ‘real’ rewards such as Amazon gift vouchers.  It summarises performance and managers can coach employees live. 
2. DueProps – Describes itself as a peer appreciation game for workplaces.  Co-workers can offer gratitude to one another, which could make them happier, more engaged and more productive.  Each ‘prop’ has a brief description and a number of points associated to it, which form a leader board.  You can also complete challenges.  Props include Einstein, for intelligence and originality and Class Act for handling a situation with professionalism, class and style. 
3. RedCritter Tracker – This app turns completing projects into a game.  When someone completes an important task, they earn a badge and reward points.  These can be spent in company reward stores to get gift cards, to lunch with executives.  They list the benefits of Gamification as being:

• Increases employee productivity
• Increases quality of work
• Improves employee morale
• Increases employee retention
• Creates an exciting work environment
• It's easy to get started just visit www.redcrittertracker.com

Personal Finances

1. Mint.com Personal Finance – This app aims to consolidate all of your financial information in one, user-friendly place.  It is useful to budget, track and manage your money.  You are scored on how financially fit you are and it gives you tips and tasks to improve this level.  You can see visually what you spend, what on and how often.  You can also choose goals and budgets and it helps encourage you to stick to them. 

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Badges, Gamification, Employment & Lifelong Learning

Image courtesy of kerolic on Flickr.

We often talk of gamification and have even won an award for doing so (click here).  But we (and many others) usually talk about how badges are engaging and motivating for the learner or even how they can essentially coerce people to do things that an organisation/individual wants (e.g. good behaviour in class, sharing promotional content on social media sites, reviewing products etc).  Badges and other gamification strategies have been used very successfully in this way.  However, the report, ‘Expanding Education and Workforce Opportunities Through Digital Badges’ takes a slightly different look at the phenomenon.

This new report from the Alliance for Excellent Education and Mozilla has looked at how badges can be used as a way of showing and verifying to employers the skills that individuals have amassed.  These can be formal education, knowledge based skills, 21st century skills as well as skills gained through hobbies and other ‘extracurricular’ activities.  “A digital badge system can bring resumes into the twenty-first century,” says Gov. Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia.  “Digital badges are making anytime, anywhere learning a reality for learners of all ages who want to pursue their interests with tangible results in real time… Badges bridge the divide between formal and informal education, and they have the power to transform competency-based learning and hiring practices.”

The report does explore how digital badges can be used to improve student learning and outcomes, but also how they can expand vocational and interest-based skills for learners of all ages.  And importantly, what this can mean for employment.  “The way we learn and the way we work have radically changed in today’s digital age, and we need the credentials that make sense for the way we live our lives today,” argued Erin Knight, senior director of learning and badges at Mozilla.  “Open Badges can connect learners to better jobs and opportunities, allowing them to increase skillsets and marketability. In return, employers can look beyond abstract credentials or self-reported resumes and get credible information on candidates—finding a better match, and unlocking a better future for all involved.”

Expanding Education and Workforce Opportunities Through Digital Badges defined badges as ‘credentials that represent skills, interests, and achievements earned by an individual through specific projects, programs, courses, or other activities.’  The report argued that it is important that badges are defined accordingly and are measured against a specific set of standards so that they could be used by employers in a meaningful way.  The report suggests that for this to happen, there must be an open badge standard that ensures all badges contain the same level of criteria and evidence, which allows people to earn badges from different issuers, manage and collect them, and display them on websites as they see fit.  Mozilla has created this “Open Badges” standard that ensures the credibility of verifiable skills involved with the badges.  They aim to make the badges credible by making them store information through hyperlinks about what tasks, projects etc. were completed to earn the badge.

Schools can use the system to connect their pupils’ curricular and extracurricular learning as well as rewarding them for developing their 21st century skills.  The schools and colleges that have adopted the system so far have also done so to make learning more engaging and innovative.  “Learning pathways differ from student to student, but badges can bridge those differences and provide students with opportunities to follow their interests, and connect what they have learned—at any time and place—to academic achievement, career success, and civic engagement,” Wise said.

But what interests me most is what the badges could mean for employment.  It is unlikely that this system would completely become the norm, but it does make one wonder.  It could encourage children from a younger age to think about their careers.  It could encourage a closer relationship between students and employers, giving both valuable experiences.  Employers could tailor more what is being taught in schools.  They might put emphasis on different elements of a person than their grades.  The system also has interesting implications for lifelong learning.  It could foster a more positive relationship with learning as a whole.  It may make people think of and approach learning differently.  People could become inspired by the badges of others.  The intrinsic reward of a badge along with the ability to ‘show off’ to others could generate an impressive level of learning.

Obviously, these are all big ‘what if’s and this one system is unlikely to do everything (if any of these).  However, I do think it highlights something interesting and very positive about society and it would be great if it took off.  The popularisation of geek-chic (which I thoroughly approve of) along with the acceptance and popularity of video games may just have amalgamated to create something that could be great for learning and learners.  One thing I would like to see being emphasised though, in a system like this, would be badges for good deeds, charitable giving and so on, and then we could really be on to something great!

Click here for the full report.

Click here for more about Open Badges.

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Summary of Games Based Learning Meta-Analysis

Image courtesy of Tess Watson on Flickr.

A report by Futurelab at NFER was published in April 2013 entitled: ‘Game-based learning: latest evidence and future directions’.  The study was a meta-analysis of some of the existing research surrounding games based learning.  It sought to answer the following questions:

• What is game-based learning?
• What is the impact and potential impact of game-based learning on learners’ engagement and attainment? 
• What is the nature and extent of the evidence base?
• What are the implications for schools?

The authors found some interesting findings which I will summarise below and also offered some advice to teachers based on their findings (also below).

Academic Achievement

• Where studies expressly sought to measure ‘academic achievement’, five calculated some degree of improvement. 
• Another meta-analysis observed significant, but undefined, cognitive gains across studies utilising games versus traditional teaching methods.
• However, four studies found no impact on academic achievement.

Problem Solving Skills

• The studies consistently found that video games can impact positively on problem solving skills.
• All five studies that specifically focused on problem solving skills found some degree of improvement.

Motivation and Engagement

• The studies consistently found that video games can impact positively on motivation and engagement.
• The majority of the studies examining the impact of video games on student motivation and engagement found positive results.  However, it was unclear whether this impact could be sustained.

Attitude to Learning

• One study found that games promoted a more positive attitude to maths learning. 
• Another study explored mathematics or academic self-concept (the set of beliefs an individual holds about themselves as a mathematician) and found no improvement. 
• However, a meta-analysis found that significantly better attitudes towards learning were yielded for subjects using interactive games or simulations, compared to those using traditional methods for instruction.

Advice to teachers:

“The best way of integrating gaming into teaching is by using it within a clear pedagogic process. In particular:

• Place learning activities and academic content within the video game’s fictional and entertainment context, maintaining a balance between fun and learning. 
• Make the academic content integral to the game rather than an add-on. Content-specific tasks work better when embedded in the fictional context and rules (‘mechanics’) of the game. 
• Carefully plan the roles that you and your learners will take on in the game. Teachers should play roles that allow them to mediate the experience for learners: providing guidance when needed; ensuring that rules are followed; and maintaining a respectful atmosphere.
• Don’t try to divorce decontextualized components of a game (such as badges, scores or leaderboards) from the fictional context and rules of the game (the ‘mechanics’)”

We would agree with this advice and it is similar to the advice we give in our Games Based Learning Analysis and Planning Tool (click to download) and our blog post “Six Key Principles of Collaborative Games Based Learning”.

Conclusion
The report seems very positive and optimistic about games based learning.  However, the authors seemed disappointed at the amount of and validity of existing research.  For example they say, “It is important we develop a more analytic approach that considers how the different elements that operate within video games impact in an educational setting” and “We noted a complete lack of evidence about ‘gamification’.”  That is, to some extent, to be expected as games based learning is a relatively new phenomenon.  However, what they did find was insightful and supports some of our opinions about games based learning.  It will be interesting to see what future research has to say about games based learning and gamification in education, and there is likely to be much more of it in the near future.

References

Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough: NFER.

Click here to read in full.

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Motivating Generation X and Y with Gamification

There is a reasonable amount of research into motivation at work being undertaken these days and it is interesting to see where gamification fits into the picture.  A recent study from Odgers Berntson and Cass Business School suggests that organisations are unprepared for the new generation of leaders.  Richard Boggis-Rolfe, Chairman of Odgers Berndtson argued "The retirement of the current generation of corporate leaders will lead to cultural changes that most organisations are unprepared for. In order to thrive in the post-baby boomer landscape, companies need to put serious thought and effort into smoothing the intergenerational transition for leaders from generations X and Y."

But Who are Generations X and Y?
Jane Sunley, CEO of Purple Cubed (a consultancy firm specialised in workplace engagement) explains, “The baby boomers are the generational cohort born between 1945 and around 1961, generation X were born between around 1962 and 1981 and generation Y from around 1981 to 2001… Don’t get too hung up on the dates though, because everybody says that they’re different. The important thing is to appreciate that every generation has been influenced by the environment of their upbringing: education, parents and – in the case of generation Y – the biggest influence has been technology.”

What are the Key Differences Between the Generations?
According to Sunley, there are five key differences between the upbringing, character and motivations of each generation that affect their working styles:

1. Reason they work – Baby boomers ‘live to work’, generation X ‘work to live’ and generation Y work to fund their lifestyle.
2. Decision-making – Baby boomers prefer to make their own decisions, generation X will take direction but then like to be left to get on with it and generation Y require constant direction and collaboration.
3. Feedback and response to work – Baby boomers know when they have done a good job, generation X like regular feedback and generation Y need constant feedback.
4. Sharing opinions – Baby boomers like to keep their opinions to themselves, generation X share their opinions and generation Y assume others want their opinions.
5. Attitude to change – Baby boomers are resistant to change, generation X relish change and generation Y are flexible.

Could This Cause Problems?
According to the Cass Business School study, “Only 41% of respondents believed that their organisations are ready for changing workplace demographics of age, gender and diversity.”  Many respondents to the study also commented that “the retirement of baby boomers from leadership positions would result in a mass exodus of talent over the next 20 years, which will intensify the global war for talent among existing executives”.

Obviously organisations will have to adapt their leadership strategies, corporate culture and so on to adjust to the new generations of leaders and workforce as well as the 21st century as a whole.  Sunley argues that understanding the differences between the generations could give organisations the edge when managing the shift in their workforce.  Appreciating the five key differences could help directors form a more effective leadership strategy.

How Should Leadership Styles be Adapted?
The Cass study suggested that, “Foremost among the new leadership skills will be emotional intelligence, people skills and flexibility, which will be needed to attract and motivate a more diverse and mobile workforce… This more collaborative form of leadership will be key to helping executives navigate the 21st Century workforce.”

Professor Cliff Oswick, Cass Deputy Dean, believes, "The increasing diversity of the global workforce will need to be taken into account by corporate leaders. Cultural awareness will be at a premium and leaders will have to cultivate emotional intelligence and be better attuned to gender differences."

What About Gamification?
I have been reading about this topic over the past week or so and it struck me that gamification looks like another way that organisations are coping with some of these new generational styles as well as the 21st century world of work as a whole.  The likes of Google are creating new ‘gamified’ offices that cater to the often young, innovative, creative types that they wish to attract and motivate.  They often include things such as gyms, gourmet cafeterias, dogs, hair stylists, scooters, massage parlours, slides, shops and so on to support the lifestyle and motivational needs of generation Y (amongst other things).

The fact that generation Y like to work together and collaborate is often encouraged by gamified solutions as well as new office spaces.  Rewards for collaboration can be encouraged by team leader boards, badges etc. as well as collaborative games being used to train, assess, build teams and so on.  ‘Gamified’, 21st century offices also support generation Y’s need for collaboration.  For example, offices are often made with areas specifically for people to bump into each other or act as the proverbial water cooler and encourage people to spark off one another and innovate.  Many offices now create open plan areas with smaller pods or seating areas within them to make collaboration natural, easy and fun.  For example, white board walls, pianos, ping pong tables and so on are often included in new offices to promote team bonding and collaboration.

Perhaps most strikingly, gamification is a way that generation Y can receive immediate feedback.  Members of generation Y are likely to have been brought up around video games and to have amassed a lot of hours playing them.  Games offer immediate feedback which could be why generation Y come to expect it from every aspect of life.  Gamification can allow immediate feedback to occur and give employees a virtual ‘pat on the back’ for completing actions.  This would be time consuming for their managers or peers to do and may not come naturally to them (especially if they are baby-boomers).

What can be gamified:

• Recruitment – see article. 
• Learning and development - pixelfountain does this, see: www.sim-uni.co.uk.  See article.
• Strategy and implementation – pixelfountain also does this.  See article.
• Communications (internal and external) and Marketing - see articles here and here.
• Rewards, incentives and recognition – e.g. Badgeville.
• The cultivation of a specific corporate culture – see article.

Motivation is extremely important at work, both for the employees and the organisations.  The infographic below sums up very well how generations X and Y might be motivated differently to the baby boomers and how gamification can be utilised to engage and motivate the workers of today and tomorrow.

Infographic courtesy of Badgeville, click for larger image.

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Gamification with World of Classcraft

We briefly discussed World of Classcraft in our blog article ‘Gamifying the Classroom: 10 Inspiring Articles’.  But we are so impressed with the innovative use of gamification in a school setting, that we decided that to do them a bit more justice and give them a full blog post.

What is World of Classcraft (WoC)?

In WoC, pupils play as adventurers and the teacher acts as the game master.  The students form groups and each choose a class (mage, warrior or healer).  These should be balanced in each group as each class has real-life powers ranging from eating in class to bringing their notes to an exam.  Some of these powers are for personal use but some can be used on other players.  They gain powers by doing good deeds (helping fellow students, finishing homework, getting to class on time etc.).  However, bad deeds (bullying, being disruptive, not completing homework etc.) lose hit points, which can lead to death and terrible consequences (such as the dreaded Saturday-morning detention).  As a team, they face monsters (homework) and fight boss battles (exams). 

Does it work?

Student motivation has skyrocketed since the game was implemented by the inventors in their school.  The students’ desire to level up, coupled with the risk of in-game death has vastly changed their relationship to classes and school.  By fostering collaboration (collaborative actions and powers are rewarded with bonus XP), students are now helping each other with daily challenges of school life such as questions about homework, in class work, tardiness.  According to the inventors, the effects have been profound.

More than just Badges

Critics of gamification argue that rewarding people with badges will only work so far, in certain circumstances and with certain people.  They argue that it is just a fad.  However, they are really missing the point.  Gamification isn’t just about the badges, that is just an easy way many people choose to use game mechanics to encourage engagement and so on.  WoC has shown that gamification can be a rich experience that frames the entire learning process to achieve great results.

Compared to other gamification efforts in school, World of Classcraft is vastly more

complex.  Students can choose from 3 classes, there are almost 30 different powers and over 100 random events (http://worldofclasscraft.com/events/) can be applied to any subject matter.  The possibilities are endless which makes for an engaging experience that can be changed and adapted to suit the individual needs of each class.

What’s Next for World of Classcraft?

WoC is building a free game engine to allow teachers all over the world to play the game with their students.  A Kickstarter campaign has been launched to raise funds to cover initial development and maintenance costs.  To help click here.

Find out More

Visit the website: http://worldofclasscraft.com/en/

Facebook: https://www.facebook.com/WorldOfClasscraft

Twitter: https://twitter.com/worldofclasscra

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10 Benefits of Project Based Learning

Project Based Learning (PBL) is a hot topic in education currently.  PBL is where learning is structured around a project.  The learners must learn what they need to complete the project.  They can find this information by themselves, or they may have formal classes and so on, which help them to complete their projects.

So why is PBL so good?

1. It is extremely motivating.  Learners want to learn in order to complete their project and might even do extra work if it means their project will succeed.
2. PBL can be a lot more hands-on and make the learners feel in control of their learning which is much more engaging than listening to someone talk at you at the front of a room and answering some questions.
3. The learning has built up gradually with a definite result; the learners have something to show at the end of it.
4. PBL can encourage collaboration.  It works well with learners split into project groups or teams.  Collaboration is great for learning and it is an important 21st century skill.
5. It is a great way of ticking other 21st century skill ‘boxes’.  PBL can be a good way of encouraging soft skills such as problem solving, research skills and creativity.
6. Good base for cross-curriculum learning.  A single, broad topic can be used as a project theme and many subjects can be brought into it, which gives them some meaning.  For example, a topic on ancient Greeks could involve history, maths, geography, politics, philosophy, religious education and so on.
7. Projects can be tailored to suit different abilities and if working in groups, people can fill different niches, which could enhance self-esteem.
8. Gives subjects a focus and more of a meaning, ties things together and offers an easy answer to “Why do we need to know this?”
9. It is easy to implement with few resources (but does require a little imagination).
10. Having said that (number 9), there are lots of helpful resources and project plans online.  Have a look at our ‘Learning’ Pinterest board for some great ideas.

How does PBL work in practice?

Well, one example is Climate Crew.  games-ED undertook a project with over 40 young people from 2 schools and a Girl Guides group from St.Helens, Merseyside, UK. The young people were aged between 14 and 18.  The project ran three types of media skills workshops that had a dual purpose: to provide media skills for the young people and to feed into a design of a game.

• Workshop 1 - Creative Skills:
• Theory of logo design > design roughs on paper > designs crated in a vector drawing package.
• The guides developed a flier based on the logo.
• Workshop 2 - Computer Games Design:
• The Schools created initial designs: premise > story > game-play and Easter eggs (hidden features in the game).
• The Guides drew up the screen designs on huge sheets of paper.
• Workshop 3 - Computer Games Build (done using Adobe Flash):
• Game inner working and artificial intelligence 
• Interface, animation and navigation coding
• Avatar design and coding
• Real world interaction 
• Workshop 4 – Testing

Even though the project ran over a number of weeks and multiple sessions, there still wasn’t enough time to teach the young people the varied skills they would need to design and develop a game. The approach we took was to let the young experience the spectrum of roles in a games company, rather than trying to make them expert in any one area.  The game was completed by the facilitators and can be found here.

The young people learned a lot of skills through designing, leading and implementing the project and through the interactive workshops including creative marketing and facilitation, project management, community leadership, computer game design and development.

Before and after the workshops the young people were asked to judge their skills in key areas, some of the data is shown below.  The data shows that the young people gained skills in design and computer game development as well as communication skills. The workshops were ranked very highly by the young people, particularly the final workshop on game development where they saw all of their previous work slot together as they built the game.

Workshop 1

• 47% improvement in understanding the use of logos for communicating ideas.
• 57% improvement in understanding climate change.
• 62% improvement of skills in logo design.
• 51% improvement of skills in graphic design (taking an idea to completed product).
• 31% improvement of skills in using a computer art/design package.
• 23% improvement in communication skills for the verbal presentation of ideas. 

Workshop 2

When asked, “What key learning messages will you take away”, some of the children responded:

• “No idea is a bad one.
• “Bigger understanding of designing games.
• “That we should take our time to think of ideas instead of rushing.
• “That when designing a game it has to be simple but catchy.
• “How to lower my carbon footprint.”

This is a very specific project around games, but you can see easily how similar principles could be used for a project to teach any number of things.  The children loved the experience and learnt a lot and the teachers were full of positive comments too.  For more information and data (including teacher feedback) see ‘Developing Games with Young People: Climate Crew’.

Please follow @paulladley on Twitter and like games-ED’s Pinterest, Facebook and Google+ pages for blog updates and interesting games based learning links and resources.

Gamifying the Classroom: 10 Inspiring Articles

1. Let’s play school: Gamification and the future of education - This short article discusses how gamification in education can increase motivation and engagement.  The article contains insights from Khan Academy president Shantanu Sinha who argues that games are motivational as they allow people to progress at their own pace, they give immediate feedback and praise and they allow people to push their own boundaries.

Infographic by SuperFunner via this article.

2. Study’s the Name of the Game - This article provides a balanced introduction to gamification including various statistics.  It explains how one school uses games in science classes to achieve self-directed, organic learning.  Gamification enables the students to become fully immersed, engaged, motivated, lower their fear of failure and become better time managers.  The article also discusses research done on university students that found students absorbed more information than reading a book.  Importantly, the article warns against students becoming too extrinsically motivated and that gamification can actually be used to develop the intrinsic motivation to learn.

3. Six Ways to Look at Badging Systems Designed for Learning - While we at pixelfountain believe gamification should be more than simply awarding badges, this article has some interesting insights.  Some of the ways that the authors see badges working in education include: badges acting as alternative assessment, as learning scaffolding and to develop lifelong learning skills.

4. Gamifying Homework - This article discusses research done by Richard Landers on undergraduate students to encourage them to do their homework.  The researcher developed a social network for the students that included basic gamification principles and 28% of the students willingly chose to do extra work that wouldn’t affect their grades.

5. How to Use Game Dynamics in the Classroom - This article gives a brief introduction of another piece of research about using gamification in undergraduate courses.  The experimental group will have the chance to complete various challenges, which will earn them points.  The control group will have the same lectures but will be asked to complete quizzes (containing the same questions, but with no points system).  The groups will be compared on engagement, attendance and academic performance.  I am unable to find the results of the study, but it will be interesting to see if gamification had an impact.

6. The Gamified Classroom - Part 1: The Unique Obstacles Teachers Face - This article argues that gamification will encourage engagement in classrooms.  However, it also discusses potential problems: budget and scalability.

7. The Gamified Classroom – Part 2: Technology’s Role in a Gamified Classroom - Part two of the series explains how children should be taught 21st century skills rather than focussing on teaching them how to use the technology of the moment as this will be obsolete in not very long.  It also discusses how education should be student centred, however, unless there are fundamental shifts in the education system, this is difficult.  However, technology could be a way of achieving this as much gamified content is differentiated for different levels and personality types.  The article goes on to explain that children know how to use technology for entertainment, but the job of a teacher should be to show them how to use them for other purposes.  They should develop their 21st century skills in conjunction with the technology, but not dependent on it, to work collaboratively on projects, for research and so on.

8. The Gamified Classroom – Part 3: The Importance of Motivation - This part dicusses the work of Educational Psychologist Jere Brophy.  Brophy argued that Motivation = Expectancy (of success) x Value (of succeeding).  Brophy developed a series of factors that he found motivating and the article discusses how gamification could be used to reach the same ends.  Factors include: provide opportunities for choice and provide opportunities for students to respond actively.  The author argues that gamification works better that traditional education as it offers a narrative; learning has a purpose greater than simply achieving grades, and this is why it is so motivating.

9. Education Meets ‘World of Warcraft’ - This article highlights some interesting teaching methods.  A teacher begins each semester by greeting his class with “Congratulations, you have an F” and adds, “But you can level up”.  He designs his class like a Massively Multiplayer Online Roleplaying Game (MMORPG) such as World of Warcraft by dividing his class into guilds which must complete quests (such as making a presentation) to earn points and advance to the next level.  The article discusses the results this innovative teacher has achieved and discusses more about why gamification works and other ways that it has been used (such as to promote good interpersonal skills, not just good grades and attendance).

10. Gamifying the Classroom with World of Classcraft - This software uses the principles of MMORPGs in a classroom setting with the ultimate goal of making the whole class into a game.  Students earn experience points by doing positive actions in class, these lead to them levelling up and gaining special abilities (for themselves, peers and the class).  The software makes use of an online leader board and can be used across the curriculum.

If you haven’t already read them, have a read of our blog posts on gamification:

• Gamification - Different Types of User 
• How to Bring Gamification to the Classroom: Best Practices 
• Gamification of the Workplace 
• A Nice Overview of Games Based Learning (Gamification) – Infographic 
• Gamification of life 
• Behavioural Economics and Education 
• Gamification in Education 
• Gamification and Behavioural Change 
• Gamification, Education and Behavioural Economics 

Outstanding Lessons and Games Based Learning

For anyone who doesn't know, or who doesn't live in the UK, ‘Ofsted’ stands for The Office for Standards in Education, Children's Services and Skills.  They essentially inspect schools (and other children’s services) and grade them based on various criteria.  This has a considerable effect on the school’s reputation.

The top ‘grade’ you can achieve through Ofsted is outstanding and teachers and schools all over the UK are striving to achieve ‘outstanding lessons’.  But what does this mean exactly?  How can games based learning help more lessons to be outstanding?

Outstanding lessons will obviously vary greatly depending on the lesson being taught.  However, what is common to achieving this standard is the quality of teaching and learning.  Ofsted say that outstanding teaching includes “a focus on pupils making exceptional progress as a result of inspiring teaching, from teachers having excellent subject knowledge and the innovative use of new technology” (information from http://www.teachingexpertise.com/articles/outstanding-lesson-11943).

In other words, one of Ofsted’s main criteria for outstanding lessons is the innovative use of new technologies.  This, in itself, would be a good reason to use games in lessons.  However, if we look at the criteria more closely, we can see how games based learning can tick more than one box.

Outstanding teachers must fulfil the following criteria:

• Subject expertise and flair
• The involvement of every pupil in the learning process
• Intelligent questioning involving every pupil
• The use of a wide variety of resources as appropriate including new technology
• Involving pupils in the learning process and developing independent learning.

For me, it goes without saying that teachers should have a reasonable level of subject expertise.  However, subject flair is a little more interesting and perhaps more difficult to prove.  One cannot impose passion for a subject on teachers but a good way to exhibit it may be to use a related game in lessons.  Being up-to-date on goings on in their field and finding new ways to instil knowledge that they find interesting is impressive and games exhibit this.

Good learning games should also involve every pupil in the learning process.  Games can tap into multiple learning styles (‘Games Based Learning Supports Multiple Learning Styles’) meaning that all children should be able to access the learning at some level.  Collaboration is also a great benefit of learning games.  Although some technology limits the amount of players, the ideal situation is for all pupils to be learning collaboratively from one game (see the pedagogy page of our corporate website).

The next criterion is intelligent questioning involving every pupil.  In my blog post ‘Unorthodox Uses of Games in Education’, I talked about a teacher using Angry Birds to teach his pupils.  Pupils built catapults to launch real life angry birds and all the while the teacher asked them questions about the physics behind what they were doing.  This can also be done with computer based learning games.

The final criterion involves developing independent learning.  This is really about motivating and inspiring pupils.  It is unlikely that children will become enthused about a topic if the lesson is uninspiring and involves a dull presentation with written exercises to follow.  This is the bulk of most education.  Children can become enthused by a topic and want to learn more about it on their own.  If you make something fun, i.e. by using a learning game, surely they are more likely to do this.

Outstanding lessons are judged on teaching practices, but they are also judged on how the students behave in a lesson.  The key factors (from http://www.teachingexpertise.com/articles/outstanding-lesson-11943) include:

• Are the pupils highly engaged?
• Do they move from listening to being positively motivated?
• Do they learn and make progress?
• Do they obviously enjoy the lesson and have fun, and are they keen to discuss what they have learned and what they might be doing in the next lesson?
• Do the pupils ask appropriate (and challenging) questions?
• Do they show a keen interest in the tasks?
• Are they proud of their work?
• Are the pupils involved in deciding any part/content of the next lesson on the topic?

Most (if not all) of these criteria can be met with the use of games based learning as part of the curriculum.  Games are excellent for engaging and motivating students and providing fun and enjoyment (see blog post: ‘Motivation, Motivation, Motivation').  A teacher observing one of our games-ED lessons said:  “The children were fully engaged for all the session and the ‘buzz’ in the room was one of real active learning” (from 'Marrying up to the Situated Learning Theory').  Children also talked to their parents following the session about how much they had enjoyed the learning simulation and what they had learned.  This is obviously a step up from the usual question of “What did you do today at school sweetheart?” being met with the response, “Stuff”.

Games are also a great way of showing progress.  Many games have some sort of score, ratings, badges, achievements and so on to show progress.  A teacher overseeing one of our games-ED lessons commented: “[The children] were genuinely interested to see the impact their purchases had made on the town. They were disappointed to see the results/consequences of their purchases in Year 2 and were keen to rectify them in Year 3!”  One of the pupils in the primary school also commented, “I liked finding out what score you got at the end and looking at the improvements.”  Playing a game multiple times enables you to clearly see skill / knowledge development.

From our experience of running our learning simulations in lessons, all of these criteria can be met.  If you want more of an idea of how learning games can help you achieve outstanding lessons, have a look at these previous blog posts, ‘Marrying up to the Situated Learning Theory’, ‘Proof of the Pudding’ and ‘Proof of the Pudding Part 2’ and have a look at our corporate website: games-ed.co.uk.  There are some demos of our products on there too, if you are interested.

There are obviously other factors that are important for outstanding lessons and using learning games in every lesson would be considered inappropriate.  However, it is extremely easy to see how using games in lessons can show evidence of outstanding teaching.  And more than simply providing evidence, games could achieve these outstanding outcomes for students and make real improvements to the standard of lessons and their learning.

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Motivation, Motivation, Motivation

Get them early!

Student motivation is obviously an extremely important topic for educators, researchers, parents and so on and we have talked about it previously, in our blog post ‘Gamification in Education’.  Encouraging children's intrinsic motivation can help them to achieve academic success (Adelman, 1978).  Motivation is essentially the drive to sustain, intensify and discourage behaviour (Reeve, 1996) and this can stem from both internal and external factors.  Internal factors include responsibility for learning, values and perceived ability etc of the child (Ainley, 2004).  However, there are also external factors that can affect student motivation.  For example, Ainley argued that types of schooling practices could promote or hinder motivation such as peer groups, tasks and instructional practices.  Educators can’t do too much about the child’s internal motivation, but they can definitely help in external ways.

But are the benefits of motivation that great?  It seems so (bullets from http://www.netc.org/focus/challenges/student.php):

• High motivation in students is linked to reduced dropout rates and increased levels of student success (Dev, 1997; Blank, 1997; Ames, 1992; Newmann, Bryk, & Nagaoka, 2001).
• Students are more engaged in learning when they are active and have some choice and control over the learning process, and the curriculum is individualized, authentic, and related to their interests (Anderman & Midgley, 1998).
• Intrinsically motivated students retain information and concepts longer, and are less likely to need remedial courses and review (Dev, 1997).
• Intrinsically motivated students are more likely to be lifelong learners, continuing to educate themselves outside the formal school setting long after external motivators such as grades and diplomas are removed (Kohn, 1993).

Intrinsic motivation is not quite the same as internal motivation and therefore, can be encouraged.  Intrinsic motivation is based on enjoyment of the activity rather than completing something simply to gain an external reward (extrinsic motivation).  Teachers can, in most cases, make lessons, subjects, topics etc more enjoyable, which could increase student motivation and yield the above effects.

Technology is one way that they could do this.  This excerpt comes from Alexandra Usher and Nancy Kober’s paper, Student Motivation: An Overlooked Piece of School Reform (2012):

“Creative educational uses of technology hold promise for increasing motivation for a generation of students who have grown up teaching themselves to communicate online, surf the Web, write blogs, or edit photos. Several characteristics of technology make it especially motivating, some scholars contend. Video games can build a mastery-based mindset by gradually increasing the level of challenge, helping students visualize complex concepts, and giving students frequent positive feedback. Interactive and social media technology can stimulate the interest of bored students and the participation of shy students. Web-based instruction can motivate students by creating more opportunities for active choice and collaboration. Educators around the country are incorporating technology into their teaching and a myriad of ways. Examples include using video games to reinforce concepts in math and science or incorporating Twitter into a real-time discussion board during class. Research on the effects of newer technologies for learning is thin, however, and experts caution that how the technology is used is the most critical factor.”

A literature review by Patrick Felicia entitled, ‘What evidence is there that digital games can contribute to increasing students' motivation to learn?’ (2011) also throws up some interesting findings.  It illustrates how some features of video games can promote intrinsic motivation.  The review demonstrates that games are employed to successfully increase motivation on the part of the learners, in a wide range of settings, for different topics (subjects), and to address the needs and specificities of different types of learners (e.g., gender, age, or special needs).  The review shows that games can teach both academic and non-academic skills, and motivate students to collaborate, share information, and increase their attainments.  These ideas are essentially what I was aiming to convey in my blog post ‘Unorthodox Uses of Games in Education’.

However, as we have mentioned in other blog posts (such as ‘Five Things to Think About When Using Games in the Classroom’), Felicia notes that games alone might not be enough.  He argues that additional mechanisms should be employed to engage, teach and change behaviour.  For example, game design (e.g., personalized strategies, adapted challenge or a good balance between educational and entertaining features), and teaching strategies (e.g., briefing, debriefing, and teachers' support).  We have talked about these themes before (for example, in ‘Six Key Principles of Collaborative Games Based Learning’) and both pixelfountain and games-ED products have these ideas at their heart as this page from our website shows.

These ideas are all rather theoretical, but we have blogged before about how these ides work in practice.  For example, ‘Is Game Based Learning More Effective Than Traditional Methods?’ and specific to gender, ‘Boys will be Boys’.  We have also covered these themes in the case studies of using our games-ED learning simulations in schools (Proof of the Pudding parts 1, 2 and 3).

It seems almost common sense to say that motivation can both alter student behaviour and attainment and that it can be encouraged.  However, this is often, as Usher and Kober put it, overlooked.  Motivational techniques also seem to be stuck in the past, which may be why they are less effective.  It seems odd to deprive children of the technology that they have been immersed in all of their lives, just because they are at school.  Children today have been brought up in an extremely stimulating world; it is no wonder that they lack motivation at school if teaching methods are outdated.  Maybe an injection of technology and games based learning is what is needed.  What do you think?


Resources

1. Adelman, H. S. (1978) The Concept of Intrinsic Motivation: Implications for Practice and Research with the     Learning Disabled. Learning Disability Quarterly, 1(2), p.43-54.
2. Ainley, M. (2004). What do we Know About Student Motivation and Engagement? Australian Association for Research in Education, Melbourne.
3. Reeve, J. (1996). Motivating others: Nurturing inner motivational resources. Needham Heights, MA, Allyn & Bacon.

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