Curtin University is proud to announce that it is the organiser for participation in the UNEP-DHI Eco Challenge Australia.
Water is essential for all life as we know it. A simple fact that sometimes feels forgotten as political and commercial interests take priority.
UNEP-DHI Eco Challenge Australia provides an exciting and authentic learning experience for students aged 11-17 through the online strategic game "Aqua Republica". Addressing national curriculum priority dimensions of Sustainability and Asia and Australia's engagement with Asia the experience provides many learning opportunities across Social Studies, Science, Humanities, Health and Physical Education, English, Geography, and more.
The study of games and gamification strategies are popular topics in digital media research, yet few games have been developed for the purpose of testing gamification tactics within video game environments. Carefully designed testbed games can facilitate experimental control for future research, if designed with conscious intent. This paper examines the gamification literature in order to make recommendations for the design of controlled testbed games for gamification experimentation. In addition to a description of gamification within the context of game design, this paper focuses on the development, testing, evaluation, and implementation of a testbed game designed to mitigate confounds and generate usable data. These considerations are demonstrated through examples taken from an independent educational game, Medulla. While research into the creation and use of testbed video games is in its infancy, this paper provides a starting point for future researchers to engage in more specific examinations. This article is an extension of the work presented at iDMAa 2015.
At North Carolina State University, instructors can turn their courses into a personalized game, where students complete course activities in the school's Moodle learning management system to gain skill points and advance their avatar through a series of objectives. The technology behind the game is a Moodle plug-in — developed in-house at the university — that allows each student to pursue a different path through the coursework. After three years of work, the development team is preparing to release the plug-in to the Moodle open source community as early as fall 2016.
With the advent of gamification as a legitimate tool for engagement, recruitment and enrollment, campuses are reimagining how their learning spaces reflect new instructional approaches. Gamification is moving from simple trend status to a valid pedagogical approach that can deliver powerful learning experiences in higher education classrooms—and this growth has led to changes in how faculty approach physical learning spaces.
Annual survey reveals digital resources such as game-based environments and online videos have experienced increased use in classrooms Teachers’ use of game-based environments and online apps has doubled in the last six years, according to the annual Speak Up survey released on May 5.
The national report, From Print to Pixel: The role of videos, games, animations and simulations within K-12 education, reveals that in 2010, only 23 percent of surveyed teachers said they used games, compared to 48 percent of those surveyed in 2015. In 2010, 47 percent of teachers said they used online videos, and that jumped to 68 percent of teachers in 2015.
“Many more schools are demonstrating greater use of digital content, tools and resources today than six years ago and we believe that the increasing adoption of interactive, visual media in the classroom by teachers is the driver for much of that change,” said Julie Evans, CEO of Project Tomorrow, in a press release. “The explosion in teacher interest and usage of videos and game-based learning could be a harbinger of a new awakening for digital learning.”
In Jamaica, one firm has turned revising for school exams into a series of online games which are now being used by thousands of pupils across the island - who are offered prizes as they study for subjects like maths, languages, arts or science.
So is a bachelor of serious games a pathway to meaningful employment or a lifetime of student debt? Smith assured me it is the former.
“We need to be able to have our students capable of looking at the problems presented to them from an external stakeholder and thinking about how games might be used to solve that particular problem. This course is situated where the government is trying to go with its whole STEM innovation agenda,” he declared, citing the ‘jobs of the future we don’t even know exist yet’ aphorism.
“What we need to do is equip our students with not just numeracy and literacy, but digital literacy,” he argued. “This is a play very much in the space of equipping students with the skills they can use to build themselves new careers in areas that we haven’t even thought of yet. It’s just an innovation in thinking about the use of games in a different way, strategically thinking about how we respond to the national innovation and science agenda.”
Knowing how dopamine-releasing activities can aid student learning could spur changes in classroom instruction.
By MIND Staff June 2, 2016 There's a substance in the brain that every educator would want working for them in the classroom. It's dopamine, and you've probably heard of it associated with an array of pleasant activities and feelings, such as eating delicious foods, falling in love or winning a prize. In this infographic, Director of Education Research at MIND Research Institute, Dr. Martin Buschkuehl, gives us an overview of certain functions of dopamine in the brain and the implications on learning and student motivation.
We have conducted extensive empirical research over the last 4 years as part of a university PhD program to develop the world’s first comprehensive enterprise gamification taxonomy. Our taxonomy has been peer reviewed and is built on our database of over 300 enterprise gamification projects. This has now become a globally recognised tool that helps designers and organisations to plan, develop and implement a gamification initiative.
Student teams representing Navy, Air Force, and Army compete in STEM Video Game event Educational video game developer DimensionU hosted the 3rd Annual Department of Defense Math Games Tournament at four military research laboratories around the country. Middle school students from four states competed in 6th, 7th, and 8th grade level teams. Each location represented a branch of the military and their respective STEM Outreach offices. Grade level teams from each location participated in five multiplayer rounds of mathematics-based video game play using DimensionU’s gaming platform.
Similar to other DimensionU competitive educational gaming events, the tournament took place in a virtual, first-person action video game world, where students compete and interact as teams solving mathematics problems. The tournament was augmented with live video communication across the four states, allowing students to see their respective challengers.
Abstract This study examined using the user-centered design (UCD) approach in gamification product development with the research question, "What opinions do experienced gamification designers have in using the UCD method as they develop and design gamification products?" Through the multi- phase interactions between researcher and participants of this Delphi study, specific survey questions were developed such as, how does the UCD method work in gamification design, how well does it work, and suggestions on how it should be used. Gamification design experts were recruited as research participants and four Delphi rounds of data collection were conducted. Thirtythree design heuristics within five themes (UCD workflow, defining players, play testing, gamification evaluation, and user participation) about using UCD in gamification were created from Phase A. Participants’ consensus on these design heuristics were examined through three rounds in phase B: four design heuristics or statements were removed, seven design heuristics or statements did not reach consensus based on a series of stability calculations, and all the remaining design heuristics reached consensus. Findings of this research also included gamification design challenges and recommended references for gamification design beginners. This document includes a listing of design heuristics and recommendations, as well as suggestions for future studies on gamification design.
Content is now widely available, and open to everyone. With the democratization of content comes new challenges in determining who is qualified to do what. The tech industry has already seen the rise of badging, nano degrees and certifications. Over the next five years this will spread into other fields and become a common trend. Credentials will become a currency.
Learning doesn’t end when school does. Innovative companies realized long ago that learning is a benefit, as motivated employees want to invest in themselves. Randall Stephenson, the CEO of AT&T, recently said “there is a need to retool yourself, and you should not expect to stop.” He continued to say that people who don’t learn for 5-10 hours a week will become obsolete. Continual learning will help employees keep pace with the changing tech landscape, and will keep them engaged in their work.
Higher ed e-sports programs are scoring big-time. Not only have the University of California, Irvine and Ohio's Miami University recently announced the launch of new e-sports initiatives, but also a company that caters to gamers is kicking off a new college scholarship program for them.
Regardless of whether we’re talking about new hires, existing employees or simply a casual user, almost everyone hopes to be both challenged and inspired when it comes to learning. That’s why the gamification of learning has become such a successful teaching tool in a wide variety of fields; it allows users to work towards clearly reachable goals by adapting and exploring new horizons. In fact, many experts even go as far as to claim that gamification creates a unique opportunity to facilitate a challenging, almost addictive experience that brings out the best in pupils.
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