Today's schools face major problems around student motivation and engagement. Gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve these difficult problems. However, if gamification is to be of use to schools, we must better understand what gamification is, how it functions, and why it might be useful. This article addresses all three questions – what, how, and why bother? – while exploring both the potential benefits and pitfalls of gamification.
Gamification is the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges. This course will teach you the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.
These techniques can be used for Instructor-Led Training or eLearning modules. These ideas originated in work done by Mark Lepper, a researcher from Stanford University and Thomas Malone also a researcher from Stanford who’s work includes extensive investigations into why games are fun and motivational.
The two teamed up and wrote what they called “The Taxonomy of Intrinsic Motivation.” Here is a brief summary and some related references...
Gamification has tremendous potential in the education space. How can we use it to deliver truly meaningful experiences to students? Learn all about the impact of gaming on education in this infographic.
There's a whole new classroom model and it's a sight to behold. The newest school system in Sweden look more like the hallways of Google or Pixar and less like a brick-and-mortar school you'd typically see.
It was found that many factors interactively influence students’ effectiveness of knowledge acquisition in DGBL. Students’ learning motivation, learning ability, and playing skill could be key factors that collectively influence the effectiveness of knowledge acquisition in DGBL. Also, students’ learning motivation, learning ability, and playing skill were affected by their playing motivation, prior knowledge, as well as online game experience respectively. The results of this study may help teachers consider how effectively utilizing an educational game for enhancing students’ learning effectiveness in DGBL.
The foundation seeks applications for MOOCs with content that focuses on a “high-enrollment, low-success introductory level course that is a barrier to success for many students, particularly low-income, first-generation students.”
The report summary has the following key points and recommendations:
Blended-learning environments are the norm; students say that these environments best support how they learn. Students want to access academic progress information and course material via their mobile devices, and institutions deliver. Technology training and skill development for students is more important than new, more, or “better” technology. Students use social networks for interacting with friends more than for academic communication.
This paper updates earlier work in which the authors defined three generations of distance education pedagogy. They then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally the authors discuss matching the pedagogies with learning outcomes.
Terry Anderson [email@example.com] and Jon Dron [firstname.lastname@example.org], Athabasca University, Canada [www.athabascau.ca]
Stanford University is continuing a high-profile push into online education with a new open-source platform called Class2Go, which will host two massive open online courses, or MOOC’s, during the fall quarter. Beginning in October, non-Stanford and Stanford students alike will be able to use the platform to take classes on computer networking and on “Solar Cells, Fuel Cells, and Batteries.”
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