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Exploration of the new era in human history marked by invention of the Internet
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Gamification: Motivation and Engagement

Gamification: Motivation and Engagement | :: The 4th Era :: | Scoop.it

What’s Game Good For?


Before we can talk about applying game mechanics to anything, we need to understand what a game actually us. The Oxford English Dictionary defines a game as “a form or spell of play or sport, esp. a competitive one played according to rules and decided by skill, strength or luck.”

 

That’s pretty hard to digest as a something you can say to a decision maker! However, if we break it down further we can start to get at some core ideas that should help. Play and sport are all activities or tasks. Played is not a strong word in the corporate world. It conjures images of nerds playing quake after hours on the corporate network. So instead, how about we use completed.

 

Rules Can Be Starting Points

Next, rules. We all have rules, but it is not something you hear people talking about in businesses. Instead, we could say parameters or guidelines. All projects have parameters or guidelines...

 

Read more: http://osakabentures.com/2012/01/gamification-motivation-and-engagement/


Via Martin Gysler
Martin Gysler's comment, January 26, 2012 1:00 PM
As I said, I'll check out the website, thank you Renato!
OsakaSaul's comment, January 27, 2012 1:43 AM
Thanks, everyone, for rescooping my guest blogger's article. We have over 1,500 pageviews, much thanks to YOU all! By the way, see osakabentures.com, let me know if you'f like to guest post, with instant Google Search conection and link to your own blog/profile. @osakasaul
Martin Gysler's comment, January 27, 2012 5:18 AM
You're welcome Saul!
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Struggle For Smarts? How Eastern And Western Cultures Tackle Learning | NPR

In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth grade math class.

 

"The teacher was trying to teach the class how to draw three-dimensional cubes on paper," Stigler explains, "and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.'"

 

Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.

 

"I realized that I was sitting there starting to perspire," he says, "because I was really empathizing with this kid. I thought, 'This kid is going to break into tears!'"

 

But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. "And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause." The kid smiled a huge smile and sat down, clearly proud of himself.

 

Click headline to read more and listen to the NPR segment--


Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc, Mark Gillingham
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