more on immersive reality in this IMS blog
more on immersive reality in this IMS blog
Quitch YouTube channel:
according to Quitch: instructors get only 3 week free trial
short link: http://bit.ly/xrquiz
Technology Innovation Specialist and Psychology Teacher, Hutchinson Public Schools
an example from Jocelynn Buckentin:
|320-234-2716 | 320-583-6707 | email@example.com|
|sites.google.com/isd423.org/empowerededu/ | sites.google.com/isd423.org/draw|
more on gamification in this IMS blog
Derek E. Baird Oct 11, 2017
“Shifts in students’ learning style will prompt a shift to active construction of knowledge through mediated immersion.”-Chris Dede
The theory of constructivist-based learning, according to Dr. Seymour Papert, “is grounded in the idea that people learn by actively constructing new knowledge, rather than having information ‘poured’ into their heads.”
Moreover, constructionism asserts that people learn with particular effectiveness when they are engaged in constructing personally meaningful artifacts (such as computer programs, animations, 3D modeling, creating spatial environments in virtual reality or building robots).”
Technologies like virtual reality, especially for Gen Z students’, provides avenues that allow them to engage in a social, collaborative, and active learning environment.
Virtual reality, especially when combined with powerful storytelling, allows the student to participate in the story, develop empathy to experiences outside their current realm of understanding and allows them to be fully immersed in their own exploration and learning.
more on VR in this IMS blog
more on serious games in this IMS blog
investigate behavioral and psychological metrics that could affect learner perceptions of technology
today’s learners spend extensive time and effort posting and commenting in social media and playing video games
Creating pleasurable learning experiences for learners can improve learner engagement.
uses game-design elements in non-gaming environments with the purpose of motivating users to behave in a certain direction (Deterding et al., 2011)
How can we facilitate the gamefulness of gamification?
Most gamified activities include three basic parts: “goal-focused activity, reward mechanisms, and progress tracking” (Glover, 2013, p. 2000).
gamification works similarly to the instructional methods in education – clear learning and teaching objectives, meaningful learning activities, and assessment methods that are aligned with the objectives
the design of seven game elements:
Dominguez et al. (2013) suggested that gamification fosters high-order thinking, such as problem-solving skills, rather than factual knowledge. Critical thinking, which is commonly assessed in social science majors, is also a form of higher-order thinking.
Davis (1989) developed technology acceptance model (TAM) to help people understand how users perceive technologies. Pleasure, arousal, and dominance (PAD) emotional-state model that developed by Mehrabian (1995) is one of the fundamental design frameworks for scale development in understanding user perceptions of user-system interactions.
Van der Heijdedn (2004) asserted that pleasurable experiences encouraged users to use the system for a longer period of time
Self-determination theory (Deci & Ryan, 1985) has been integrated into the design of gamification and addressed the balance between learners’ extrinsic and intrinsic motivation.
Storytelling in the subscale of Preferences for Instruction emphasizes the rules of the gamified learning environments, such as the syllabus of the course, the rubrics for the assignments, and the directions for tasks. Storytelling in the subscale of Preferences for Instructors’ Teaching Style focuses on the ways in which instructors present the content. For example, instructors could use multimedia resources to present their instructional materials. Storytelling in the subscale of Preferences for Learning Effectiveness emphasizes scaffolding materials for the learners, such as providing background information for newly introduced topics.
The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). A useful badge needs clear goal-setting and prompt feedback. Therefore, badges correlate closely with the design of storytelling (rules) and feedback, which are the key game design elements in the subscale of Preferences for Instruction.
Students can use Google to search on their laptops or tablets in class when instructors introduce new concepts. By reading the reviews and viewing the numbers of “thumbs-up” (agreements by other users), students are able to select the best answers. Today’s learners also “tweet” on social media to share educational videos and news with their classmates and instructors. Well-designed gamified learning environments could increase pleasure in learning by allowing students to use familiar computing experiences in learning environments.
SPED 204. Program Overview and E-Portfolio
|Description:||Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.|
why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)
play >>> games >>> serious games >>> Game Based learning >>>>+ Digital Game Based learning
“Games are type of cooperative learning. Games embody the essence of constructivism, which for students/gamers means constructing their own knowledge while they interact (learn cooperatively). Learning can happen without games, yet games accelerate the process. Games engage. Games, specifically digital ones, relate to the digital natives, those born after 1976 – 80, who are also known as Generation Y, or Millennials”
is it generational? Is it a fad? is it counter-pedagogical?
what is the difference between GBL (Game Based Learning) and DGBL (Digital GBL): share examples, opinions. Is one better / preferable then the other? Why?
Kahoot game (Yahoo): https://play.kahoot.it/#/k/1412b52c-da28-4507-b658-7dfeedf0864c
hands-on assignment (10 min): split in groups and discuss your experience with games; identify your preferable mode (e.g. GBL vs DGBL) and draft a short plan of transitioning your current curricula to a curricula incorporating games.
What is gamification? Why gamification, if we have games?
“Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences ”
let’s check our understanding of gamification: https://play.kahoot.it/#/k/542b5b23-acbd-4575-998e-e199ea08b3e7
hands-on assignment (10 min): split in groups and use your electronic devices: smartphones, tablets, laptops to experience any of the following gamification tools:
The Future is Now:
Hands-on assignment (10 min): Experience Oculus Go, Google Cardboard, Samsung Gear 360, Vuze,
create your own VR (video 360) orientation tours:
Wednesday, 11/21/2018 – Wednesday, 12/12/2018
Looking for a beginner’s crash course in game making software and process? Games can be an excellent teaching resource, and game development is easier than ever. Whether you’re looking to develop your own teaching resources or run a game-making program for users, this course will give you the information you need to choose the most appropriate software development tool, structure your project, and accomplish your goals. Plain language, appropriate for absolute beginners, and practical illustrative examples will be used. Participants will receive practical basic exercises they can complete in open source software, as well as guides to advanced educational resources and available tutorials.
This is a blended format web course:
The course will be delivered as 4 separate live webinar lectures, one per week on Wednesday November 21 and then repeating Wednesdays, November 28, December 5 and December 12 at Noon Central time. You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform for asynchronous participation. The web course space will also contain the exercises and discussions for the course.
Who Should Attend
Library staff looking to develop educational games or run game making programs for users (including tween or teen users).
Ruby Warren believes in the power of play, and that learning is a lot more effective when it’s interactive. She is the User Experience Librarian at the University of Manitoba Libraries, where she recently completed a research leave focused on educational game prototype development, and has been playing games from around the time she developed object permanence.
Moodle and Webinar login info will be sent to registrants the week prior to the start date.
more on games and libraries in this IMS blog
Previous 1 2 3 4 5 … 24 Next