Searching for "gamification online learning"

gamification online learning

Gunawan, F. (2018). GAMIFICATION ANALYSIS AND IMPLEMENTATION IN ONLINE LEARNING. ICIC Express Letters, 12(12), 1195–1204.
https://www.academia.edu/39858461/GAMIFICATION_ANALYSIS_AND_IMPLEMENTATION_IN_ONLINE_LEARNING?auto=download
Khan [14] has introduced the eight-dimensional elearning framework, a detailed self assessment instrument for institutions to evaluate the readiness and the opportunity of their e-learning classes to grow.
institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation. Institutional refers to the administrative and academic part of the system. Management refers to the quality control, budget, and scheduling. Technological refers to the infrastructure, hardware, and software. Pedagogical refers to analysis, organization and learning strategies. Ethical refers to ethical, legal, and social and political influences. Interface design refers to the user interface, accessibility, and design content. Resource support refers to career services, journals, and online forums. Finally, the evaluation refers to the assessment of learners and educators.
gamification – definition
Modern gamification term was first introduced by
Nick Pelling in 2002 [15]. Gamification is a concept that implements the game components
into the non-game contents such as education, marketing, administration, or even software
engineering [16]. These components include points, badges, leaderboards, and quests.
Each of them serves the purpose to increase the level of user engagement in the learning
process.
three components of engagement: cognitive, behavioral, and emotional [19].
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more on gamification and online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification+online+learning

gamification in online learning

34 TOP TIPS FOR USING GAMIFICATION IN ONLINE LEARNING

34 Top Tips for using Gamification in Online Learning

1. KNOW WHAT YOUR GOAL IS

2. DESIGN YOUR GAME MECHANICS TO DRIVE POSITIVE BEHAVIOURAL CHANGES

3. CREATE A BUZZ AROUND THE LAUNCH

4. WELCOME WITH A BADGE

5. KEEP IT FUN

6. KEEP IT SIMPLE

7. LET LEARNERS CREATE AVATARS

8. MAKE PROGRESS OBVIOUS

9. MAKE ALERTS OBVIOUS

10. USE LEVELS TO DEFINE A LEARNING JOURNEY

11. START WITH EASIER, SHORTER LEVELS

12. MAKE IT CLEAR WHAT NEEDS TO BE DONE TO PROGRESS

13. WEIGHT YOUR POINTS ACCORDINGLY

14. GIVE MORE REWARDS TO USERS WHO ARE LESS ACTIVE

15. USE INTRINSIC REWARDS TO SPARK BEHAVIOURAL CHANGE

16. LET LEARNERS EXCHANGE POINTS FOR PRIZES

17. USE EXTRINSIC REWARDS SPARINGLY

18. LET THE LEARNER BECOME AN EXPERT

19. TIE LEARNER GOALS TO LARGER COMPANY GOALS

20. CREATE AN AREA FOR COMMUNITY

21. CREATE DISCUSSION GROUPS

22. INTEGRATE WITH SOCIAL MEDIA

23. MAKE SURE IT LOOKS GOOD

24. MAKE SURE IT’S ON BRAND

25. CATER FOR EVERY TYPE OF GAMER

26. TEST!

27. ANALYSE

28. ASK FOR FEEDBACK

29. KEEP CONTENT FRESH & REGULAR

30. YOU CAN NEVER HAVE ENOUGH BADGES!

31. GROUP BADGES IN SETS

32. USE LIMITED EDITION BADGES

33. GENERATE ENVY

34. ENCOURAGE COMPETITION

a tour of the Academy LMS, the world’s #1 gamified learning management system

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

Gamification to Teach Information Literacy Skills

Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.

https://www.academia.edu/21782837/InfoSkills2Go_Using_Badges_and_Gamification_to_Teach_Information_Literacy_Skills_and_Concepts_to_College_Bound_High_School_Students?email_work_card=title

From online trivia and virtual board games to complex first-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).

Although the line between gaming and gamification can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamification, on the other hand, utilizes spe-cific gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamification layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task. 

Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.

Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task

The fourth and final platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features. 
LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS). 
Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site.
Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.

compare to

practical application of D2L Brightspace badges for a chemistry course at SCSU
https://blog.stcloudstate.edu/ims/2019/11/06/mastery-of-library-instruction-badge/

standard library instruction

benefits of gamification

4 Benefits of Gamification in the Online Classroom

1. Combining Learning and Gaming Develops Additional Skills

2. Gamification Dwarfs the Fear of Failure

3. Game-Based Learning Provides Short-Term Rewards

4. Gamifying the Learning Experience Promotes Collaboration and Healthy Competition

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

Gamification project in education

From the Higher Ed Learning Collective:

Kerry Lorette

Have any of you implemented a gamification project and lived to tell the tale? Did you publish? I’m looking for papers and case studies to share in a course I’m writing about gamification in higher education. Please share your wisdom, links, posts, papers, presentations, videos, etc and many thanks!

https://www.facebook.com/groups/onlinelearningcollective/permalink/805665876730779/

excellent thread with a lot of materials:

Statistics is puzzling: Testing a novel approach to statistics learning.

https://doi.apa.org/doiLanding?doi=10.1037%2Fstl0000204

Improved student independence through competitive tinkering

https://ieeexplore.ieee.org/document/8190500?fbclid=IwAR3cXin2-59lw2a84nLpqy3NzcjymGXykA9p0QT92oAYD3mGiYgC9jk_leA

Gamification in the Business Communication Course

https://journals.sagepub.com/doi/full/10.1177/2329490616676576?fbclid=IwAR0nrDjPlchoHH74vse39TjuxBJpDHEpnvf9xbOxG4pu6hX8B5kyasxLmHQ

The Multiplayer Classroom: Designing Coursework as a Game

gamification and online teaching

Study: Gamification Techniques Can Improve Online Teaching

https://campustechnology.com/articles/2021/04/12/study-gamification-techniques-can-improve-online-teaching.aspx

A new study out of MIT‘s Sloan School of Management explores the use of ideas and tools from the gaming community to improve online teaching and student learning outcomes.

four key elements for maximizing student engagement in online learning:

  • Narrative — a specific storyline or overarching theme. For instance, study co-author Brian Stevens, senior lecturer at the University of Tennessee‘s Haslam College of Business, created a video game theme for his statistics class, incorporating “Boss Battles,” “Speed Runs” and wacky characters to spice up his lectures.
  • Continuous flow of action in sight and sound, even before class starts. For example, Lo uses a countdown timer and upbeat music on his course page about 30 minutes before the start of a synchronous lecture, to build anticipation for class. He also switches tasks and/or scenes every 15 minutes to help maintain students’ attention and interest levels.
  • Opportunities for two-way communication. To help turn students from viewers into participants, Lo uses a combination of the “Raise Hand” function in Zoom, polls, breakout sessions, surveys and the chat window.
  • High production quality. Lo built a home studio with various input devices, professional lighting, a green screen and more to create richer, more engaging presentations for students.

The full study, “The World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching,” is openly available online

serious gamers and gamification experts on that panel. More here on the initiative: https://tinyurl.com/IABOL2021

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

Gamification in Education in China and US

Song, D., Wang, J., Ju, P., Liang, Y., Huang, L., & Xu, H. (n.d.). Gamification in Education: A Comparison between China and Western Countries. Retrieved from https://www.academia.edu/38322547/Gamification_Final-2015.1.19_
ACM Classification Keywords
H.5.2. Information interfaces and presentation (e.g.,HCI): User Interfaces; H.5.3. Group and OrganizationInterfaces: User Interfaces.
https://peerwise.cs.auckland.ac.nz/at/?purdue_edu
According to the comparison, the use of gamification elements in Western learning platforms and apps is balanced and well-developed, both in comprehensive and targeted ones. Conditions are different in China.The use of gamification elements is balanced and well-developed in targeted platforms and apps. But for comprehensive ones, it is not balanced or developed enough, especially in regards to online higher education.
Discussion and Future Work
Gamification in China has been combined witheducation for a long time, but not much in the aspect ofhuman-computer interaction. In the 1990s, peopleoften played games or held parties, while now peopleprefer online entertainment. From the comparisonabove, it can be inferred that the research ofgamification in China has laid a good theoreticalfoundation. We are still trying to apply gamification tothe area of online education, which has already madesome progress. However, the use of gamification isuneven, especially in comprehensive learning platformsand we started a bit late. In this respect, China hasfallen behind Western countries in certain ways ofapplying gamification.

Embedded Librarian and Gamification in Libraries

***** reserve space: register here | запазете си място: регистрирайте се тук *****

Open Discussion: Embedded Librarian and Gamification in Libraries

by invitation of New Bulgarian University, Sofia, Bulgaria: https://www.nbu.bg/en
May 14, 9-11AM, New Bulgarian University.

short link: http://bit.ly/embed18

Live stream: https://www.facebook.com/InforMediaServices/ and recording available (предаване на живо и запис)

 

 qr code NBU

 

 

 

Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

backchanneling: @scsutechinstruct ##NBUembed

Archived Discussion
https://www.facebook.com/InforMediaServices/videos/1532459913531167/

Video 360 excerpt from the discussion:

Семинар „Embedded“ библиотекари и геймификация в библиотеките:
Съвременни американски практики“, 14 май 2018 г., 9.00 ч.-11.00 ч.,

Embedded Librarian and Gamification in Libraries from Plamen Miltenoff

Preliminary Information and Literature. Please do not hesitate to share in the comments section your ideas, suggestions and questions
предварителна информация и литература по дискусията. Не се колебайте да споделите мнения, препоръки и въпроси в “Comment” секцията:

https://blog.stcloudstate.edu/ims/2017/10/03/embedded-librarianship-in-online-courses/

https://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/

https://blog.stcloudstate.edu/ims/2015/05/04/lms-and-embedded-librarianship/

“Embedded librarianship” also mentioned in:

https://blog.stcloudstate.edu/ims/2015/05/27/handbook-of-mobile-learning/

https://blog.stcloudstate.edu/ims/2016/08/18/digital-humanities-and-libraries/

Gaming and Gamification and Education:

https://blog.stcloudstate.edu/ims/2018/04/18/engage-with-dungeons-and-dragons/

https://blog.stcloudstate.edu/ims?s=iste+standards

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For more information and for backchanneling please use the following social media
за повече въпроси и информация, както и за споделяне на вашите идеи и мисли използвайте следните канали / социални медии:

Facebook:

Twitter:

https://twitter.com/SCSUtechinstruc/status/984437858244145152

LinkedIn discussion on VR/AR
https://www.linkedin.com/groups/2811/2811-6391674579739303939

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even more info

The embedded librarian from doberhelman

The Embedded Librarian: Using Technology in Service Delivery from Pavlinka Kovatcheva

Embedded Librarian-ALA 2011 from Info_Witch

Toward a Sustainable Embedded Librarian Program from Robin M. Ashford, MSLIS

The Embedded Librarian: Integrating Library Resources into Course Management Systems from Emily Daly

Embedded Librarian in Higher Education from Shahril Effendi

Ilago 2016 presentation: Next Steps in Embedded Librarian Instructional Design from Dawn Lowe-Wincentsen





BUT WAIT

how does embedded librarian relates to the emerging technologies in the library?

Emerging Technology Trends in Libraries for 2018 from David King

SOE workshop gamification

School of Education workshop on gaming and gamification

shortlink: http://bit.ly/soegaming

Join us for a LIVE broadcast:

Live broadcast on Adobe Connect:
https://webmeeting.minnstate.edu/scsuteched
Live broadcast on Facebook:
https://www.facebook.com/events/1803394496351600

 

Outline:
The Gamification of the educations process is not a new concept. The advent of educational technologies, however, makes the idea timely and pertinent. In short 60 min, we will introduce the concept of gamification of the educational process and discuss real-live examples.

Learning Outcomes:

  • at the end of the session, participants will have an idea about gaming and gamification in education and will be able to discriminate between those two powerful concepts in education
  • at the end of this session, participants will be able search and select VIdeo 360 movies for their class lessons
  • at the end of the session, participants will be able to understand the difference between VR, AR and MR.

if you are interested in setting up a makerspace and/or similar gaming space at your school, please contact me after this workshop for more information.

  1. Gaming in education
    Minecraft.edu
    https://blog.stcloudstate.edu/ims/2017/10/26/pedagogically-sound-minecraft-examples/
    Simcity.com

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Here some online games suitable for educators:
http://www.onlinecolleges.net/50-great-sites-for-serious-educational-games/

https://www.learn4good.com/games/for-high-school-students.htm

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Let’s learn more about gaming and education with Kahoot (please click on Kahoot):

https://play.kahoot.it/#/k/78e64d54-3607-48fa-a0d3-42ff557e29b1

Let’s take a quiz together:

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  1. Gamification in education
    1. How would you define gamification of the educational process?
    2. Gaming and Gamification in academic and library settings (paper)
      Short URL: http://scsu.mn/1F008Re
      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 (What is GBL (Game-Based Learning)?, n.d.).
      Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).
    3. Apply gamification tactics to existing learning task
      split in groups and develop a plan to gamify existing learning task
    4. gamification with and without technology
      https://www.thespruce.com/board-games-for-college-kids-3570593

+++ hands-on ++++++++++++++++ hands-on ++++++++++++++++ hands-on ++++++

  1. Video 360 in the classroom (proposed book chapter)
    1. the importance of Video 360
      p. 46 Virtual Reality
      https://blog.stcloudstate.edu/ims/2017/08/30/nmc-horizon-report-2017-k12/
      p. 47 Google is bringing VR to UK kids
      http://www.wired.co.uk/article/google-digital-skills-vr-pledge
      Video 360 movies for education:
      http://virtualrealityforeducation.com/google-cardboard-vr-videos/science-vr-apps/
      Watch this movie on the big screen:

      from the web page above, choose a movie or click on this lin
      k:
      https://youtu.be/nOHM8gnin8Y (to watch a black hole in video 360)
      Open the link on your phone and insert the phone in Google Cardboard. Watch the video using Google Cardboard. 
    2. Discuss the difference between in your experience watching the movie on the big screen and using Google Cardboard. What are the advantages of using goggles, such as Google Cardboard?
      Enter your findings here:
      https://docs.google.com/document/d/1Nz42T6CaYsx8qVl9ee_IC25EyqS0A8aZcQdX2F6RMjg/edit?usp=sharing

Let’s learn more about gaming and education with Kahoot (please click on Kahoot):

https://play.kahoot.it/#/k/6c9e7368-f830-4a9c-8f5a-df1899e96665

  1. VR, AR, MR and Video 360.
    1. discuss your ideas to apply VR/AR/MR and Video 360 in real life and your profession
      https://docs.google.com/document/d/1Cq6zDXJ9xkN7h81RpiLkdflbAuX8y_my2VrbO3mZ5mM/edit?usp=sharing
  2. Creating your own games:
    https://blog.stcloudstate.edu/ims/2018/02/19/unity/

++++++ RESOURCES ++++++++++ RESOURCES ++++++++++ RESOURCES +++++++

https://blog.stcloudstate.edu/ims?s=games

https://blog.stcloudstate.edu/ims?s=gamification

https://blog.stcloudstate.edu/ims?s=virtual+reality

https://blog.stcloudstate.edu/ims?s=video+360

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For further information about Information Media:

IM Facebook Group https://www.facebook.com/groups/326983293392/
IM Facebook Page http://www.facebook.com/Informationmedia
IM Blog blog.stcloudstate.edu/im
IM LinkedIn https://www.linkedin.com/in/information-media-department-31360b28/
Twitter https://twitter.com/IM_SCSU
Youtube https://www.youtube.com/channel/UCIluhVNJLJYEJ7983VmhF8w

International Conference on Learning Athens Greece

Twenty-fifth International Conference on Learning

2018 Special Focus: Education in a Time of Austerity and Social Turbulence  21–23 June 2018 University of Athens, Athens, Greece http://thelearner.com/2018-conference

Theme 8: Technologies in Learning

  • Technology and human values: learning through and about technology
  • Crossing the digital divide: access to learning in, and about, the digital world
  • New tools for learning: online digitally mediated learning
  • Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
  • Ubiquitous learning: using the affordances of the new mediaDistance learning: reducing the distance

Theme 9: Literacies Learning

  • Defining new literacies
  • Languages of power: literacy’s role in social access
  • Instructional responses to individual differences in literacy learning
  • The visual and the verbal: Multiliteracies and multimodal communications
  • Literacy in learning: language in learning across the subject areas
  • The changing role of libraries in literacies learning
  • Languages education and second language learning
  • Multilingual learning for a multicultural world
  • The arts and design in multimodal learning
  • The computer, internet, and digital media: educational challenges and responses

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PROPOSAL: Paper presentation in a Themed Session

Title

Virtual Reality and Gamification in the Educational Process: The Experience from an Academic Library

short description

VR, AR and Mixed Reality, as well as gaming and gamification are proposed as sandbox opportunity to transition from a lecture-type instruction to constructivist-based methods.

long description

The NMC New Horizon Report 2017 predicts a rapid application of Video360 in K12. Millennials are leaving college, Gen Z students are our next patrons. Higher Education needs to meet its new students on “their playground.” A collaboration by a librarian and VR specialist is testing the opportunities to apply 360 degree movies and VR in academic library orientation. The team seeks to bank on the inheriting interest of young patrons toward these technologies and their inextricable part of a rapidly becoming traditional gaming environment. A “low-end,” inexpensive and more mobile Google Cardboard solution was preferred to HTC Vive, Microsoft HoloLens or comparable hi-end VR, AR and mixed reality products.

The team relies on the constructivist theory of assisting students in building their knowledge in their own pace and on their own terms, rather than being lectured and/or being guided by a librarian during a traditional library orientation tour. Using inexpensive Google Cardboard goggles, students can explore a realistic set up of the actual library and familiarize themselves with its services. Students were polled on the effectiveness of such approach as well as on their inclination to entertain more comprehensive version of library orientation. Based on the lessons from this experiment, the team intends to pursue also a standardized approach to introducing VR to other campus services, thus bringing down further the cost of VR projects on campus. The project is considered a sandbox for academic instruction across campus. The same concept can be applied for [e.g., Chemistry, Physics, Biology) lab tours; for classes, which anticipate preliminary orientation process.

Following the VR orientation, the traditional students’ library instruction, usually conducted in a room, is replaced by a dynamic gamified library instruction. Students are split in groups of three and conduct a “scavenger hunt”; students use a jQuery-generated Web site on their mobile devices to advance through “hoops” of standard information literacy test. E.g., they need to walk to the Reference Desk, collect specific information and log their findings in the Web site. The idea follows the strong interest in the educational world toward gaming and gamification of the educational process. This library orientation approach applies the three principles for gamification: empowers learners; teaches problem solving and increases understanding.
Similarly to the experience with VR for library orientation, this library instruction process is used as a sandbox and has been successfully replicated by other instructors in their classes.

Keywords

academic library

literacies learning

digitally mediated learning

 

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