Gamification

Learning Objectives

  • Develop a conceptual understanding of game theory
  • Explore some common elements of games
  • Apply gamification strategies to the classroom
  • Design and deliver a gamified lesson from an existing unit of study

About the Course

Duration: 70 hrs theory + 30 hrs practical

Gamification This course provides students with the opportunity to study the impact of gamification in a blended setting. Students will learn basic game theory, explore elements of gaming that can be added to existing courses and to apply the characteristics of a successful gamified course. The end product is a gamified course outline that can be put to use immediately.

Upon completion of this course, students will be able to: Develop a conceptual understanding of game theory, explore some common elements of games, apply gamification strategies to the classroom.

Program Objectives

  • The course presents the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges.
  • Its main focus is on the mechanisms of gamification, why it has such tremendous potential, and how to use it effectively.
  • In this module, we’ll look at what gamification is, why organizations are applying it, and where it comes from. While there isn’t universal agreement on the scope of the field, a set of concepts are clearly representative of gamification.
  • The course also explains why the concept of games is deeper than most people realize, and how game design serves as a foundation for gamification.

UNIT 1: INTRODUCTION

Introduction – Definition of Gamification – Why Study Gamification – History of Gamification – Game Thinking – Game Elements – Examples and Categories – Gamification in Context – What is a Game – Games and Play – Video Games- Just a Game?

UNIT II: GAME ELEMENTS

Why Gamify- Think like a game designer- Design Rules – Tapping the Emotions – Anatomy of Fun – Finding the Fun – Breaking Games Down – The Pyramid of Elements -The PBL Triad – Limitations of Elements.

UNIT III: THE DESIGN PROCESS AND GAMIFICATION IN PERSPECTIVE

Objectives and Behaviours – Players – Activity Loops – Fun and Tools – Taking Stock – Is Gamification Right for Me – Design for Collective Good – Designing for Happiness.

Pointsification – Exploitation ware – Gaming the Game – Legal issues – Regulatory issues -Beyond the Basics – Inducement Prizes – Virtual Economies – Collective Action – The Future of Gamification.

UNIT IV: GAMIFYING YOUR CLASSROOM

Cryptography Concepts – Encryption Algorithms – Cryptography Tools – Public Key Infrastructure – Email Encryption Disk Encryption Cryptanalysis – Countermeasures

Gains and retains learners’ attention (engages and entertains) – has a competitive narrative – clearly defines policies and procedures – has flow (tasks and rewards are achievable but challenging)- provides fast feedback, and teachers’ learners the content.

Resource exploration:

  • Article: ISTE – “5 Ways to Gamify Your Classroom” (2020)
  • Article: Ditch That Textbook – “20 Ways to Gamify Your Class” (2020)
  • Resource exploration:
  • Article: We Are Teachers – “The Teacher Report: Classroom Management Tricks to
  • Keep Game-Based Learning Running Smoothly” (Hudson, 2012)
  • Video: Tom Driscoll – “Student Perspectives on Gamification” (2013)

UNIT V: GAMIFIED LESSON SUBMISSION AND OBSERVATION

Introduction, single state case, elements of reinforcement learning, temporal difference learning, generalization, partially observed state.

Discussion: Your Gamification Integration Experience – create a video sharing your experience integrating gamification into your BL model. – You may use Screencast-o-Matic, Jing, QuickTime, or any other video making software/digital tool that you prefer. – Provide details regarding one or all of these elements:

  • Student engagement
  • Personalization of the learning experience
  • Student achievement
  • Successes of gamification integration
  • Relevant challenges (and how you overcame them)
  • Anything else you’d like to discuss regarding your blended instructional practice
  • Once you post your video, review and respond to your classmates’ submissions and complete this form.

REFERENCES

  • C BRABHAM, Crowdsourcing, Boston 2013
  • BURKE, gamify: How Gamification Motivates People to Do Extraordinary Things, Gartner 2014;
  • F. HENDRICKS, P.G. HANSEN, Infostorms. How to Take Information Punches and Save Democracy, Springer 2014
  • LERNER, Making Democracy Fun. How Game Design Can Empower Citizens and Transform Politics, Boston (MA) 2014;
  • NORRIS, Digital Divide, Civic Engagement, Information Poverty, Cambridge 2001
  • S. NOVECK, Smart Citizens, Smarter State, Cambridge (MA) 2016
  • R. SUNSTEIN, Why Nudge? The Politics of Libertarian Paternalism, NewHaven 2014