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Wednesday, June 12 • 12:00pm - 1:00pm
Gameful Mechanics (Part 1)

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This individual papers session, ”Gameful Mechanics”, will include the following:

Exploring Gamification Techniques for Classroom Management
A variety of gamification techniques from the literature are used in two college courses. Some techniques, such as an experience point-based system and leaderboards, proved confusing or frustrating, while other techniques, such as adding a meaningful narrative layer and allowing students to create their own learning paths, engaged students more deeply. In this article, the techniques used and the effects of each are explored and suggestions are provided for instructors considering adding game layers to the classroom.
Scott Nicholson

Leveling-Up: Evolving Game-Inspired University Course Design
The authors examine two iterations of a high-enrollment university political science course that is designed around motivational constructs found in video games. The idea of “leveling-up” is used as a driving metaphor to showcase the fact that both the course and the research design are an iterative process driven by improving and understanding student outcomes. Both the courses—and the research design employed to understand them—have evolved over two academic years, and we demonstrate that positive effects on students’ motivation to engage with coursework (and sense of control) have remained robust across both iterations. The authors also employ social network analysis to understand how student networks form around how students learned to make sense of the grading system from each other.
Stephen Aguilar, Barry Fishman, Caitlin Holman

A Quasi-Experimental Study of Badges, Incentives, & Recognition on Engagement, Understanding, & Achievement in Quest Atlantis
This study in the Quest Atlantis multi-user virtual learning environment explored whether design-based methods and participatory models of assessment and engagement could advance the nagging debate over the consequences of educational incentives. Four classes of sixth-grade students completed a 15-hour ecological sciences curriculum that was rich with feedback and opportunities to improve. Students in two of the matched classes were able to publically display their success, via a physical leader board and virtual badges that they could place on their in-game avatar. These students showed more sophisticated engagement (enlisting more scientific formalisms and doing so more appropriately), significantly larger gains in understanding (on a challenging performance assessment), and larger gains in achievement (on a test of randomly sampled items aligned to targeted content standards); their intrinsic motivation during the game was slightly higher, and motivation for the domain increased slightly more.
Daniel Hickey, Michael Filsecker

Sebastian Deterding, Discussant

avatar for Sebastian Deterding

Sebastian Deterding

Chief Something Something, coding conduct
An aspiring architect in the cathedral of human understanding. Designer and researcher working on playful and gameful design.

avatar for Stephen J. Aguilar

Stephen J. Aguilar

Ph.D. Candidate, ABD & Visiting Scholar, University of Michigan / UC Irvine
I am an ABD in Education and Psychology at the University of Michigan, and research the design, efficacy, and motivational implications of learning analytics applications. Specifically, I am interested in how representations of achievement influence students' academic motivation and self-regulated learning strategies. My dissertation study focuses on capturing and measuring students' sense-making processes when exposed to potential visualizations... Read More →
avatar for Barry Fishman

Barry Fishman

Ann Arbor, MI, United States of America, University of Michigan, Ann Arbor
Gameful learning, GradeCraft, motivation, higher education

Daniel Hickey

BOOC at IU - Big Open Online Courses
Dan Hickey’s work focuses on "participatory" approaches to assessment, motivation, & credentialing, and work in e-learning, videogames, open learning, & new media contexts. In recent years, strands of work have come together in a framework he calls "Participatory Learning and Assessment." Since 2012, he has directed the Open Badges Design Principles Documentation Project. This project is examining the design principles emerging across the 30... Read More →

Caitlin Holman

Ann Arbor, MI, United States of America, University of Michigan, Ann Arbor
avatar for Scott Nicholson

Scott Nicholson

Associate Professor, Syracuse University School of Information Studies
Dr. Scott Nicholson is an Associate Professor at Syracuse University’s School of Information Studies and the Director of the Because Play Matters game lab. His areas of interest include meaningful gamification and the creation of transformative games for informal learning and training through participatory design. Dr. Nicholson is a published board game designer, wrote the book Everyone Plays at the Library, and was the host of the Web video... Read More →

Wednesday June 12, 2013 12:00pm - 1:00pm

Attendees (35)