Gamification Year 13

Gamification

Gamification is a concept, which is not exclusive of education. Some researchers generically defined it as “the use of game design elements and game mechanics in non-game contexts” This broad definition has been further refined to reflect the most common objective of gamification: increase user experience and engagement with a system. It is important to note that Games and Gamification are two different things! (Deterding, Dixon, Khaled & Nacke, 2011).

Game Mechanics

These have the potential to influence follower behaviour. Seth Priebatsch's (2010) flipped activity video, lists 4 game mechanics.

• Appointment dynamic
• Influence and status dynamic
• Progression dynamic
• Communal discovery 

Game mechanics are most effective when they match a user's preferences. The flipped task with this video is to consider how these mechanics can influence follower behavior and to add ideas to the shared padlet tinyurl.com/4gamemechanics.

Gamification User Types

The point of considering User Types is to give gamification designers a simple framework to think about the types of people they may have using their system.

This hexad scale was developed by Marczewski (2013).

It is essential to keep in mind that people can not be broken down into simple categories, they will likely display most if not all of these traits in varying degrees. … Over time the user type would most likely change... because as people master or get bored of certain types of playing, they evolve.

Find out how user types relate to you by completing the User Type Test at: https://gamified.uk/UserTypeTest2016/user-type-test.php 

User types vs follower types

Depending on the motivations of user types, badges can serve different functions such as goal setting, instruction, reputation, status/affirmation, and group identification (Antin & Churchill, 2011). Follower Types and their different motivations can also be considered (Kelley, 1988).

Gamify your Practice for Digital 2 / Leadership 2 Assignment

Consider:

- How might you classify your user/follower types in your leadership of your innovation?

- Did you / could you use any aspects of gamification (Flow, User Types, 4Keys 2Fun, Game Mechanics, Problem Spaces) in your leadership of your change initiative?.

References

Antin, J., & Churchill, E. F. (2011, May). Badges in social media: A social psychological perspective. In CHI 2011 Gamification Workshop Proceedings (pp. 1-4). New York, NY: ACM. http://gamification-research.org/wp-content/uploads/2011/04/03-Antin-Churchill.pdf

Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15).

Kelley, R. (1988, November). In Praise of Followers. Harvard Business Review. Retrieved from https://hbr.org/1988/11/in-praise-of-followers

Marczewski, A. (2013). Using the Gamification User Types in the Real World. https://www.gamified.uk/2013/12/09/using-gamification-user-types-real-world/

Marczewski, A. (n.d.). Gamified UK User Type Test. Retrieved from https://gamified.uk/UserTypeTest2016/user-type-test.php#.WpDGxaiWbIU

Priebatsch. S. (2010). Building the game layer on top of the world. Retrieved from https://www.youtube.com/watch?v=Yn9fTc_WMbo  

Mindlab Week 2 Digital

Innovative Teaching and Learning (ITL) 21st Century Skills

Many skills frameworks seem to converge on a common set of 21st century skills (collaboration, communication, ICT literacy, and social and/or cultural competencies, including citizenship). Most frameworks also mention creativity, critical thinking and problem solving). However, many different terms are used (Voogt & Roblin, 2010).

These are the 21st Century Skills that ITL Research (2012) decided were important.

• Collaboration
• Knowledge construction
• Self-regulation
• Real-world problems / innovations
• ICT for learning
• Skilled Communication

We might contrast these with the key competencies of the NZ curriculum. "More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action" (MoE, 2017):

• Thinking
• Using language, symbols & texts
• Managing self
• Relating to others
• Participating and contributing

and with the 21st Century Competencies from the World Economic Forum (2015), sometimes known as the 4 C's:

• Critical thinking / problem-solving
• Creativity
• Communication
• Collaboration

It is worth noting that collaboration-related concepts appear in two of the key competencies (MoE, 2017):

Relating to others: Students who relate well to others... know when it is appropriate to compete and when it is appropriate to co-operate.

Participating and contributing: This competency includes a capacity to contribute appropriately as a group member

https://plus.google.com/u/1/113463555525844174967/posts/TKDTgcapmYw

Related Standards for the Teaching Profession

Teaching

Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.