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what is a game
RULES
OBJECTIVES OBSTACLES
CHOICES HAVE
CONSEQUENCES
CONSEQUENCES
OFFER FEEDBACK
FREEDOM TO EXPERIMENT FREEDOM TO FAIL FREEDOM TO TRY ON DIFFERENT IDENTITIES FREEDOM OF EFFORT
-Scot Osterweil
10,000
1) Active, Critical Learning Principle 2) Design Principle 3) Semiotic Principle 4) Semiotic Domains Principle 5) Meta-level thinking about Semiotic Domain Principle 6) "Psychosocial Moratorium" Principle 7) Committed Learning Principle 8) Identity Principle 9) Self-Knowledge Principle 10) Amplication of Input Principle 11) Achievement Principle 12) Practice Principle 13) Ongoing Learning Principle 14) "Regime of Competence" Principle 15) Probing Principle 16) Multiple Routes Principle 17) Situated Meaning Principle 18) Text Principle 19) Intertextual Principle 20) Multimodal Principle 21) "Material Intelligence" Principle 22) Intuitive Knowledge Principle 23) Subset Principle 24) Incremental Principle 25) Concentrated Sample Principle 26) Bottom-up Basic Skills Principle 27) Explicit Information On-Demand and Just-in-Time Principle 28) Discovery Principle 29) Transfer Principle 30) Cultural Models about the World Principle 31) Cultural Models about Learning Principle 32) Cultural Models about Semiotic Domains Principle 33) Distributed Principle 34) Dispersed Principle 35) Afnity Group Principle 36) Insider Principle
Motivation
(Malone & Lepper, 1987)
Creatively Gifted
Curious Independent Attracted to complexity Originality in thought and action Willing to take risks Aware of their own creativeness Need to produce
Motivation is Complex
Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest
Intrinsic Motivation
(Self-Determination Theory)
Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest Relatedness
RELATEDNESS...
Feeling connected to others and having a sense of belonging to a community.
COMPETENCE
Ability to demonstrate ones capacity for success when faced with a challenge or opportunity.
COMPETENCE
Feelings of competence shape a persons willingness to actively engage and persist in different behaviors.
Autonomy
The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.
ON TARGET
Autonomously-Motivated Students
Higher academic achievement Higher perceived competence More positive emotionality Higher self-worth
(Reeve, 2002)
ON TARGET
Autonomously-Motivated Students
Preference for optimal challenge Enjoy engaging challenges Stronger perceptions of control Greater creativity Higher rates of retention
(Reeve, 2002)
Motivation
(Malone & Lepper, 1987)
Self-Determination
(Deci & Ryan, 1980; 2000)
Mihaly Csikszentmihalyi
Ch l ow
l ne n
Apathy
To Experience FLOW...
To Experience FLOW...
To Experience FLOW...
To Experience FLOW...
To Experience FLOW...
F
Increasing
Skills Increasing
Challenge Increasing
Challenge
Ch l ow
l ne n
Increasing Skills
Apathy
Motivation
(Malone & Lepper, 1987)
FLOW
(Csikszentmihalyi, 1975)
Clear Goal Adjust Performance Based on Feedback Balance Challenge & Skill Level Enjoyment Transcend Self
Authen,c Audience
Clear Expecta,ons
Accountability
Accountability
Agreement between teacher & student Student independence & autonomy Increased student responsibility Provides freedom in acquiring skills
Motivation
(Malone & Lepper, 1987)
FLOW
(Csikszentmihalyi, 1975)
Clear Goal
Adjust Performance Benchmarks & Based on Feedback Dened Responsibility Balance Challenge & Skill Level Enjoyment Transcend Self Dened Content & Skills Achievement Authentic Audience
10,000
Motivation
FLOW
Learning Contracts Clear Expectations Benchmarks & Responsibility Dened Content & Skills Achievement Authentic Audience
Gamication
(McGonigal, 2010)
Clear Goal Adjusted Performance Balance Challenge & Skill Level Enjoyment Transcend Self
Clear Objective Blissful Productivity Urgent Optimism Epic Win Social Fabric
BASED
LEARNING
While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.), what may be most appealing to educators is that games provide students
GAME
GAMIFICATION: The use of game elements and game-design techniques in non-game contexts.
POINTS
BADGES
LEADER BOARDS
POINTS
Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display of Progress Data for Game Designer
BADGES
Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers
LEADER BOARDS
ENGAGE
CHALLENGE
WRAP UP
STAR Legacy
THOUGHTS
ASSESSMENT
ROAD TO GIFTED
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NDURINGLY
NGAGING XPERIENCES
COMPUTER USE
INTERNET USE
CREATIVITY
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376.
CREATIVITY
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376.
GAME ON!