Gamer Disposition, Scavenger vs. ARG, Rewards vs. Achievements - 2 views

#gamemooc gamification learning

started by Magister P Piantaggini on 14 Apr 13

#1 Magister P Piantaggini on 14 Apr 13

In John Seely Brown and Thomas Douglas' HBR article - The Gamer Disposition, I think what struck me the most is this little gem:

They [gamers] understand the power of diversity

Of course! The WoW example is great...you must work with other players/characters that have various qualities/traits, OR you push the limits and attempt an Instance (dungeon) with an unorthodox, sometimes asinine, group configurations (i.e. no Healer, Tanks only?).

I may focus on this one characteristic while creating a game/assignment. The only question is HOW to design a game that requires students to work with one another? And by "requires," I don't simply mean group work in which a student can hang out and get credit, but a system in which certain individuals/groups of students are truly NEEDED in order to advance in the game, while also allowing the unengaged students to do minimal work. ***Let's face it, some students are determined to fail and/or content with mediocrity...we shouldn't create games that punish other students for being in that same class, but maybe, just maybe, the game might actually influence them for the better.***

An initial idea I had was modelling WoW's "profession" system, but instead of choosing actual Roman professions, students' "expertise" would be in a topic of choice about which to write/speak in Latin at various points of the game. In other words, one student may be really into gladiators, while another is interested in attire...they would be learning key topical vocabulary and cultural traits independently. Perhaps this characteristic of "the power of diversity" can be as open as requiring certain assignments to include viewpoints from students/characters from 3 or 4 different expertise areas. That may help to eliminate the tendency for friends to all work together on the same topic (you know that group in the corner who always come up with eerily similar responses...).

Someone mentioned having to look up "differentiated instruction" - this is good. I think it's perhaps the most important aspect of planning/teaching. The idea that students can choose what to focus on (without the curriculum being thrown into chaos) and HOW to complete certain assignments (formats, media, etc) is at the root of differentiating. The power of diversity can be increased if given proper avenues in game design and lesson/unit planning.

Find the Future (http://news.cnet.com/8301-13772_3-20049498-52.html)

Scavenger? Don't think so...definitely ARG. After creating a character, I soon discovered that one of Jane's mechanics reminded me of Tom Chatfield's idea of "opening boxes." Questing in Find the Future (i.e. looking at summaries of source documents) earns "powers" which, besides being requirements for certain achievements, are not really needed to play the game at all (but we WANT to collect them to earn the achievements, even if the achievements stay in this Alternate Reality).

Badges are one example of achievements that we can offer our students. Any other suggestions?

Rewards vs. Achievements
The Xbox Live Rewards Program is a great example of what I was thinking in terms of Rewards vs. Achievement in the digital/gaming realm. I am more of a fan of the in-game perks you can buy. Again, I think having students "purchase" a grade or bypass rules is the wrong message, but perhaps allowing them to purchase "gear" or something that enhances (rather than gives an ADVANTAGE to) gameplay might help students being more "invested" in their character, or role in the game.

On the topic of extrinsic motivation, the References page of Punishment by Rewards is amazing. You'll need access to JSTOR or databases in order to read most of the work, but for those without access, I found this an excerpt from a blog (Pedagogically Correct) that references one of the articles...

"A wildly popular example of this approach is the "Book It!" program established by Pizza Hut in 1985 and promoted in teachers' colleges to this day. This program, which has been used in 900,000 classrooms by 22 million students, offers children certificates for a personal pan pizza in exchange for meeting a monthly reading goal."

I think the research and commentary are encouraging us to separate the two...that achievements should not yield rewards...that a "title" earned after completing an achievement IS the reward. I've arrived at the following considerations...

1) Is the enjoyment is in the gameplay itself?
2) Is the motivation seeing a representation of progress (XP, Titles, Badges)?
3) Is the reward not having to sit through a "normal" boring class!?

<div class="cArrow"> </div><div class="cContentInner">In John Seely Brown and Thomas Douglas' HBR article - The Gamer Disposition, I think what struck me the most is this little gem: They [gamers] understand the power of diversity Of course! The WoW example is great...you must work with other players/characters that have various qualities/traits, OR you push the limits and attempt an Instance (dungeon) with an unorthodox, sometimes asinine, group configurations (i.e. no Healer, Tanks only?). I may focus on this one characteristic while creating a game/assignment. The only question is HOW to design a game that requires students to work with one another? And by "requires," I don't simply mean group work in which a student can hang out and get credit, but a system in which certain individuals/groups of students are truly NEEDED in order to advance in the game, while also allowing the unengaged students to do minimal work. ***Let's face it, some students are determined to fail and/or content with mediocrity...we shouldn't create games that punish other students for being in that same class, but maybe, just maybe, the game might actually influence them for the better.*** An initial idea I had was modelling WoW's "profession" system, but instead of choosing actual Roman professions, students' "expertise" would be in a topic of choice about which to write/speak in Latin at various points of the game. In other words, one student may be really into gladiators, while another is interested in attire...they would be learning key topical vocabulary and cultural traits independently. Perhaps this characteristic of "the power of diversity" can be as open as requiring certain assignments to include viewpoints from students/characters from 3 or 4 different expertise areas. That may help to eliminate the tendency for friends to all work together on the same topic (you know that group in the corner who always come up with eerily similar responses...). Someone mentioned having to look up "differentiated instruction" - this is good. I think it's perhaps the most important aspect of planning/teaching. The idea that students can choose what to focus on (without the curriculum being thrown into chaos) and HOW to complete certain assignments (formats, media, etc) is at the root of differentiating. The power of diversity can be increased if given proper avenues in game design and lesson/unit planning. Find the Future (<a target="_blank" href="http://news.cnet.com/8301-13772_3-20049498-52.html" rel="nofollow">http://news.cnet.com/8301-13772_3-20049498-52.html</a>) Scavenger? Don't think so...definitely ARG. After creating a character, I soon discovered that one of Jane's mechanics reminded me of Tom Chatfield's idea of "opening boxes." Questing in Find the Future (i.e. looking at summaries of source documents) earns "powers" which, besides being requirements for certain achievements, are not really needed to play the game at all (but we WANT to collect them to earn the achievements, even if the achievements stay in this Alternate Reality). Badges are one example of achievements that we can offer our students. Any other suggestions? <a href="http://www.flickr.com/photos/94373586@N04/8640355504/" title="Boxes - Tom Chatfield by MagisterMrP, on Flickr" rel="nofollow"><img src="http://farm9.staticflickr.com/8103/8640355504_3b4d68680c_n.jpg" height="213" width="320" alt="Boxes - Tom Chatfield" /></a> <a href="http://www.flickr.com/photos/94373586@N04/8639252903/" title="Boxes - Tom Chatfield by MagisterMrP, on Flickr" rel="nofollow"><img src="http://farm9.staticflickr.com/8244/8639252903_ba216472d6_n.jpg" height="213" width="320" alt="Boxes - Tom Chatfield" /></a> Rewards vs. Achievements The Xbox Live Rewards Program is a great example of what I was thinking in terms of Rewards vs. Achievement in the digital/gaming realm. I am more of a fan of the in-game perks you can buy. Again, I think having students "purchase" a grade or bypass rules is the wrong message, but perhaps allowing them to purchase "gear" or something that enhances (rather than gives an ADVANTAGE to) gameplay might help students being more "invested" in their character, or role in the game. On the topic of extrinsic motivation, the References page of Punishment by Rewards is amazing. You'll need access to JSTOR or databases in order to read most of the work, but for those without access, I found this an excerpt from a blog (Pedagogically Correct) that references one of the articles... "A wildly popular example of this approach is the "Book It!" program established by Pizza Hut in 1985 and promoted in teachers' colleges to this day. This program, which has been used in 900,000 classrooms by 22 million students, offers children certificates for a personal pan pizza in exchange for meeting a monthly reading goal." I think the research and commentary are encouraging us to separate the two...that achievements should not yield rewards...that a "title" earned after completing an achievement IS the reward. I've arrived at the following considerations... 1) Is the enjoyment is in the gameplay itself? 2) Is the motivation seeing a representation of progress (XP, Titles, Badges)? 3) Is the reward not having to sit through a "normal" boring class!?</div>

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