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is this the right approach?

Although learning game design is valuable in itself, the learning objectives are vague and feedback doesn't seem to be embedded in the process. Gamestar claims that the game is adaptable to all content areas, however, without learning objectives from the outset students may master game design without learning classroom subject matter.

This wiki collects numerous resources regarding gamification: videos, books, examples of gamified websites, and explanations of specific game mechanics.

Two ways to read about Wharton professor Jonah Berger's take on how game mechanics can be engineered to promote social currency. Do you agree with Berger's perspective? Here's the link to the academic paper: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1836457

This a great (and local) group doing exciting work with Game Mechanics and Science Inquiry. Check it out!

Doodling - self-mechanism for processing info and sustaining engagement?

The paper suggests a multi-dimensional approach to analysing digital games. The good or bad criticism should be replaced by thinking about the games' effects in terms of (1) the amount of play, (2) the content of play, (3) the game context, (4) the game structure, and (5) the mechanics of game play. Considerations should be put into each of these 5 dimensions when a game is being designed.

Article discusses a MIT/Columbia project currently underway that uses AR systems to assist Marines during difficult repairs to weapons systems and vehicles. The test found that mechanics could perform the repairs in half the time when using AR assistance versus the more traditional text-based repair manual. I would be very interested in seeing how more AR in classroom seetings in physics and math might accelerate learning.

Using badges and progress metrics to encourage student learning.

If you haven't come across lure of the labyrinth, do visit the site. An example of intrinsic integration of learning content with game mechanics.

Pradeep, I ran across this article that references two digital math competitions (Lure of Labrynth, Dimension U) and notes a distrubing US statistic: "In New York City, for instance, just 10 percent of the high schools with the highest black and Latino enrollments offer Algebra II, according to a report by the U.S. Department of Education." http://www.huffingtonpost.com/2012/04/11/feature-numbers-game-ame_n_1418589.html

An interesting lecture this Tuesday, March 27, 2012 at 6:15 p.m! Malkin Penthouse, 4th floor, Littauer Building, 79 John F. Kennedy Street, Eric Gordon explores whether Community PlanIt-a web-based social network developed by Gordon's Engagement Game Lab-help improve public schools in Boston. - Eric Gordon, Associate Professor, Department of Visual and Media Arts, Emerson College and Lead Designer, Community PlanIt - Commentary by Nigel Jacob, Co-Director, Office of New Urban Mechanics, City of Boston

This article examines how to best create flow experiences in video games. The author argues for 1) including a variety of gameplay activities, 2) allowing players to play at their own paces, and 3) letting players make choices.

On trialling these games from Pearson ( download demo available for -math and english) it is obvious that there is no integration of learning content with game play mechanics...... do share your thoughts if you should trial it.