Tag Archives: games

Motivation and Mindset

I participated in a Faculty Learning Community read of The Spark of Learning: Energizing the College Classroom with the Science of Emotion. While it’s looking like I’ll miss the last faculty meet discussion of the book, I want to engage with the final chapter of the book, so I’m writing instead.

Additionally, I’m working on a conference proposal for CCCC 2018. Our panel will focus on the idea of transfer. While Writing across Contexts is the focus, I started reading the edited collection Understanding Writing Transfer and want to consider how the discussion of emotions in a curriculum mix well with curriculum design focused on transfer.

One theory discussed by Cavanagh in chapter 5 is control-value (there is tons of research on this – read Cavanagh for the overview I’m not providing here). Essentially educators want students to have a lot of control so they see high value in the assignment to inspire “self-directed learning that results in a shift in how they [students] see the world, and something that lasts for their lifetimes” (Cavanagh 145). While Cavanagh isn’t using the term transfer – what I’m taking away from this discussion is the goal of transfer (i’m also applying this to composition courses).

If I look at just control-value – I do this (as do most composition courses). I encourage students to select a topic that is meaningful to them, and to draw from a discipline that interests them (students also create a project adding a secondary layer of control-value). But, by itself, this assignment isn’t necessarily motivating. Nor, and most importantly, does it inspire good writing, good understanding of writing, reflecting writing, understanding of one’s own writing process, and all the other necessary steps for humans to develop strong writing skills. Cavanagh provides great ideas on scaffolding learning, providing long-term assignments that inspire high control and high value in students – but I struggled with finding the application in [my?] composition course.

Typically, students don’t see the benefit of a composition course. Freshmen often enter college with experiences writing literary analysis in high school English classes. The goal of Freshman Composition is not literary analysis, but a more general ‘academic writing’ that prepares students for disciplinary writing (in all disciplines since their major may change AND they will probably [hopefully] write for gen eds). The goal is to teach students who don’t think they need writing, students who don’t want writing, students who don’t think they’ll ever write in their profession, and students genuinely interested in learning to write. Motivating students to see the control-value situation of a writing assignment so they embrace the learning of writing is difficult (note: i’m not assuming this is easy in ANY class – i’m simply applying to my discipline).

As I read Moore’s “Five Essential Principles About Writing Transfer” I began to see connections back to the control-value theory through principle 3 – the need to develop students habits of mind and identities to help students see their high control and the high value in transferring writing. For so many of the mini assignments I have students engage with this is the underlying theory (I didn’t know I was using) – helping students recognize their previous habits and assemble and remix new knowledge in to transform their prior knowledge of writing. Which helps motivate students to see the purpose in their own learning (developing their own theory of writing – Teaching for Transfer goals) – which helps high control and high value assignments work.

As I move forward with my CCCC 2018 panel discussion I’m working in ways gameplay can help students develop mindset necessary to transform their prior knowledge (principle 1 and principle 3). As I continue to work through new curriculum i’m constantly considering – what does this look like in the curriculum? What flexibility can I design to modify these approaches based on the students IN THAT SECTION?

I also need to read more on mindset – Dweck’s book is in my TBR pile!

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games in the classroom: article discussion

a discussion of Echeverria, A., Garcia-Campo, C., Nussbaum, M., Gil, F., Villalta, M., Amestica, M., and Echeverria, S. (2011). “A framework for the design and integration of collaborative classroom games.” Computers & Education, 57, 1127-1136.

Echeverria, et. al. (p. 1127) break the use of games in the classroom into three categories:

1. using variations of MMOs to have class virtually – peer-to-peer interaction and instructor-to-student interaction occurs virtually

2. using variations of MMOs to create virtual collaboration – ARG style mix of virtual and real-life to encourage group participation

3. using educational games for subject-based learning

Their article then focuses on alternative ways of engaging with games in the classroom, specifically how the integration of games needs to begin with strong pedagogy. They provide a framework to help with this implementation. While I absolutely agree games should be in the classroom, and games should be used *thoughtfully* I wonder how immediately prepared students are for that inclusion. Echeverria, et. al. offer a revised reading of Bloom’s taxonomy, mapping areas of the game (mechanics, story, technology, aesthetics) to discuss onto the revised taxonomy to demonstrate not just learning but higher order thinking (p. 1128). This mapping emphasizes the pedagogical integration of games, and does so successfully in their sample classrooms. But, when moving beyond educational games, to less serious, even flash-based games, what do students needs to know and consider to hold discussion about those games?

I integrate games into my classrooms, emphasizing games as cultural artifacts similar to television shows, movies, celebrities, politicians. For a rhetoric class this approach makes perfect sense. The approaches, the ways of thinking and discussion have been the focus of the class for at least one class period. As I work on an article about the integration of games into the classroom in just this way I’m still grappling with the way this idea can be universal across disciplines, how do all instructors/teachers/professors introduce games as artifacts to encourage the discussion desired?

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Gamification and Using Games

I’m currently working on a paper about the use of videogames in class to support good learning. In this case, I use videogames as examples of both designed good and bad learning – then ask students to lead discussion by finding a game to similarly exemplify the theories we’ve discussed in class.

At it’s heart, gamification is the inclusion of game-like principles into class. So what I’m working through today – how is the use of videogames as discussion leader examples a form of gamification? What learning is reinforced? How is learning assessed in this assignment since it’s a presentation? What learning is created by the discussion leaders for the game-player, and how am I asking them to assess learning during their presentations?

These are tough questions, but good. What they demonstrate to me is that gamification (and this has been said before) is not a new concept to revolutionize education, but simply a new way of looking at what education has been trying to accomplish for centuries. It’s refocusing education and teaching on learning, learning outcomes, and creative assessment of learning (ie. NOT tests) to create a more engaged, involved student (see Jane McGonigal for even more discussion on this topic).

So, as I write through my assignment, I’m also forwarding an example of gamification in action. How can this one example help others understand gamification theory so they can design similar assignments that best fit their course content, their student population, their classroom set-up?

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technology choices to discuss the ARGs

So this week, after preparing for a talk on mommy bloggers… more on that anther day…….I spoke to some people about the ARG Chris and I designed to accompany our symposium. I really want to publish and discuss this game in a multimodal arena, so the paper representation can show-off the digital aspects of the game. The problem is, both games result in creative making….. so I also need to incorporate images of the makes (can I call them makes because I really like it). Plus we documented development meetings in Tumblr as a space to show our creative making process. This means a whole different version of inclusion f technology to show the breadth of this project and the various integrations with technology as we learned to design learning. Finally the @symposium game will us a printed game quest *brochure*. So I’m currently struggling with the most effective way to showcase all these technology choices in line with our vision for student learning and engagement. To help this struggle, I wanted to list everything out so I’d know what needs to be incorporated. Now I have a starting point and I can brainstorm ways to write this paper and make…..

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videogames and lesson plans

I recently re-read “Reviewing the Content of Videogame Lesson Plans Available to Teachers” as part of reading I assigned to my 313W students. I’ve always been of the opinion that there’s no perfect game to hand to teachers to use in the classroom, but ways of adapting free games to fit your needs, and ways of using even poorly designed games in unexpected ways to engage students in lessons. My problem has always been I don’t know how you work as a teacher in your classroom, so you need to pick a game you can play, get along with, teach, and use, so I’m the worst resource to tell  you that game. However, what Rice made me reconsider in her article is the lack of support in technology and pedagogy for integrating games in meaningful ways to support learning. In the courses I completed in grad work, we never discussed possible ways of using games in the classroom. When I designed my discussion leader assignment, requiring students to select a game to lead discussion related to the game AND the course material, I made it up, and modified it as the semester progressed, altering the assignment in subsequent semesters based on some of the presentations. For an article I have pending with publishers about this assignment, I suggest modifications of it for implementation in various types of classrooms with some ideas for goals. So what i’m wondering is if Rice’s approach is the right way to go, create and provide full lesson plans as ideas work, or overview your lesson plan and learning outcomes with more focus on the suggestions for modification and uses to start conversation about the use of games in classrooms. I’m leaning toward the latter as it allows individual instructors to make the assignment most meaningful to their classroom, their goals, and provides suggestions for their own interpretation. But is this the best way to support newcomers, or does this still require more time than educators have available to them…..

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as we begin the early planning for our Undergraduate Videogame Symposium 2015 I’ve been asked to prepare materials to help faculty understand why videogames, and what discussions from videogames add to the conversation. the nice thing is they’re all on board, they don’t need to be convinced, they simply need language – and need to understand game-like learning principle application outside of videogames, and research surrounding the actual videogame. I could write a paper, heck I could write a book to explain. But no one has time, so I need to consider short, to the point, and informational enough that faculty will understand. Then I decided including this information and resources with the CFP would help students use better language as well (yay for creating more work for myself). So, to prepare I was re-reading McGonigal’s Reality is Broken: Why games make us better and how they can change the world. First I decided everyone needs to read this book (while I’m at it everyone needs to read Gee’s What Video Games Have to Teach Us About Learning and Literacy – I might as well suggest a perfect world, right). Second, I was rereading the portion where she designs an ARG to help her overcome the symptoms of a concussion. I particularly love this section for the Buffy references (a crafty friend of mine knit a coaster with the B portion of the Buffy logo for me, it’s amazing – so you can see why I love this section).

ultimately, this section reminded me of the power of ARGs not just in classes, not just at conferences, not just at specific learning events (at my panel at comicon I had a significant number of D&D leaders attend for ideas) – ARGs help us enjoy learning. I know this, but now I’m considering how to approach the dissemination of information for  #UVSNAU15 completely differently. How do I make it into a game, that faculty, deans and staff will play, so they experience game-like learning principles while learning to discuss videogame learning and it’s importance across disciplines in academia? initially the quests will be simple, engage in conversation using “game-like learning principles” for 1 point. +1 if the conversation includes multiple majors, etc. my struggle this morning is where to hide puzzles and how to engage players in collaborative learning through those hidden puzzles so they learn and practice even more.

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