Gamification

In the report Gamification and the Future of Education gasification is defined as, "the introduction or application of elements of games into non-game contexts." In the classroom setting, Engagement Alliance says the gamification process uses game mechanics and game thinking are used to engage students and help them solve problems.

Gamification in the Classroom

• One simple way gamification is being used in the classroom is in a Michigan Special Education class.  The teacher is using video game elements to help teach math.  In Math Land (Gamification and the Future of Education, 10), the assignments are broken up into twenty levels and each level has a mastery test that must be passed to move onto the next level.  The tests can be taken at anytime and they can be taken as many times as needed to move on to the next level.  The students are assigned an avatar on a board in the classroom and they get to move up the board with every mastered level. The Avatars, Badges, Freedom to Fail and Freedom to Effort are all elements taken from games that help "to maintain entertainment and novelty."
• BeeUp (Gamification and the Future of Education, 21)is an online platform where students work to solve business case studies. BeeUp utilizes a progression system, collective responsibilities, and a leaderboard to help gauge students progress. BeeUp uses two points based systems, one for solving problems and a second for cooperation and collaboration.  Both sets of scores are tallied to create an experience score.  As the students' scores increase they can unlock new levels and work on more complexed problems.

As I mentioned in the Math Land example, students can experience the Freedom to Fail.  This is a benefit, because in a games "assume that mistakes will be made, and present little to no consequences for mistakes, failure becomes a smaller concern and students are not constrained by worry Gamification and the Future of Education, 30).

Another benefit is Automated Teaching. Gamification "automates many of the tasks that would otherwise be performed by the teacher. Instead of a teacher having to give quizzes and test that take time to be graded, "a gamified course can automatically evaluate questions that have definite answers" (Gamification and the Future of Education, 32).

While there are several great benefits, there are also drawbacks.  One of those drawbacks can be Distracting Attention. Gamification could redirect a students attention and if the game is poorly designed, the student may be able to complete the games objective without actually learning the necessary material (Gamification and the Future of Education, 34).

Another drawback that poses the greatest possible risks is the prioritization of extrinsic rewards over intrinsic rewards. Meaning, "By making learning into a search for points, badges, or levels, gamification may de-emphasise the innate rewards of learning a new skill" (Gamification and the Future of Education, 35).

  

 Gamification Best Practices (Gamification and the Future of Education, 36)

• Immersive experiences are useful when information is primarily visual or experiential.  These include role-playing games and simulations.  They are most effective textbooks are too cumbersome. Immersive experiences give instant feedback and a freedom to experiment.
• Reduce distractions to establish flow. A good example of this is when game makers hide a mobile devices clock function, allowing student to work without time limits when teachers can set aside large blocks of time to complete an activity.

 Gamification Elements

• Mechanical - Instant Feedback - Games need to be responsive.  Meaning students need to be aware of the consequences and they need to be relayed them to the student immediately.
• Personal - This element can be attained through the use of an avatar.  This is a visual representation of the user within the game.
• Emotional -  A key principle of game is that they need to create a flow and allow the students to have total focus on the task that needs to be completed.

Gamification Hindering Factors (Gamification and the Future of Education, 28)

• Feasibility - gasification is only possible when students have access to the equipment and internet connections that may be necessary to complete the required lessons. "In the United States, 85% of adults use the internet, but this is highly dependent on income level and educational attainment" 
• Misaligned objectives - gamification is best used when there is a quantifiable skill or set of knowledge, like with sciences and mathematics.  It does not work well with writing essays

Minecraft Education Edition

The education version of this popular online game promotes creativity, collaboration, and problem solving in an immersive environment. Student can review what they've learned by taking screenshots of their work and document their progress.  Teachers can create virtual classroom in the game to encourage collaboration.

Computational Thinking

Trinket: Turtle Challenge



My Code Studio Block Coding Puzzle

Leaders in education and industry worked with ISTE and CSTA to develop a definition of Computational Thinking.  They came up with this:

"CT (Computational Thinking) is a problem-solving process that includes (but is not limited to) the following characteristics:

• Formulating problems in a way that enables us to use a computer and other tools to help solve them
• Logically organizing and analyzing data
• Representing data through abstractions such as models and simulations
• Automating solutions through algorithmic thinking (a series of ordered steps)
• Identifying, analyzing, and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources
• Generalizing and transferring this problem-solving process to a wide variety of problems"

According to the Computational Thinking Teacher Resources Second Edition there are several skills that are used in computational thinking.  Below is a list of five of those skills and how they are used in CT.

• Abstraction is the reduction of complex ideas to help define a main idea.
• Automation is using a computer of some other machine to do repetitive or tedious tasks.
• Data Analysis is making sense of data, finding patterns and drawing conclusions. 
• Problem Decomposition is used to break down complex problems into smaller manageable parts.
• Simulation is using a representation or model of a process. Models are also used to help run experiments.

Examples of Activities using CT Skills

Abstraction - Students would examine the past presidential election and break it down into the essential characteristics.  Then they could use those characteristics to determine what past election cycles most closely resemble what happened during the most recent election.

Automation - Long division comes to mind when thinking about automation.  While it is important to have students understand how to perform long division problems, once they have this understanding, allow them to use calculators to perform repetitive problems.

Data Analysis - Students could be given data collected regarding temperatures and weather patterns in a defined area.  Then they would use the data to look for patterns and determine if climate change is occurring in the defined area.

Problem Decomposition - When looking at my field of study, I might as my students to consider what it takes to be television anchor.  I would have them break down all of the variables (education, experience, etc.). Then they can examine which of the variables they have control over and which variables are affected by outside influences.  By doing this, they can begin setting a course that they will take to achieve their goals and how to deal with each variable as they arise.

Simulation - Again looking at my field of study, we use simulation regularly.  Students are placed in real life situations when learning how to report the news.  They are given stories to report initially that are written for them.  They are recorded reporting the stories and critiqued.  Eventually they write their own stories and report them.  At each level they can repeat the simulations and improve their writing and reporting skills in an environment that is educational and safe, before actually reporting in a live television setting.  

I think it is important to integrate computational thinking into the classroom whenever possible.

By doing this you introduce a systemic way to logically work through problems.  In today's society we've become accustomed to using computers in every aspect of our lives. By teaching computational thinking we can help our students understand the step by step process computers use to generate answers and data and in turn they can use the skills of CT to find their answers in the most efficient way possible. 

Trinket Holiday Tree Challenge

Block coding and Python coding are two easy ways to begin your understanding of computer programming.  Although, each code may look different, in reality they both utilize simple codes to execute a program.  The main difference is the user interface to do the actual programing.  Block code uses a simple drag and drop interface to move the lines of code into position in the program.  Python, on the other hand, relies on the programmer to type in each line of code.

The main issue I ran into using Code Studio was remember what order the lines of code need to be dragged and dropped to make sure the program executed correctly.

Trinket was a little bit more tricky. I only say this because there is a lot more room for human error when typing in each individual line of code.  I also had to go back into the lessons several times to make sure I was typing in the code correctly.

Overall both types of code are excellent ways for the beginning programmer to learn how to create code for computer programs.  If you can click, drag and drop you can easily use Block coding in Code Studio.  And if you can learn several short code lines, you can quickly get up to speed with Python coding in Trinket.