Gamification

Gamification is a new facet to education and is something to think about. It lends itself well to e-learning and provides an additional strategy for the delivery of education.

To better understand the topic of Gamification it is best to define its meaning. The Oxford Online Dictionary (2015) describes gamification as “the application of typical elements of game playing (e.g. point scoring, competition with others, rules of play) to other areas of activity, typically as an online marketing technique to encourage engagement”. Gamification is an interesting concept and should be considered, but it is important to understand the different elements as well as the advantages and disadvantages associated with this strategy.

What are the different ‘gamification techniques?

There are many ways we can implement gamification, such as:

• Quizzes where students can take a test a number of times, with progression to the next level conditional on achieving a specific mark, so students can gain mastery of the content. (Logarta 2015)

• Badges to recognize student achievement by providing a reward for the learning they have undertaken. This acts as a system to recognize when the student has met milestones (Hall 2015).

• Leader boards to enable competition and incentify learning. They create healthy competition among learners, and make them want to do better. These can be explicit or implicit (with names hidden).

• Levels to identify mastery on a specific topic, so they can then move on. This would help ensure there is engagement with all learners. In teaching a class as going from point A to point B we may fail to notice those who are not engaged as we try to support the average student. Establishing levels helps learners and educators understand just where the learners are at, so educators can focus on the learners who most need help. (Tingtong 2015)

• Presentation elements such as Avatars to provide graphic representation of learners’ personas. This could work in conjunction with role-play.

• Imaginative names of the assessments levels promote fun and play in learning. (Tingtong 2015)

• Role-play to create simulations; these could be realistic or entirely fictional. This could be planned as a part of an activity or with the use of a computer game.

• Multi-player games promote group collaboration.

These elements could be used in isolation or in various combinations depending on the context and the subject matter.

Advantages

Using gamification techniques can provide the various advantages (Bright 2015):

• The opportunity to fail and try again without the negative implications associated with summative assessment (Pavlus 2015).

• The ability to differentiate instruction based on the level of the student. Students can progress at the level that engages them on an individual basis.

• They can give the learner ownership over their learning (Pavlus 2015).

• They make learning fun and engaging (Hammer 2015).

• Increased learning retention, as learners can better relate to the content (Hall 2015).

• They make the task less daunting, as learners see the activity from a different perspective (Ankamma 2015).

• They can builds inter-personal skills, depending on the strategy used (Ankamma 2015).

Disadvantages

It is important to gain a balanced view, so here are some of the disadvantages:

• It takes an investment of time and energy to implement gamification into a subject of learning.

• Educators may have safer options, pedagogical preferences which are low risk and focus on the learning outcomes within the subject of learning; they may thus not be willing to try gamification.

• Not all educators have the skills to implement gamification into their teaching and are able to use Information Communication Technology.

• Gamification can be thought to have strict rules and to discourages creative thinking (Bound 2015).

• There is the perception that playing games is not learning.

Summary

Reflecting on the ‘different elements that make up gamification, it may not be possible to add them all to a subject of study. However, it is valuable to think broadly and to recognize first of all that gamification can be used to different degrees in each subject. It is also important to look at the objectives of the subject, as well as the unique needs of the learners, and carefully plan how gamification elements could be used, such as from using quizzes, levels and/or leader boards in various aspects of the subject to using software programs that complement the learning objectives.

The workload of educators doesn’t always allow the time to research different models, and we are happy to give you a helping hand. The various possibilities need to be carefully analysed, planned, implemented and reflected on. We at eValop can assist you in evaluating and implementing gamification in subjects of study and within a learning management system to take advantage of its various elements.

eValop has the time, energy, motivation and skill, so lets make a start now.

References

Ankamma, R 2014, ‘Gamification 101: Introducing Gamification in Education’, viewed on 22 February 2015, < http://freevideolectures.com/blog/2014/09/gamification-in-education/>

Boundless, 2014, ‘Gamification in Education’, viewed on the 24 February 2015,

Bright, S 2015, ‘8 Benefits of Gamification in eLearning’, viewed 22 February 2015,

Davis, V 2014, ‘Gamification in Education’, viewed on 23 February 2015,< http://www.edutopia.org/blog/gamification-in-education-vicki-davis >

Hall, M 2015, ‘What is Gamification and Why Use It in Teaching?’ viewed on 22 February 2015, < http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/ >

Huang, W & Soman, D 2013, ‘A Practitioner’s Guide To Gamification Of Education (Report)’, Rotman School of Management, University of Toronto. viewed on 14 February 2014, viewed 23 February 2015, < http://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf>

Lee, J & Hammer, J. 2011, ‘Gamification in education: What, how, why bother?’, Academic Exchange Quarterly viewed 24 February 2015,

Logarta, M 2014, ‘Why playing is the future of learning’ viewed 24 February 2015 < http://www.gmanetwork.com/news/story/365281/scitech/geeksandgaming/the-gamification-of-education-why-playing-is-the-future-of-learning >

McGonigal, J 2011, ‘Reality is broken: Why games make us better and how they can change the world.’, New York: Penguin Press.

Priolo, D 2014, ‘No More Playing Around: The Pros and Cons of Gamification’ viewed on 22 February

Pavlus, J 2010, ‘The Game of Life.’ Scientific American’ 303: 43–44. doi:10.1038/scientificamerican1210-43.

TingTong Apps Co, 2015, ‘Gamification of learning.’ viewed on 22 February,

Mobile Learning

we think mobile smart phones are the biggest distraction in the classroom.

In many schools they are banned, yet they are, a powerful device that can transform learning to another level. They allow learners to engage in educational activities without the constraints of having to do so in a tightly delimited physical location (Kukulska-Hulme 2005). We are naturally mobile and learning is everywhere around us.

Many educators see the only use for smart phones as a diary for scheduling assignment due dates. Perhaps partly the reason for this is the teachers feel more comfortable teaching in a methodology which they are accustomed to, and mobile devices are something that is new. I think in some ways a teacher’s role changes from a teacher being an expert to a facilitator role. This way of teaching will in itself be experimental. Many times teachers have not the luxury of experimenting as they have a set curriculum to get through and assessment criteria to mark against. Yet if teachers dared to incorporate mobile devices in their teaching they could provide some benefit.

When you think of the capability of smart phones they are able to record audio and movies, write text and to access information from the Internet. There is also the ability to use online applications such as Word, Excel and PowerPoint. This truly transforms learning from having to be connected to the classroom (a static location) to the freedom of moving to where the learning is.

This makes smart phones a powerful instrument to assist with learning and we, as educators, need to think of innovative ways to do this. This may require a marked shift from the face-to-face expert-student relationship model.

So what does ‘mobile learning allow us to do?

Well, it assists us to be free in the way we teach, and eValop will endeavor to outline how below. Mobile learning has these advantages:

It allows learners to obtain information in a convenient and flexible way, in a just-in-time manner.
Relevance, as it allows the learning to take place where the learning is, rather than being simulated.
Feedback can be obtained immediately, which reinforces the learning now rather than a number of weeks after the assessment.
Accessing information on the run, maximising use of time, for example while waiting for the bus or travelling.
It allows students to do pre-reading before coming to class, which is an important element to ensure material is easily absorbed and students can have well formed questions, which can enhance learning.
Since the screen size is small, information is easy to digest and doesn’t produce information overload.
Cost effective solution: as many learners have mobile devices, this would not be resource intensive, as the organization would not need to supply laptops, computers, etc.
Context sensitive learning could be used with the use of QR Codes, which would better link the real world with digital information to enhance the learning experience.

The above is from Boyes (2013). These are just some of the aspects of mobile learning which allow students to have better learning outcomes.

Blending

It is important to recognize that a mobile phone is only an instrument to change the way information is accessed and inputted. Accordingly there needs to be a shift in the way we teach, from a teacher driven mode to student centred one. Teachers are the experts in their subject area, and we need to think of innovative ways to use this technology for the betterment of the student.

Depending on the subject matter and the environment where the teaching takes place, we need to think more critically of what would be appropriate to enhance teaching. Not in all circumstances can we use mobile smart phones, but at the same time we should not discount them, as they represent a valuable addition under the right circumstances.

Summary
Mobile learning and smart phone technology are only mediums for learning. They are not ends in themselves and should be related to other learning tools that students and teachers are already using, including tools that having arisen as a result of technical developments (Winters 2007). They are in addition to face-to-face learning, where teachers provide direction in explaining the task or objective at hand. We need to blend both traditional and mobile learning together, but this takes thought and does not happen automatically.
We at eValop can assist in integrating subjects/units of teaching with mobile technology. We are happy to work with the practitioner to make this possible. eValop will give practical solutions to integrate it into lesson plans so that the teaching is seamless. We recognize that we work with the expert and together we will make the unit of study engaging and empowering to students so learning is within their palms.
So if you are thinking about it, let’s make it happen for 2015, with eValop helping to empower your organization to step into the 2lst Century, using devices sometimes considered a distraction to empower students’ learning everywhere.

References

Boyes, M 2013 24 benefits of mobile learning, viewed 8th January 2015 < http://insights.elearningnetwork.org/?p=507>
Cole H, 2003, Designing mobile technologies to support co-present collaboration viewed 8th January 2015 < http://www.techkwondo.com/external/pdf/reports/mobile_tech_and_copresent_collaboration.pdf>
Kukulska-Hulme A & Traxler J, 2005 Mobile Learning – A handbook for educators and Trainers viewed 8th January 2015 < http://english.360elib.com/datu/L/EM079254.pdf>
Winters 2007, CoMo: Supporting collaborative group work using mobile phones in distance education viewed 8th January 2015 < http://www.lkl.ac.uk/como/CoMo-Deliverable1-July2007-NW.pdf >

What is responsive design and how can it help me?

To better understand how responsive design can help, we first need to understand what it is and does. Responsive design is defined by Kailashkumar (2013) as ‘an approach to web design in which a site is built to deliver an ideal viewing experience, easy reading and navigation with a minimum of resizing, panning, and scrolling across a wide range of devices’. These devices can be desktop, notebook, tablet, or smart phones.

In using responsive design your website or e-resources can be viewed in the optimum way without the user having readability or navigation issues with the site. It is important always to consider how the user views it on their device to ensure they have the most desirable experience.

Whether you have a website to communicate your organization’s objectives or alternatively delivering content such as images, audio or video, it is important to deliver content in a way which is quick and easy, respecting the user preferences (Knight 2011).

We have established what responsive design is; the next question is, how can it help my organization?

Presently users are accessing the web on the move and you want to be there too. Users are no longer bound by their desktop: if you wish to be where users are accessing the net you will want to have your website accessible to as many devices as possible to increase your exposure.
Mobility is an increasing feature of online participation, with 7.5 million Australians using the Internet via their mobile phone during June 2013, an increase of 33 per cent ACMA (2013). This is going to continue. It is important for your organization to have greater reach; without it you will be excluding an ever-growing audience.
Establishing a single site,that responds to both mobiles and desktops optimizes search engine capability and increases the search optimization of your site.
Having a single site that incorporates responsive design will make it easier to manage, as well as making it more cost effective. rather than having to administer multiple sites specific for different media (Rumpton 2015).

How can eValop assist?

Since users are no longer accessing only via desktop but through a plethora of devices, eValop can help you adapt an existing site to incorporate responsive design. This will allow you to have access to more users that your website my not presently be able to reach.

You can adapt your website without having to develop alternative sites. We will work with you to obtain the best solution for your users.

If you want to update your website, talk to us and we can refresh your site. It is important to update the site and to ensure that visitors to your site gain the best experience and can access the information and services you offer.

Act now. We are happy to communicate with you in person via the Internet to accurately understand your needs.

Access eValop now and start the journey…

References

ACMA, 2013, Australia’s mobile digital economy – ACMA confirms usage, choice, mobility and intensity on the rise, viewed on 7th January 2015< http://www.acma.gov.au/theACMA/Library/Corporate-library/Corporate-publications/australia-mobile-digital-economy>

Kailashkumar V, 2013, Responsive Web Design, viewed 7th January 2015 < http://eduvantage.omvvim.edu.in/index.php/eduvantage/article/viewFile/18/pdf>

Knight K, 2011, What It Is and How to Use It, viewed 7th January 2015 < http://www.smashingmagazine.com/2011/01/12/guidelines-for-responsive-web-design/>

Rumpton J, 2015, How Important Is Responsive Design? , viewed 7 January 2015 < http://www.huffingtonpost.com/john-rampton/business-mobile-responsive-design_b_5267077.html>

Craig and the Team
eValop

Role:

Educational consultant
Web developer

Communicate with us now

Digital Badges

‘Digital badges’ are another tool in the arsenal of teachers to motivate student learning. To better appreciate what a digital badge is, we need to define it. Digital badges are similar to how a badge system works. It provides a symbol of a recognized skill or attribute a person has achieved, however it is in a digital format (Obrien 2011, Watters 2011). There is an added difference between a badge and digital badge, in that a digital badge contains meta data, such as how it was earned, and the issue date, and ideally it links back to some form of artifact relating to the work behind the badge (Grant 2013). We must consider a number of questions to better assess whether we can utilize digital badges in our schools, such as:

How can we use them?
What are the advantages?
What are the concerns?

We will look at each of these questions in our discussion to better understand the issues and finally outline how we can implement digital badges into our schools to motivate our learners.

Discussion

How can we use them?

Digital badges are used as a rewards system and may be implemented to represent a module of work, skill or attitude, which may not necessarily be recognized in the learning system. You may represent part of an overall assessment, so it gives encouragement to students in achieving a larger overall task or project. However as outlined by Antin and Churchill (2011), it can provide more as it can contribute to goal setting, reputation, status, instruction and group identity. Since the digital badge reaches beyond learning institutions it can encourage life long learning, and recognize accomplishments, which normally would be hidden. (Goligoski 2012). So the use of digital badges goes beyond the bounds of school and can be a part of social media, where students can display their badges to show their accomplishments to friends and family. They display the skill set and assert the validity and reliability of the user to others.

What are the advantages?

As mentioned above, there are many uses for ‘digital badges’, which encapsulate more than just academic skills or knowledge.

They summarize additional skills and may assist in social shaping of behavior, e.g. having badges that can be awarded for cooperation and class participation (Antin and Churchill 2011).
Many students are connected to social media and using a digital badge system may encourage students to learn, and to display and celebrate learning to friends and family (Antin and Churchill 2011).
It would provide a goal setting function and enable students to break down barriers to learning. It would encourage students to go beyond their preconceived abilities.

A digital badge system can help students understand the types of activities and requirements, which would be highly desirable.

It can also highlight formative assessment that enables both guidance and feedback as to how the student is going.

What are the concerns?

It is recognized that these types of assessment may add to the workload of teachers, who already have many tasks to undertake when teaching. It is important to think how we can implement digital badges in an intelligent way to ensure no additional load is imposed on the teachers.
Badges may encourage a hierarchical relationship, as badges have a connection to military status.
The validity of the badge is another issue, as some digital badges are acquired online and it is unsure that the person who receives the badge is the one who completed the assessment.
Lastly the badge system may gamify the learning process, and so students may not necessarily be interested in feedback, but instead the number of digital badges they have received (Resnick 2012). Thus, this system may be an extrinsic motivator, which may compete with an intrinsic motivation for accomplishment and mastery.

Conclusion – Implementation

In implementing such as system into a school, eValop would encourage schools to try it on one unit of study. It is important that teachers are aware of the initiative and to try it with those teachers who buy into the idea. It would be necessary to look at the unit and understand the desirable qualities a student needs to have to preform a task. For example, if you are having group work you may wish to issue badges to students who are cooperative and respectful of others in the group, or those who focus on the task at hand. In addition you may issue badges to highlight completion of a phase within the project.

In looking at assessment we need to look at the technology to assist us with providing solutions in issuing badges automatically, for example with reading and completing a number of quizzes to indicate completion and the required standard of work. Moodle could do this automatically.

Peer review of work where students grade others with the assistance of a rubric, which the class may jointly develop, could be another method of reducing assessment obligation and facilitate the manual issue of digital badges through moodle. This would ensure the participation of students within the assessment process.

Students need to be told how digital badges would be used to ensure they could benefit from the initiative, such as to highlight learning to family and friends.

It is important to monitor a trial implementation by meeting with the participating teachers, so if something is not working as intended it can be reviewed and prompt action can be taken.

Finally eValop would encourage you to have a final review of the system and to then showcase the project. This would include communicating what went well and what could be improved. A school discussion should take place as to whether or not the trial should expand.

eValop is happy to participate for a small fee and assist with managing the project. The most important thing is to support teachers trying new approaches and to assess if it makes a difference. A very important aspect is to ensure the initiative is designed in such a way as it does not add additional burden to the teacher’s workload.

If you are interested in the concept of digital badges, eValop is happy to discuss them further with you.

References

Antin, J and Churchill, E 2011, “Badges in Social Media: A Social Psychological Perspective”, viewed 6 November, 2014 <http://gamification-research.org/wp-content/uploads/2011/04/03-Antin-Churchill.pdf>

Grant, S 2014, “What counts as Learning – Open Digital Badges for New Opportunities”, viewed 6 November , 2014 < http://dmlhub.net/sites/default/files/WhatCountsAsLearning_Grant.pdf>

O’brien, A 2011, “Digital Badges Make a Debut”, viewed 6 November , 2014 < http://www.edutopia.org/blog/digital-badges-student-awards-anne-obrien>

Resnick, M 2012, “Still a Badge Skeptic”, viewed 6 November, 2014 < http://www.hastac.org/blogs/mres/2012/02/27/still-badge-skeptic>

Watters, A 2011, “Master a new skill? Here’s your badge”, viewed 6 November, 2014 < http://radar.oreilly.com/2011/09/open-badges-project-learning-education.html>

Craig and the Team
eValop

Role:

Educational consultant
Web developer
Research support

Communicate with us now

Welcome to Evalop

eValop is an educational innovation company and would like to make a difference in the development of education across Australia.

We at eValop would like to contribute to improving student outcomes and use learning management systems to facilitate this. In the coming months, we at eValop look to share our knowledge in different educational themes. Remember the use of ICT is only a tool, which is the canvas to build the new vision to our educational future.

We know that it may be difficult for an individual teacher to always make a difference. It really needs to be a school effort rather than an individual one.

Overarching school strategies can make a change in the following ways:

Creates an overall uniform approach rather than a patchwork of ICT initiatives.
Provides knowledge management of school resources so they are more effectively used.
Shows that schools are serious in supporting teachers.
Enables students to access resources in a similar way such as assignments, grades, and on-line resources.

It is unrealistic to think that teachers should or must change to input more ICT into their teaching pedagogical approaches. Teachers are already under pressure to have a good learning relationship with students, as well as teach, grade and assess.

We at eValop are specialists in ICT and would be more effective for schools to employ us to work with teachers.

With working with eValop you only pay for what was agreed to within a contract.
There is an end date, which is our priority, which means that your project is delivered on time and budget.
Our current rate is less than employing a teacher, however we have had over ten years teaching knowledge.

So over the next months please read our blog, get some ideas and if anything interests you we will be happy to submit a quote.

Communicate with us now

Craig and the team

Role:

Educational consultant
Web developer
Research support

May 2024
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