Guide to Using the Paper Prototype

R547 Individual Project - David Schouweiler

Thepaperprototypeforthiswebsiteiscomprisedofstickynotesandabinderfilledwithpaperforeachsite.Thepagesare
organizedinthesequenceinwhichtheyshouldbevisitedandcategorizedusingtabsthatcorrespondtothenavigationmenu,as
seeninFigure1below.Theuserisinformedthatredessentiallyequatestobeingclickablewhileblackobjectscannotbedirectly
interactedwith.Thenavigationmenuandsitetitleonthestickynoteswerecarrieddowntoeachpagethattheuservisited.When
theuserclickedonanavigationbuttononthenavigationmenu,apopup(smallstickynote)wouldindicatetheirpossibledestinations
alongwiththecodesinthebinder.Eachpagehaditsowncode(PS1,G4,etc).Forexample,G4referredtothe4thpageinthe
Gamificationtab.Linkstoproceedtothenextstepatthebottomofeachpagecontainedahandwrittencodeforthecorrectpagefor
userstoflipto.

Figure1:Thefirstpageuserssee

Figure2showsPS2,apagethatwastoolongforthesheetofpaper.Thedownarrowonthebottomleftcornerofthepage
indicatedtotheuserthatthenextpieceofpaperwasalsopartofthispage,similartothewayascrollbarwouldbeusedona
computer.

Figure2:Apagethatspilledoverontotwosheetsofpaper

Figure3showsthesecondpartofpagePS2.Thispagecontainedamultiplechoiceformativeassessmentitem.Whenthe
userselectedanoption,apopupstickynotecontainingfeedbackwouldbeprovidedfortheuser.Theuserwouldclicktheredxon
thetoprightcornerofthestickynote,similartothewaytheywouldclosearealpopup.Whentheyselectedthecorrectanswer,they
neededtoclickthebuttonforthenextpage.


Figure3:Popupfeedbackforamultiplechoiceresponse

Everythingthatfollowsinthisdocumentareallofthepagesforthepaperprototype.Anypopupstickynotesthatwouldbe
usedarelistedasacommentinthisdocument.Manyoftheitemslikeformativeassessmentquestionsandthevideowere
givenplaceholdersinthedocumentastheywouldappearinthepaperprototype.Forconvenience,themarginsinthisdocument
wereresettotheirdefaultstateinsteadofthe3leftmarginand2topmarginseeninthepaperprototype.

Introduction

Introduction

Haveyoueverfoundyourselfwonderingwhyastudentismoreinterestedinameaninglessgameontheirsmartphoneor
computerthantheyareinthesubjectmatterofaclass?Gamificationisagrowingtrendineducationthattakestheelementsof
gamesthatkeeppeoplehookedandappliesthemtotheclassroom.Inthistrainingsession,youwill
Learnaboutsomeoftheelementsofgamesthatkeeppeoplehooked.
Seeexamplesofhowtheseelementscanbeappliedtothecurriculumofdifferentclassrooms.
Learnhowtoapplytheseelementstoyourownclassroom.

Youwillhaveanopportunitytodemonstrateyourunderstandingoftheselearninggoalsintheformofafinalassessmentat
theendofthetraining.Youwillalsohaveanopportunitytotranslatetheseskillsintoyourownteachingthroughafinalprojectwith
anaccompanyingrubric.Asyouworkthroughthistraining,keepinmindthatgamificationisitsownphilosophyofeducation.While
youmaynotagreewitheverythinginthistraining,youwillatleasthaveanopportunitytoconsiderstrategiesthathavefoundsuccess
intheclassroomsofmanyteachersnationwide.

Clickheretogetstarted.

G1

Getting a Feel For Gaming

Tostart,letstakealookatanexampleofacomputergamewithsimplerules:LittleAlchemy.Youwillnotbegiventherules
tothegamerather,byplayingwiththeinterface,trytodiscovertherulesandobjective.Whenyoufeelsatisfiedthatyou
understandhowthegameworks,returnhereforthenextstep.

ClickheretoplayLittleAlchemy

Clickhereifyouwantaclueabouthowthegameworks

Clickherewhenyouarereadyforthenextstep

G2

Little Alchemy
TherulesofLittleAlchemyaresimple:combinedifferentelementstomakenewthings,thencombinethosethingstocreate
evenmore.Thegamekeepstrackofhowmanycombinationsyouhavediscovered.Therearemanythingsthatpeoplemightenjoy
aboutthisgame:
Therulesofthegameareeasytolearn,butfindingeverycombinationinthegametakestimeandcreativity.
Masteringthegameischallenging,butwithenoughpatienceandeffort,virtuallyanyonecouldfindallofthecombinations.
Thereisnopunishmentfortryingnewthings.Ifacombinationdoesntwork,yousimplytryanotherone.
Youareincontrolofthegame.Youcandecidewhatlevelofproficiencyyouwanttoachieve.Ifyoufeelsatisfiedafter
discoveringonlyahandfulofcombinations,therearenoconsequencesforstopping.

Whilethereareotheraspectsofthegamethatonemightenjoy,thesefourelementsstandindirectcontrasttothewaymost
classroomswork.Studentsareoftenpunishedfortryingnewthingsiftheydontobtainthecorrectresult.Therulesthatgoverna
classroomarenotalwayssimplemanystudentsturninassignmentswithouthavinganyideaofwhatgradetheywillreceiveorhow
theywillevenbescored.Intheclassroom,studentsrarelyfeelthattheyhavefullcontrolovertheirsuccessandcanbeleftfeeling
helplessorfrustrated.

ClickheretolearnabouthowthiscanbechangedthroughGamification

G3

Elements of Gamification
Whiletherecanneverbeamiraclecureforalloftheproblemsfacingeducation,gamificationisanapproachthatattemptsto
helpmotivatestudentsforsuccessbyincorporatingelementsfromgames.Toclarify,gamificationdoes
not
necessarilymeanusing
gamesintheclassroomrather,gamificationinvolvesstudyingwhatmakesgamesentertainingandapplyingthoseprinciplestothe
classroom.Specifically,gamificationaimsto

1. Makethe
pathtosuccess
clearforallstudents.
2. Encouragestudent
motivation
byremovingthestingoffailureonthefirstattemptandprovidingopportunitiesforimmediate
feedback.
3. Create
studentempowerment
byenablingstudentstocreatetheirownpathtosuccessandplacingsuccesswithinthe
reachofallstudents.

Whilethesethreeelementscanbeincorporatedintoindividuallessons,projects,andunits,thismodulewillfocuson
gamificationattheleveloftheentirecurriculumusingthethreerulesaboveasafocus.Wewillbeginwithanexampleofhowone
teachergamifiedtheirclassroomthroughatechniqueknownasStandardsBasedGrading.Then,wewillpracticeapplyingthethree
principlessothattheycanbeusedinanyclassroom.

Clickheretoseeanexampleofhowoneteachergamifiedhiscurriculum

G4

Example of a Gamified Classroom

ExamplevideoofMr.Shoesclasshere

Clickheretostartapplyingthefirstelementofgamification:ThePathtoSuccess

PS1

Path to Success: Introduction

Manyclassroomsincorporateawidevarietyofassignmentsintheclassroomincludingprojects,tests,quizzes,homework,
seatwork,bookwork,essays,journals,notes,vocabulary,graphicorganizers,warmupquestions,exitticketsthelistgoeson.
Whileavarietyofassessmentstrategiesandactivitiescanbegreatinaclassroom,adiversifiedgradebookcanmakethepathto
successunclear.Astudentmaynotunderstandwhyavocabularysheetcountsforasmanypointsasaquizorwhyanassignment
thatwasaccidentallyleftonthediningroomtabledoesnotshowtheirmasteryofanidea.Afterall,gradesserveasindicatorsof
howwellstudentsunderstandasubject,regardlessastowhetherornottheirgrade
actually
reflectstheirunderstanding.
Ontheotherhand,successingamesisgenerallyquiteclear,evenifthestrategytoachievesuccessvaries.Incheckers,the
objectiveistocapturealloftheopponentspiecesbyjumpingoverthemwithyourown.Somegamesmaybemoredifficultthan
othersdependingontheopponent,sodifferentstrategiesmustbeusedeachgame.However,theultimateobjectiveprocedureto
achievethatobjectiveiscleartoallplayers.Invideogames,thegoalisgenerallymadeclearattheoutsetwhetheritsrescuing
theprincess,repellingthealieninvasion,ordefeatingthereigningchampion.Thoughthepathtosuccessmayvaryfromgameto
game,eachgamelaysoutthepaththattheplayermustwalkinthesimplestwaypossible.
Inthegamifiedclassroom,therulesgoverningagradeareclearandsimple.Everystudentknowsexactlywhattheyneedto
doinordertoearnagoodgrade.Thiscanbemosteasilyachievedbysimplifyingthegradebooksothatagradeclearlyindicatesa
studentsunderstandingofatopic.Thisisnottosaythatallofthemanygradingstrategiesintodaysclassroomsshouldnotbeused
orusedforfeedbackrather,theyshouldbeusedtohelpstudentsunderstandthematerialinsteadofconfusingthem.

Clickhereforanexampleofmakingthepathtosuccessclearinaclassroom

PS2

Path to Success: Example 1

Inthevideo,yousawanexampleofhowMr.ShoeusedStandardsBasedGrading(SBG)tomakethepathtosuccessinhis
classclear.Inordertobesuccessfulinhisclassroom,studentsneededtodemonstratethattheyunderstandthematerial.WhileMr.
Shoeusedavarietyofformativeassessmentstohelphisstudentsgaugetheirunderstanding,heusedonlyonemodeofcollecting
dataonhisstudentssuccess:quizzes.
Thisisnottosaythatcontentbasedquizzesarethebestsolutionforeveryclassroom.Rather,hisquizzesweredesignedto
directlymodelthestatemandatedfinalexamsthatcomprised20%ofstudentsfinalgrades.Bymakinghisquizzesreflectthefinal
assessment,hehelpedpreparehisstudentsforthebigtest.Evenifstudentsarenotgoodattakingquizzes,themultiple
opportunitiestosucceedonthequizzesgavethemplentyoftimetolearntesttakingstrategiesthroughtrialanderror.Attheendof
theday,everystudentknew
exactly
howtheirgradeswerecalculated,howmucheverythingwasworth,andwhattheyneededtodo
tosucceedbasedonthegoalstheysetforthemselves.

Question
Mrs.JacobsusesavarietyofmethodstoassessherMathstudentsincludingjournalentries,popquizzes,unittests,
homeworkassignments,seatworkassignments,notes,anddailywarmups.Herstudentsareoftenconfusedaboutwhatassignment
isdueonwhatdayandthereforeforgettoturninassignments.WhatcouldMrs.Jacobsdotomakethepathtosuccessinherclass
moreclear?

a.Addmoreofeachtypeofassignmenttomakesurestudentsgetinthehabitofturningthingsin.

b.Addmoretypesofassignmentswithfewerassignmentsineachcategory.

c.Onlycollectsomeassignmentsonrandomdays.

d.Considertakingfewerofherassignmentsforagrade,createaguideforhowgradesarecalculated,andincludea
scheduleforwheneverythingisdue.

Clickhereforthenextexample

PS3

Path to Success: Example 2

Mr.HenrysArtandDesignclasswouldneverworkwithaquizbasedsystem.Whileitsonethingforastudenttoknowwhat
shadingis,hecaresmuchmoreaboutassessingwhetherornothisstudentscanincorporateappropriateshadingintheirwork.A
classlikeMr.Henrysmaybenefitmorefromaprojectbasedassessmentscheme.Howcanhemakethepathtosuccessinhis
classclear?
Onestrategymaybetoincludealistofprojectsforhisstudentsincludingalistofthelearninggoalsthatstudentsshould
demonstrateineachproject,arubricforhoweachprojectwillbeassessedbasedonthoselearninggoals,andascheduleofwhen
eachassignmentwillbedue.Hislistmaylooksomethinglikethis:

ListHere

Bytellinghisstudentsexactlywhatneedstobedone,when,andhowtheywillbeassessed,hisstudentswillknowexactly
whattheyneedtodoinordertosucceedinhisclass.

Question

Assessmentquestionhere

Clickheretomoveontothereflection

PS4

Path to Success: Reflection

Nowthatyouveseensomeexamplesofthepathtosuccessinaction,takeamomenttoreflectonthepathtosuccessin
yourownclassroom.Considerthefollowingquestions:

1. Isthepathtosuccessinyourclassroomsimple?
2. Whatdostudentsgradesreflectaboutthestudents?Doesthegradetrulyindicatemasteryofthematerial,ordotheybetter
reflectstudentspunctualityormoodonaparticularlyimportantdayoftesting?
3. Isthepathtosuccessclearlylaidoutforyourstudents?Dotheyknowexactlywhattheyneedtoknow,howtheyareto
demonstratemastery,andwheneachmasteryassessmentisdue?

Whenyouareready,clickheretomoveontothesecondelementofgamification:Motivation

M1

Motivation: Introduction
Itsnosecretthatvideogamescanbehighlymotivatingforstudentsandadultsalike.Thegamingindustryinoneofthe
fastestgrowingindustriesinAmericabothinthemarketsofcasualphonebasedgamesandtheconsolemarket(XBox,
Playstation,Nintendo,etc).Gamedesignershaveperfectedtheartofmakinggameshighlymotivatingandaddictiveforplayers.But
whatisitaboutthesegamesthatmakethemsoengaging?Whiletherecanbemanyanswerstothisquestion,wewilllookattwo
keyelementshere:

1. Gamesprovideimmediatefeedback.InLittleAlchemy,forexample,youknewimmediatelywhetheracombinationworkedor
didnotwork.Inothervideogames,youmayfailtocompleteapuzzleinaspecifiednumberofmovesoryourcharactermay
falloffascreen.Eitherway,youimmediatelyknowwhenyouaresuccessfulandwhenyouneedtotryagain.
2. Thereisnolongtermpunishmentforfailingonthefirsttry.IfoneofyourcombinationsdidntworkoutinLittleAlchemy,you
simplytriedanotheruntilyoufoundsuccess.Inothervideogames,youmayneedtorestartfromacheckpointortrythe
puzzleoveragain.Generally,theonlythinglostisaboutfiveminutesofyourtime,andhopefullyyougrewandlearnedinthe
process.

Whileclarifyingthepathtosuccesscanbeeasilyincorporatedintoanyclassroom,theelementsofmotivationmaybemore
difficultforteacherstoworkwithbecausetheopposemanyofthecurrenteducationalparadigms.Teachersgenerallywantstudents
togetthingsrightthefirsttimebecausetherealworldisgenerallyunforgivingoffailure.Teachersareoftenboundbytimeor
technologyconstraintsthatpreventstudentsfromgainingimmediatefeedbackintheclassroom.Sohowcanthemotivational
elementsofgamesbeappliedtotheclassroom?

Clickheretoseeanexample.

M2

Motivation: Example 1
InthevideoofMr.ShoesChemistryclassroom,studentsweregivenmultipleopportunitiestodemonstratemasteryonthe
learningobjectivesbyretakingquizzes.Studentswereallowedtoretakequizzesonceeachdaywithnolimitonthenumberoftotal
attempts.Oncethefearofimmediatefailurewasremoved,studentswerehighlymotivatedtorevisetheirunderstandingofthe
objectivesandtryagain.Intheend,studentslearnedagreatdealmorethantheyotherwisewouldhavebecausetheyhadareason
togobackandrelearnwhattheydidnotunderstand.
Additionally,Mr.Shoeusedanonlinequizzingplatformthatimmediatelytoldstudentshowwelltheyperformedandwhat
specificobjectivestheyneededtorevisit.Whilethiscouldposeopportunitiesforcheatingintheclassroom,Mr.Shoeuseda
programthatrandomizedquetstionsfromdifferentpoolsbasedonthelearningobjectives.
Noteveryclassroomhastheluxuryoftechnology,however.Anotherclassmayusepaperquizzestomuchthesameeffect.
Ifthequizzesareshortandstructuredsothattheyareeasytograde,ateachercouldassignaquizatthebeginningoftheperiod,
gradethequizzesastheyareturnedin,andreturnthembeforethebellrings.Studentsthenknowwhattheyneedtopracticeforthe
nextattempteventhoughthequestionswillchange,theconceptswillremainthesame.

Question

Clickheretomoveontothenextexampleofmotivation

M3

Motivation: Example 2
YoumaybewonderingaboutstudentsmotivationtowardthenongradedassignmentsinMr.Shoesclass.Afterall,ifthe
onlyassignmentthatcountstowardastudentsfinalgradeisthequizzes,thenwhyshouldtheycompletetheotherassignments?In
Mr.Shoesclass,studentsquicklylearnthatiftheydonotcompletetheassignments,theirperformanceonthequizzessuffers
greatly.Theyknowthattheworsethedoonaquiz,thehardertheywillneedtoworkinordertorelearntheobjectivestheydidnot
learnthefirsttime.Additionally,studentsweregivenimmediatefeedbackontheirperformancesonthenongradedassignmentsand
studentsdidnotfeartakingrisksbytryingnewthings.
Forexample,inMr.Shoesclass,eachdaybeginswithafourquestion,multiplechoicewarmup.Thequestionsdidnotcount
asagrade,andtheanswerswereimmediatelyrevealedandexplained.Studentsknewexactlywheretheystoodintheir
understandingandwereabletotryagaininthatdaysactivitiesorinthefollowingdayswarmups.
Mr.Shoealsousescomputerbasedsimulatorsinmanyofhislessons.Thisgivesstudentsanopportunitytoexperimentwith
thingstheymaynotbeabletoexperienceintherealworld,likethepartsofanatomorthereactionsbetweendifferentcompounds.
Studentsarenotpunishedfortryingsomethingnew,yettheirlearningobjectivesaremadeclearattheoutset.Studentsknowthat
thisistheiropportunitytoexperimentandmasterthelearningobjectivessothat,whenitcomestimeforquizzes,theyfeelconfident
thattheycansucceed.

Question

Clickheretomoveontothethirdandfinalexampleofmotivation

M4

Motivation: Example 3
MostofMs.JohnsonslearningobjectivesforherEnglishclassrevolvearoundstudentsperformingskillsthatdonotlend
themselveswelltomultiplechoicequizzes.Instead,herstudentsregularlywritepapers,keepjournals,andpracticevocabulary.Yet
herclassstillincorporatesgamifiedlearning.
First,Ms.Johnsondoesnotgradethejournalsorthevocabularypractice.Shechecksthattheyhavebeencompleted,but
feelsthatstudentsthoughtsandpracticeshouldnotcountagainstthemintheirfinalgrade.Instead,sheevaluatesherstudents
entirelyontheirwriting,givingthemaclearpathtosuccess.Sheprovidesrubricsforeachofherassignments,centeringher
evaluationaroundspecificlearningobjectivesthatsheexpectsstudentstomaster.
Additionally,Ms.Johnsonprovidesopportunitiesforstudentstolearnfromtheirmistakesandearnfullcreditforassignments.
Onceapaperissubmitted,shetakesthetimetoprovidefeedbackforstudents,thengivesthemanopportunitytoresubmittheirwork
basedonherfeedback.Byusingarubric,herfeedbackcanbequickandinformative.
Butwhatabouttheelementofimmediatefeedback?Ms.Johnsonregularlyasksstudentstoevaluateeachotherswork
usingherrubrics.Whileitwouldtakeherdaystocompletelyevaluateover100papers,studentscouldevaluatetwooftheirpeers
papersinasingleclassperiod,providingeachstudentwithtwocompletesetsoffeedback.Ms.Johnsonalsohasherstudentswork
inGoogleDrive,whichallowshertoquicklycheckonherstudentsastheyworkandleavecommentsbasedonwhatshesees.

Question

Clickhereforanopportunitytoreflectonyourownpractices

M5

Motivation: Reflection
Takeamomenttoreflectonstudentmotivationinyourownclassroom.Specifically,thinkaboutthefollowingquestions:
1. Arestudentsgenerallymotivatedtosucceedinyourclass?
2. Dostudentshaveplentyofriskfreeopportunitiestopracticetheirknowledgeinawaythatreflectswhattheywillbeexpected
toperformontheassessment?
3. Arethereopportunitiesforstudentstoreceiveimmediatefeedbackontheirperformanceofriskfreeassignments,orarethe
assignmentsstructuredinawaythatrequiresstudentstowaitforfeedback?

Whenyouareready,clickheretomoveontothethirdandfinalelementofgamification:EmpoweringStudents

ES1

Empowering Students: Introduction

Inthistraining,youhavehadtheopportunitytoreflectonwhatmakesgameshighlyengagingandhowtheseelementscan
beappliedtotheclassroom.Youhaveseenhowclassroomscanbemadetohaveaclearpathtosuccesandhowmotivationcan
befoundbyremovingthestingoffailureandprovidingimmediatefeedback.Now,wewillseehowgamificationcanbeusedto
empowerstudentsbyputtingtheminthedriversetoftheirsuccess.
Ingaming,thereareoftenmanypathstosuccess.SomeoftheelementsinLittleAlchemycanbediscoveredfrommultiple
combinations.InpuzzlegameslikeCandyCrush,thereisoftenmorethanonewaytosucceedineachpuzzle.Inothertypesof
games,eachattemptatrescuingtheprincessneverlooksidenticaltothepriorattempt.Youaregivencontroloverhowyou
approachtheproblemandthestrategyyouusetofindthesolution.
Intheworldaftergraduation,studentsarefacedwithmanychoicesandmustoftenlearntolivewiththeconsequences.In
theclassroom,studentscanbegivenopportunitiestomakechoicesthatwilleitherhelporhindertheirsuccess.Manyclassrooms
alreadygivestudentsopportunitiestomakechoiceslikedecidingwhattoresearchinaproject.Themorecontrolstudentshaveover
theirpath,themoreengagedtheywillbeintheprocess.

Clickheretoseethefirstexample

ES2

Empowering Students: Example 1

InMr.ShoesChemistryclassroom,studentsaregiventotalcontrolovertheirownsuccess.Studentsaregivenopportunities
toexperimentwithdifferentideasthroughprojects,simulators,andlabs.However,studentsarealsogivendirectpowerovertheir
gradethroughStandardsBasedGrading.Theycanchoosewhentoretakeaquizandwhatlevelofsuccesstheywillfind
satisfactory.IfastudentsetsthegoalofearninganAinthecourse,theycanretakequizzesuntiltheyreachthatgoal.Ifastudent
(andhisorherparents!)issatisfiedwithaC,thenthatstudentcanchoosetostopretakingquizzesoncetheyearnaC.Students
havecontrolovertheirsuccess,givingthembothincentiveandresponsibility.Yetsuccessiswithinreachofalllearners,evenif
somestudentsneedmoreattemptstoreachtheirgoals.

Question

ClickheretoseeanotherexampleofStudentEmpowerment

ES3

Empowering Students: Example 2

InMr.SwansonsBiologyclass,studentsaregiventhechoiceoverhowtheywilldemonstratetheirmasteryofthelearning
objectives.Hisclassisbrokendownintounitslastingroughlytwoweekseach.Heprovidesstudentswithalistoflearning
objectivesforeachunitatthebeginningoftheclass,makingthepathtosuccessclear.Inassessingeachstudentsmastery,he
givesthemachoice.
Eachstudentmustcompleteaprojectwhichisoftenawrittenassignmentandtakeaquizattheendofeachunit.The
projectsarealwaysdueonthedayofthequiz,whichisonalternatingFridays.Thequizzesandrubricsforhisprojectsare
structuredaroundthelearningobjectives.Hegradesbothassignments,butonlytakesthehigherofthetwoscoresfortheirgradeon
thatunit.Afterall,studentsdemonstratemasteryindifferentways:somemaybebetterattakingquizzeswhileothersmaybebetter
atprojects.
HeencouragesmotivationinhisclassbyprovidingpracticequizzesandaformativecheckontheprojectsoneachFridaythat
doesnothaveaquiz.Inthisway,studentsaregivenfeedbackandareallowedtomakechangesbeforetheassessmentsare
actuallydue.

Question

Clickheretomoveontothereflection

ES4

Empowering Students: Reflection

Inthissection,youhaveseenhowstudentscanbegivenchoicesintheclassroom,givingthemasenseofownershipoftheir
learningandgivingthemtheopportunitytofindtheirownpathtosuccess.Takeamomenttoreflectonthefollowingquestionsabout
yourownteaching.

1. Dostudentsfeelliketheyareincontroloftheirownsuccessinyourclass?
2. Arestudentsgivenopportunitiestomakechoicesinyourclass?
3. Isyourclassstructuredinawaythatallstudentscanreachtheirgoals?

Whenyouareready,clickheretomoveontothefinalassessmentforthistraining.

FA

Final Assessment
ThelinkbelowcontainsasyllabusforMrs.Crenshawsclassroom.Mrs.Crenshawtakesatraditionalapproachtoeducation
andhasmadenoefforttoapplytheprinciplesofgamificationtoherteaching.YourtaskwillbetoprovidefeedbackforMrs.
Crenshawssyllabus,detailingwaysinwhichshecouldapplythethreeprinciplesofgamification:

1. Makethe
pathtosuccess
clearforallstudents.
2. Encouragestudent
motivation
byremovingthestingoffailureonthefirstattemptandprovidingopportunitiesforimmediate
feedback.
3. Create
studentempowerment
byenablingstudentstocreatetheirownpathtosuccessandplacingsuccesswithinthe
reachofallstudents.

Whenyouarefinished,youcanclickthesecondlinktoseeanexampleofthefeedbackavailableforMrs.Crenshaws
classroom.Whilethereisnosinglerightanswer,seeinganexampleofanotherteachersperspectivemayhelpshapeyourown
understandingofgamificationinaction.Whenyouarefinishedbothwithprovidingfeedbackandwiththeworkedexample,youcan
clickthebottomlinktocontinuetothefinalproject:redesigningyourownrubric.

ClickheretoseeMrs.Crenshawssyllabus

Clickheretoseeanexampleoffeedback

Clickheretocontinuetothefinalproject

OR

Here,youwillfindafinaltestassessingyourunderstandingoftheelementsofgamificationandhowtheycanbeincorporated
intheclassroom.Therearetenmultiplechoicequestionsinthisassessment.Todemonstratemasteryoftheassignment,youneed
toansweratleast8ofthequestionscorrectly.Ifyoudontsucceedrightaway,youcanalwaysrevisitthematerialandtryagain.

Thereisnotimelimit,andyoucantryasmanytimesasyouwouldlike.Afterthetest,thereisonemoresectioninthistrainingthat
willprovideyouwitharubricforcreatingagamifiedclassroom.

Clickheretotakethetest

Aftermasteringthetest,clickheretocontinuetothefinalproject

AG

Applying Gamification: The Project

Nowthatyouarefamiliarwiththethreeelementsofgamification,itstimetoincorporateyourknowledgeintoyourownclass.
Yourfinalprojectforthistrainingwillbetoconstructarevisedsyllabusexplainingtoyourstudentsyourexpectationsand
requirementsinyourgamifiedclassroom.Remembertoincorporatethethreeelementsofgamification:

1. Makethe
pathtosuccess
clearforallstudents.
2. Encouragestudent
motivation
byremovingthestingoffailureonthefirstattemptandprovidingopportunitiesforimmediate
feedback.
3. Create
studentempowerment
byenablingstudentstocreatetheirownpathtosuccessandplacingsuccesswithinthe
reachofallstudents.

Onceyoucreatearevisedsyllabusincorporatingallthreeelementsinyourownteaching,youcanusetheevaluationrubricto
measureyoursuccess.Askacolleaguetoapplytherubrictoyoursyllabus,becausetheirperspectivemaybedifferentandcould
helpprovidevaluableinformation.Thisprojectmaytakemorethanoneattempt,asgamifyingtheclassroomisalearningprocess.

Clickhereforaprintableversionoftherubric

Videoflow
Clarifyinggamification:
WoWinschool
3DGamesLab
morepracticalcontexts
Myclass
SBGwhatisit?
quizzes(mentionncfinalexams)
screenshot
bulletlistoftherules
communicatingthestandardstostudents
everydayactivities
warmups
simulators(gamesonthelessonlevel)
projects?
elementsofgamificationinmyclass

1.[AtomicStructure]
(14)

2.[Nuclear
Energy]
(18)

3.[TheBohrModel]
(12)

4.[QuantumMechanics]
(10)

5.[Ions]
(12)

AshleyA.

14

11

12

10

BryceB.

12

18

12

10

CarlosC.

14

18

12