Making learning fun,
not making fun of learning
Dr. Louise Robinson and Dr. Ian Turner
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Gamification (elements of games in a non-game context)
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Using play to learn….
– Creates effective learner
– Develops skills
– Provides an alternate access to content
– Promotes a positive attitude
– Promotes curiosity
– Fosters inclusion and sharing of opinions
– Encourages selection of appropriate methods
– Allows students to set and review targets
– Also encourages creativity in the tutor
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The aims don’t change, the perception on how we
achieve them does!
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Is it just a fad? Is it all hype?
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Gartner Hype Cycle
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Hype Cycle for Digital Marketing 2015
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Play Vs Games
“If the purpose is more important than the act of doing it, it’s probably not play”
Dr. Stuart Brown - Play researcher, psychiatrist
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Paidia & Ludus (Caillois, 2001) = Playing (freeform) & Gaming (structured)
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Serious Games – purpose of training or educating, non-entertainment purposes
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33 million gamers in the UK – tap into this mentality utilising game mechanics
Caillois, R. Man, Play, and Games. University of Illinois Press, Urbana,
Chicago, 2001.
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Gamefulness
Playfulness
Deterding, S., et al. (2011). From game design elements to gamefulness: defining
gamification. In Proceedings of the 15th International Academic MindTrek
Conference: Envisioning Future Media Environments (pp. 9-15). ACM.
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Successful Game Concepts (Stott & Neustaedter, 2013)
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Freedom to Fail
– Experiment without causing irreversible damage (lives)
Rapid Feedback
– Apply what had been learnt (levels)
Progression
– Guiding and focusing attention, keeping interest
Storytelling
– Embedding the facts in a story to increase engagement
Do you want to gamify the teaching content or the teaching process?
– Process: Game Enhanced Learning
Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Surrey, BC,
Canada. Available at: http://clab.iat.sfu.ca/pubs/Stott-Gamification.pdf
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How Park Life was born
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Four hour session within the module ‘Wildlife Conservation’
Session on Wildlife Forensics to BSc Zoology students
How to draw together aspects raised in WF with the content in the module
Trying to overcome fragmented learning
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Time for a creative workout!
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Aim: To create a memory aid to draw all aspects of the module together
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Design an activity to balance the didactic delivery of topics
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Put wildlife conservation into action!
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Strategy Vs Luck
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Demonstrate organisation, understanding and record keeping
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Concepts
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Nature Reserves/National Parks
Ecotourism
Conservation Grants
Scientific Research
Poaching & Disease
Environmental Issues
Genetic Stud Books
Public Awareness
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Time for Park Life…
Think about/write down:
• What session/material are you looking to gamify?
• What is the learning objective?
• What class size & resources do you have?
• Are you aiming for an ‘electronic’ game, a table-top
game or an approach to the learning?
• Do you want to gamify the content or the delivery?
• What problems can you foresee with taking this
approach which may be off-putting?
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Feedback
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