Games:
Flow experience and rule change.
Bigger the class the more the rules you can add.
No boredom
3rd World Farmer experiences:
Died
Feel the experience that others may do
Randomness without reason was frustrating/realistic
Playable, challenge, goal and feedback all required in a game
Common game elements
Socially game elements
Educationally game elements
According to Amory (2007), Educational computer games should:
- Be relevant, explorative, emotive and engaging
- Include complex challenges, puzzles or quests
- Be gender-inclusive and non-confrontational
- Provide appropriate role models
- Develop democracy and social capital through dialogue
- Support authentic learning activities
- Support the construction of tacit knowledge
MeWe - the new google +
Pair Task - 1
Identify at least 5 different (real world) problem spaces you would like to work on with your students - what part of of this could be a game?
- Climate Change
- Genetic Engineering
- 1080 use
- Kauri Dieback
- Cloning your pet
- Genetic Engineering
Game could be a debate, puzzle, add parts organism to improve it, or not ......
Socialiser - interact with others
Free Spirit - autonomous
Achievers - desire to be competent at everything they do
Players - want extrinsic rewards
Disrupter - kick out of pushing the boundaries
Leadership
Gameification in leadership - is gamefying non game elements.
Freedom to:
Fail
Experiment
Assume different identities
Effort
Ensure not isolated by technolgy and not instantly rewarded. Valid challenges for the school where max value can be obtained.
Fun theory - using a chore or similar and making it fun
Use Game Theory for TasI
Socialiser - students are taking ownership of their own learning through collaborative group work. They are peer teaching.
