Differences
This shows you the differences between two versions of the page.
Both sides previous revision Previous revision | |||
book3-toc [2021/08/02 13:46] 127.0.0.1 external edit |
book3-toc [2021/08/03 13:55] becker |
||
---|---|---|---|
Line 18: | Line 18: | ||
The first part of the book explains what is meant by the term ‘gamification’, | The first part of the book explains what is meant by the term ‘gamification’, | ||
- | ===== CHAPTER | + | ===== CH 1. Pre-Game ===== |
As with many other terms in the field of video game studies, there is no standard definition for ' | As with many other terms in the field of video game studies, there is no standard definition for ' | ||
Line 37: | Line 37: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER 2. THE GOOD, BAD, AND UGLY ===== | + | ===== CH2. The Good, the Bad, and the Ugly ===== |
This chapter will show several examples of gamified spaces (foursquare, | This chapter will show several examples of gamified spaces (foursquare, | ||
Line 48: | Line 48: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 3. Gamification is Not New ===== |
Many of the techniques now being touted as gamification are not new at all. Even those aspects often criticized as being superficial have been used in various forms at various times to greater and lesser effect. Children in elementary school often get stickers for completed work; both the Boy Scouts and the Girl Guides (as well as a great many other organizations) use badges to symbolize various achievements, | Many of the techniques now being touted as gamification are not new at all. Even those aspects often criticized as being superficial have been used in various forms at various times to greater and lesser effect. Children in elementary school often get stickers for completed work; both the Boy Scouts and the Girl Guides (as well as a great many other organizations) use badges to symbolize various achievements, | ||
Line 63: | Line 63: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 4. Gamification **IS** New ===== |
{{ : | {{ : | ||
Line 82: | Line 82: | ||
The second part of the book provides practical explanations, | The second part of the book provides practical explanations, | ||
- | ===== CHAPTER | + | ===== CH 5. Gamifying Your Classroom |
This chapter provides an overview of how to gamify classrooms in the general sense. The usual cases where practical gamification can be incorporated into the classroom are described, and common game mechanics are outlined along with how these can be incorporated into a classroom setting. It provides an overview of the gamification process, which will be covered in greater detail in the following chapters. | This chapter provides an overview of how to gamify classrooms in the general sense. The usual cases where practical gamification can be incorporated into the classroom are described, and common game mechanics are outlined along with how these can be incorporated into a classroom setting. It provides an overview of the gamification process, which will be covered in greater detail in the following chapters. | ||
Line 98: | Line 98: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 6. Learning Path - The Beginning of Choice ===== |
The rapid advance of technological developments has prompted frequent calls for changes to how we teach. It's been said that today' | The rapid advance of technological developments has prompted frequent calls for changes to how we teach. It's been said that today' | ||
Line 112: | Line 112: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 7. Mise-en-scène |
This chapter talks about the Mise-en-scène (setting the scene), in other words, some of the aspects of gamification that are often seen as superficial, | This chapter talks about the Mise-en-scène (setting the scene), in other words, some of the aspects of gamification that are often seen as superficial, | ||
Line 123: | Line 123: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 8. Reward Structures |
It is still the case that regardless of the assessments used within a course, ultimately, instructors must still map their own assessments onto an institutionally recognized and sometimes mandated final grade. Normally this final grade will be one of: a letter grade, a grade point average, or a percent. This chapter will examine approaches to scoring in a gamified course that can still be easily mapped onto institutionally accepted grades, while at the same time providing a great deal of flexibility. | It is still the case that regardless of the assessments used within a course, ultimately, instructors must still map their own assessments onto an institutionally recognized and sometimes mandated final grade. Normally this final grade will be one of: a letter grade, a grade point average, or a percent. This chapter will examine approaches to scoring in a gamified course that can still be easily mapped onto institutionally accepted grades, while at the same time providing a great deal of flexibility. | ||
Line 143: | Line 143: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 9. Quests |
Gamification provides an innovative approach to how learning tasks are organized and assigned. The assignments that students do in order to earn marks in many courses are often characteristic for each discipline, and it is easy for instructors to settle in to a rut where even though the details of assignments may change from year to year, the format of the assignments does not. | Gamification provides an innovative approach to how learning tasks are organized and assigned. The assignments that students do in order to earn marks in many courses are often characteristic for each discipline, and it is easy for instructors to settle in to a rut where even though the details of assignments may change from year to year, the format of the assignments does not. | ||
Line 161: | Line 161: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 10. Scale ===== |
Some aspects of gamification, | Some aspects of gamification, | ||
Line 175: | Line 175: | ||
- References, Notes, Resources | - References, Notes, Resources | ||
- | ===== CHAPTER | + | ===== CH 11. Available Tools ===== |
This chapter provides an overview of some of the tools available currently to support gamification and places where one can publish or mount gamified courses. | This chapter provides an overview of some of the tools available currently to support gamification and places where one can publish or mount gamified courses. | ||
Line 192: | Line 192: | ||
This section offers a number of case studies and considers some of the challenges and successes. It includes three short chapters, each of which considers a different kind of course. | This section offers a number of case studies and considers some of the challenges and successes. It includes three short chapters, each of which considers a different kind of course. | ||
- | ===== CHAPTER | + | ===== CH 12: A Graduate Level Educational Technology Course |
- | ===== CHAPTER | + | ===== CH 13: A 1st Year Introduction To Computing Course |
- | ===== CHAPTER | + | ===== CH 14: A 4th Year Game Design Course |
====== Part 4 - End Game ====== | ====== Part 4 - End Game ====== | ||
Line 202: | Line 202: | ||
The last section of the book includes the concluding chapter, as well as an extensive glossary of terms used in the book, and templates for many of the techniques described in preceding chapters, such as lesson plans, game assessments, | The last section of the book includes the concluding chapter, as well as an extensive glossary of terms used in the book, and templates for many of the techniques described in preceding chapters, such as lesson plans, game assessments, | ||
- | ===== CHAPTER | + | ===== CH 15: Final Thoughts |
- What's Next? | - What's Next? |