gamification and the moodle gradebook
DESCRIPTION
This presentation will be of interest to Moodle Course Creators and educators interested in gamification. The Moodle Gradebook is a very powerful, and often neglected, gamification element. Interactive computer games stimulate the hippocampus part of our brain, which is essential for learning new information, and invoke positive emotions. The same cannot be said for exams! People generally find the learning and assessment process daunting. A well configured gradebook can provide essential feedback to keep students motivated and positive. Becoming an e-Learner shouldn't require having a combination of Einstein intelligence and Steve Irwin bravery. If you have been an online Student you probably were thinking ... What do I have to do? Did I pass that assignment? Have I finished yet? It's been months since I have been here .. I can't remember where I was up to. Full presentation with voice-over: http://bit.ly/18hwzPP . This presentation demonstrates the flexibility of the Moodle LMS gradebook to be configured for all scenarios .. even the Vocational Education (VET) sector! Sample courses will be shown for competency based assessment (graded and ungraded). Rubrics, outcomes, custom scales and progress bars are all Gamification elements that can provide learners with rewards, feedback, levels, progression loops, boss fights, leader boards and achievement badges.TRANSCRIPT
Why games light up your hippocampus and exams do not
Presenter: Natalie DenmeadeMoodleMoot AU 2013
The Moodle
Gradebook makes me
feel like getting on a
hippo and riding off
into the sunset
The Hippocampus?http://blog.superbetter.com/show-me-the-science-resilience-games-post-traumatic-growth-and-more/
The hippocampus is the part of our brain used when committing something to long term memory
“
What lights up your hippocampus?http://www.youtube.com/watch?v=AzLjXF--G1w
The more the hippocampus is lit up the more likely we are to repeat a new behaviour … 400% improvements in long term behaviour change.
Jane McGonigal
“
What can we borrow from games?
In t
he fl
ow
Build resilience by balancing positive and negative emotions
A feeling of continuous progression
Clear goals, rules, feedback and choices
Use extrinsic motivation to build intrinsic motivation
Offer status, access, power and stuff - in that order
Digital Games Boost Test Scores
Negative vs Positive emotions http://www.mrtoledano.com/gamers/04
JoyReliefLove
Surprise pride
Curiosityexcitement
awe/wonder contentment
creativity.
A feeling of continuous progression
What is a game?
When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, and voluntary participation.
Jane McGonigal, Reality is Broken
http://janemcgonigal.com/my-book/
100 billion angry birds have been hurled 200 million minutes
every day
10 million Minecrafters241,920,000 logins per month1,000 logins per hour2,000,000,000 downloads
“
Four Common Elements
Element Angry Birds
Tetris Linked In(a non-game example)
Goals Kill Pigs Fill an entire row Online Resume - join discussions
Rules Have to fling the birds in the right direction
Within the time given turn the blocks to build up rows
Only members can see. Try to connect to as many people as possible
Feedback Pigs die (audio/animation)
Points, Score, Game ends when top is reached
Progress Bar Leaderboard – Most popular discussion
Voluntary Participation
Choose your level of achievement within each level
Choose to beat your own score e.g. 12,000 points
Optional subscription to discussions
Four Elements – applied in LMS
Element Course Core Moodle LMS
Moodle Plugins
Goals What activities do I have to do? (Elements of Competence)
• Mark as complete Check boxes
• Gradebook
Progress Bar
Rules/Challenges/Obstacles
When are they due? How can I submit my work? (Assignments)
• Due Dates (My Home)• Lesson• Groups
Collapsed Topic course format
Feedback Did I meet the standard? Am I finished yet? (Gradebook)
• Completion Block• Gradebook, Scales• Permissions• Badges Moodle 2.5
Moo Profile
Voluntary Participation
Self-directed, self-assessment, self- paced (RPL)
• Groups• Conditional Activities• Lesson pathways• Flexible Rubrics
Self enrol groups based on choice
Moodle for Motivation Guidehttp://bit.ly/106ZMmV
a) I will give a Moodle for Motivation Guide poster to anyone who tweets a question @moodlemuse
b) What questions do you have about gamification and education?
c) I bet you can't ask me a question about gamification that I can't answer!
d) I will feel really sad if no-one asks any questions about gamification :(
Which statement most motivates you?
It's not what you do, but why you do it
World
Interacting
Pla
yersActing
Bartle Player Types
Explorers
Players like interacting with the environment. They try to find out as much as they can about the world around them.
Socialisers
Players like interacting. They use communicative facilities as a context in which to interact with their fellow players.
Killers
Players like acting on other players. They are Politicians. They kill with kindness (Mother Hen) or unkindness (tease, heckle). They like to dominate.
Achievers
Players like acting in the environment to be successful. They give themselves game-related goals, and vigorously set out to achieve them.
World
Interacting
Pla
yers
Acting
Journals
Killer
SocialiserExplorer
Achiever
Which assessment method LEAST suits each player type? Learners will disengage if they can not adapt to the assessment method
http://bit.ly/bartlex Take a 3 question quiz
Debates
Essays
Quiz - Multiple choice
JournalsEssays
Peer Assessment
Role Play
Essays
Essays
Journals
World
Interacting
Pla
yers
Acting
Lesson - Interactice branched learning
Quiz - Multiple choice
Discussion Forums
Killer
Socialiser Explorer
Achiever
Which assessment method BEST suits each player type?
http://bit.ly/bartlex Take a 3 question quiz
Debates
Lesson – Interactice branched learning
DebatesPractical
Lesson - Interactice branched learning
Quiz - Multiple choice
Initial Survey analysis
Disclaimer:
• Not everyone likes taking surveys – need to broaden the sample population and survey method. At least this brief survey has shown that Bartle’s Player types are relevant to assessment methods.
Surprises so far:• Quizzes made it to the list of most
motivating, despite their bad reputation as ‘traditional’
• Essays are journals are strongly disliked across the board
Essays and Journals
Quiz
Debat
es
Rolep
lay
Peer
Ass
essm
ent
Essa
y
Foru
m D
iscus
sion
s
ePor
tfolio
Jour
nal
Prac
tical
Branc
hing
Pat
hway
s
0
2
4
6
8
10
12
14
16
18 Least Motivating Assessment Types
Socializer
Explorer
Achiever
http://bit.ly/bartlex
Please note this survey is a work in progress - DRAFT ONLY
Quizzes, Interactive Branched Lessons & Practical
Quiz
Debat
es
Rolep
lay
Peer
Ass
essm
ent
Essa
y
Foru
m D
iscus
sion
s
ePor
tfolio
Jour
nal
Prac
tical
Branc
hing
Pat
hway
s
0
2
4
6
8
10
12
14 Most Motivating Assessment TypesSocializer
Explorer
Achiever
http://bit.ly/bartlex
Please note this survey is a work in progress - DRAFT ONLY
Course planning starts with the gradebook
The gradebook tells your learners what the goal and standards are and how they are progressing toward that goal.
www.klevar.com
Focus on the back-end first“
Why your totals are not working
• Scales MUST go from lowest to highest (DCBA)
• Match a three level scale in assignments with a three level scale in total (or four, or five, …just make sure they have the same number of levels)
So … I tried to
convince him that the
Moodle Gradebook is
just not ‘logical’
Quick tips for non-maths fans
• Hide what you don’t need (Categories and items > select the eye icon)
• Ask Admin to set site level for your needs (e.g. hide email)
• Customise ‘Letters’ or Scales within your course to use the words you prefer – e.g. Satisfactory/ Excellent
• VET Tip - Use LOWEST GRADEto calculate totals
So… I tried to
convince him that the
Moodle Gradebook is
just not ‘logical’
For the Math fans
• Every grade is converted into percentages - show real (% ) until it becomes clearer
• Set up grade categories for flexible totals
__________________ Apprentice < 90%
__________________ Novice < 70%
_________________ Observer < 20 %
__________________ Master < 100%
Letters use unequal divisionsScales use equal divisions
Rubrics and Custom Scales
• In Rubrics your score out of the maximum possible result is converted into a percentage e.g. 18/24 75%
• Use scales or letters to show if these scores are acceptable to pass
• Make a custom scale and use your own names e.g. Observer (0-33%) Novice (33-66%) Master (66-100%)
Gamification Custom Scale with four levels
• Level Four (75-100%)
• Level Three (50 -75%)
• Level Two (25-50%)
• Level One (0-25%)
Demo courses in gamificationhttp://www.md.moojoo.com.au/
– Moodle Gradebook configuration
– Custom scales– Progress Bar with stars
download customised version
– Collapsed topic multi-column layout
– Group self-selection – Profile Block
Social >Explore >Achieve
Make it social, make it meaningful and give people some freedom. Then, integrate a well thought out reward system (points, badges e.t.c).
activity.
‘For the Win’ Kevin Werbach http://marczewski.me.uk/user-types/
“
Pitfalls of Gamification Design
The introduction of carefully selected extrinsic rewards, built around a design that speaks to intrinsic motivational states (sometimes not the ones most closely aligned with the behaviour we seek to change), is the most powerful design model we have today.
Status – we do it because other people will think we’re cool
Access – to something special that other people don’t have
Power – able to do certain things
Stuff – tangible rewards: Awards,
Badges, Certificates, Virtual Goods, Points,
Levels, Scores
http://www.gamification.co/2011/10/27/intrinsic-and-extrinsic-motivation-in-gamification/
Rew
ards
“
Gabe Zichermann
Summary
But real gamification lies not in the scattershot application of points (or badges, or whatever) but in the design of a learning experience that engages (and delights!) learners and helps them to see where they are going and how they are doing at any one time (feedback).
http://mozuku.edublogs.org/2013/02/08/efl-gamification-1/
“
Key points: What can we borrow from games?
In t
he fl
ow
Build resilience by balancing positive and negative emotions
A feeling of continuous progression
Clear goals, rules, feedback and choices
Use extrinsic motivation to build intrinsic motivation
Offer status, access, power and stuff - in that order
http://www.md.moojoo.com.au/
Further Information
Linked in Group“Moodle For Motivation” Share ideas and resources
Natalie Denmeade@moodlemuse [email protected]
CreditsHippo artwork: Gabe Cunnett [email protected] of gamers: Mr ToledanoUnless noted all images public domain from wikimedia
www.klevar.com