“If
you are a gamer, it’s time to get over any regret you might feel about spending
so much time playing games. You have not
been wasting your time. You have been
building up a wealth of virtual experience that… can teach you about your true
self: What your core strengths are, what really motivates you, and what make
you happiest.”
–Jane McGonigal from Reality is Broken (2011,
p.12)
Students today literally learn
differently than we did even a generation ago.
The problem is we use “yesterday’s education for tomorrow’s [students].
Where is the programming, the genomics, the bioethics, the nanotech—the stuff
of their time? It’s not there. Not even once a week on Fridays” (Prensky, 2005,
p. 62). Teachers of all levels of
education are losing the interest of students because the way subjects are taught does not stimulate these new thinkers. Educators must start looking at how students
learn, and why they are learning when learning happens. Before we can discuss
how to best instruct this new generation, we must understand a part of the
everyday interests of this newer group.
Just like any commerce industry,
the public knows that games make money.
However, it might not be obvious that the gaming industry is responsible
for 25.1 billion dollars spent just in the United States (Entertainment Software Association
[ESA], 2011). People not only buy
games, which is where the majority of the money is spent, but they also buy the
platforms as well as accessories.
According to the Entertainment Software Association, the average player
is 37 years old and has been playing for 12 years (ESA, 2011, p. 2, 4). Part of the reason that the gaming industry
commands so much money from our economy is because games are now marketed
towards both men and women, with women making up a surprising 42 percent of all
gamers. Families also play together
meaning that games influence entire households instead of just the individual (ESA, 2011). Mobile gaming has also
expanded how we interact with games. As
a new handheld platform, phones allow for constant connectivity to not only
social networks, but also to games. “65 percent of the 2 billion apps downloaded are games” reports Brian Chen of the Apple app store (2009, p. 1). We cannot escape that games are a huge part of our lives, and our collective culture.
The draw to experience culture is
why 97 percent of youth play computer or video games, and the average player
has been playing for almost half of his/her life (McGonigal, 2011). The United States boasts over 183 million
active gamers, which out ranks any other country besides China at 200 million
gamers. Games are becoming the number
one pastime in America. The average
player spends an average of 13 hours a week, with hardcore gamers spending up
to 45 hours a week in virtual worlds (McGonigal, 2011, pp. 3-4). Players no longer uphold the stereotype of a
40 year old virgin playing in his parent’s basements.
Players hold down normal jobs, have
families, and maintain lives outside of the games, but choose to spend down
time getting a particular type of fulfillment in a game that is not provided in
the real world. The real world, for
these players is progressively lacking something. McGonigal (2011), states “to understand the
future, you have to look back at least twice as far as you’re looking ahead”
(p. 5). If we look at gaming in history,
there is evidence that before the time of Egyptians, people were using games to
help distract from hunger. Half of life
was spent playing games in order to keep hungry minds occupied and as modern
people seem to be doing something similar.
However, while players today are not trying to keep minds off hungry
bellies, they are also trying to feed a very real part of themselves that is
starving, and games are feeding players in a way that cannot be replicated in
real life. McGonigal says it best:
“Reality is broken” [emphasis
added]. Players, including myself, have
escaped to an “in-game” situation to not simply avoid the real world, but to
search for something that is lacking from everyday life. Not so long ago, gaming was considered to be
an “escapist” way of dealing with life’s problems. McGonigal is quick to
caution those who might write off games as unworthy, unproductive or a waste of
time. The public is finding that the
activities required for normal daily life do not challenge, excite or enthrall
anymore. Many people play games for
hours a week without realizing that they fit into the “gamer” profile. Within six weeks of its launch, the app Draw
Something is a great example of how nontraditional gamers are experiencing
games on a level they might not realize. “The app has generated about 2 billion drawings and is still being played daily by more than half of its users, who are exchanging pictures at a rate of 2,000 to 3,000 a second. And Draw Something, which is adding more than 1 million users a day” ("Draw Something Stats," 2012, p. 1). People turn to games such as World of
Warcraft for raiding opportunities in order to play out their true management
skills; The Sims for the creativity and god-like control; Halo 3 for the social
interaction with other players. While the average player is 32 years old, the
workplace is not the only place where this hunger or brokenness is experienced.
The classroom is also a place where students feel unfulfilled, lose motivation
and generally feel disconnected from the educational process. Gamification
might be a way to combat these problems in the classroom.
While some see potential in the
idea of gamification, others believe that the idea is too connected with capitalization
to carry any real merit.
Gamification is easy. It offers simple, repeatable approaches in which benefit, honor, and aesthetics are less important than facility. For the consultants and the startups, that means selling the same bullshit in book, workshop, platform, or API form over and over again, at limited incremental cost. It ticks a box. Social media strategy? Check. Games strategy? Check. (Bogost, 2011, para. 8)
For Bogost, gamification offers little real reward, and
generally has little substance. In many
applications, gamification has been watered down to little more than a fill in
the blank reward system. Websites such
as Badgeville and Lithium offer companies the ability to insert their products
in to pre-arranged systems that produce monetary gains for little work. If
gamification is used like this in the classroom, it will be just as empty. Plug and play can be used in the way of a
flexible syllabus, but the initial process of gamification must have meaning,
and not just function as a way to gain empty results. So I have carefully crafted a syllabus that
has the potential to be plug and play.
Because it is based on World of Warcraft, an already successful game
that has proven to motivate its players, I believe the syllabus has potential.
Gamified Syllabus:
Description:
This class will focus on the basics of communication studies
through a lens of computer game. This
gamified classroom is a space that takes game mechanics, strategies and
theories and applies them to each assignment.
Format
Format
This class is designed to be a MMORPG (Massively Multiplayer
Online Role Playing Game) type game experience. However due to the limitations
in the class, this class will be minimally multiplayer and will consist of both
online and offline components, all which are meant to help to simulate the effects
of online game play.
In-class time is divided between exploration (lecture), and
Guild chat (discussion).
Out of class time is divided (at the choice of the
individual character) between Quests (small individual assignments,
presentations and research papers), Raids (Large group assignments and Large
group presentations), and Gathering/Crafting (quizzes and tests)
The first day of class, students should be prepared to come
to class with an avatar (a virtual representation of who the student wants to
be in class), as well as a name for the avatar. First assignment will be to
come to class with a backstory (narrative of at least 250 words) explaining who
the avatar is and how they came to be that way and how the avatar fits into a
group situation. Worth 30 points
credit/no credit.
Everyone will start the semester as a Level 1 avatar. Unlike a normal classroom, grades are measured
in experience points (XP). It is
possible for everyone in the class to reach a level 12, though if the student
is not committed to quality work, then she/he must be committed to an
overwhelming quantity of work:
Level
|
XP*
|
Letter Grade
|
Level Twelve
|
1860
|
A
|
Level Eleven
|
1800
|
A-
|
Level Ten
|
1740
|
B+
|
Level Nine
|
1660
|
B
|
Level Eight
|
1600
|
B-
|
Level Seven
|
1540
|
C+
|
Level Six
|
1460
|
C
|
Level Five
|
1400
|
C-
|
Level Four
|
1340
|
D+
|
Level Three
|
1260
|
D
|
Level Two
|
1200
|
D-
|
Level One
|
0-1199
|
F
|
*Levels are out of 2000 points. XP is gained by completing Quests, Raids,
Crafting/Gathering, and Guild Chat.
Quests:
Individual Research paper: 10-15 page research paper worth
up to 700 points (Due at week 10).
*repeatable for points*
Individual Presentation: 15-20 minute presentation worth up
to 500 points (Due at week 10).
*repeatable for points*
Individual Discussion Facilitation: Lead a discussion for 30
minutes for up to 100 points (Due between weeks 10-15).
Guild Chat:
Avatars are required to participate in classroom discussion and online discussion. Participation is worth up to 50 points and up
to 2.5 % of your overall grade. Online
postings about the reading will be posted by 10pm the day before class using
online medium of the teacher’s choice.
Crafting/Gathering:
Quizzes: Each week (1-16) there will be an up to 15 point
multiple choice quiz (worth up to 12% of the final grade).
Students are required to “craft” their own quiz each
week. The first week is done by the
instructor in order to give concrete examples of each type of question. Each quiz will include one question from each
of the five levels of Bloom’s taxonomy to ensure cognitive learning for each
chapter or reading.
Knowledge: Surface
level questions that express/explain overall ideas from the reading.
Application: A
question that shows application of student’s/avatar’s experiences to core
concepts in the reading.
Analysis: A
compare/contrast application of two concepts from the reading.
Synthesis: A
question that uses a previously discussed concept from the class to relate to
the current reading.
Evaluation: A
question that requires the student to choose and evaluate a direct quote of
their choosing, and explain why they agree or disagree (Johnson, p. 36)
Each question is worth 3 points. 1 point is for the
construction of a question that follows one of the five levels. 2 points is for
a thoughtful and correct answer to the question.
Exams: Three exams will be given (at 5 week worth up to
300pts, 10 weeks worth up to 400pts and 15 weeks worth up to 500pts).
These exams are crafted by the teacher partially from
exemplary questions from students’ quizzes.
Raids:
Large Group Research Paper: 25 page research paper worth up
to 500 points (Due at week 10) *repeatable for points*
Large Group Presentation: 25-30 minute presentation worth up
to 400 points (Due at week 10) *repeatable for points*
Large Group Discussion Facilitation: Lead a discussion for
60 minutes worth up to 300 points (Due between weeks 10-15)
These projects are similar to the individual projects in
nature, and follow the same guidelines.
*For each group project there will be a separate anonymous
questionnaire with a range of points for the other group members. Points will be awarded according to which
avatar gets the most votes for (Can assign positions 3, 4 and 5 to more than
one avatar)*:
1. Raid Leader 100 pts.
2. Tank 75 pts.
3. Healer 50 pts.
4. DPS 25 pts.
5. Needs a Rez 0 pts.
2. Tank 75 pts.
3. Healer 50 pts.
4. DPS 25 pts.
5. Needs a Rez 0 pts.
End Game:
Each player is required to write a reflection paper
addressing both concepts covered in the class, as well as the gamification of
the classroom. Content will be graded
for class concepts, but a review of gamification is opinion based and will only
be graded on spelling and grammar. Must
be between 3-5 pages. Worth up to 100
pts.
Points are deducted for errors in spelling and grammar. Proof read your work carefully and please see
grade sheet for detailed list of what is required for all papers.
Quests that are *repeatable for points* are quests that can
be done a second time (with significant and substantial revisions) with
permission from instructor.
Attendance and Conduct
Attend every class. What
you miss is important and is not covered in the book. Just as with a game, experience is
everything. Missed work is YOUR
responsibility. Assignments must be
turned in on time whether you miss class or not.
This
syllabus is an idea of what could be in a classroom. I have no way of implementing this yet, but
plan on trying to adapting it for my public speaking classes for next
semester. I also plan on talking to
other teachers in the communication studies to see if this syllabus can be
implemented in one of the new media studies classes. I believe that this syllabus has the
potential to be a great asset for any class, and I hope to find other ways of
sharing/showing this idea with others.
References
References
