Gamifying Education – How to Make Your Classroom Truly Engaging – Extra Credits

39 thoughts on “Gamifying Education – How to Make Your Classroom Truly Engaging – Extra Credits

  1. As someone who excelled in college when he had a sense of agency (3.96 GPA and 5 honors at graduation) and who has been unemployed for a year despite every conceivable effort, I just wanted to say thank you.

    You finally crystallized in that section why I've felt so…off. I'm a strong Type A who felt his entire sense of agency ripped away from him and is frustrated and hurt that he can't find employment. Plus broke. :-p

  2. too many problems in education today. 1) too much emphasis on memorization versus intuition 2) the same path for all students, even when their interests vary to significant degrees, 3) The education system does not adapt to the most pressing issues the students are having. Students keep moving forward even when there are significant holes in understanding. 4) students are just not motivated to learn. The process of learning is not enjoyable for them.
    I believe games and Machine learning are game changers for education and an informed society. I was so board in history class.

  3. Leave it to a Canadian Pixar animator and a small team doing these videos as a hobby to be better at teaching millions of people than most teachers and professors throughout much of the world. My school had a point system that worked well for helping students stay on task and earn points that got used for various purchases, and a year end auction of items that got donated to the school. Unfortunately, the school fails in so many other ways, that a lot of students willingly ignore the topic of the class and take a nap or read/do something else more interesting to themselves, knowing they will get penalized for it. I always had an interest in Japanese mythology while growing up, go figure, when the teacher wanted us to read along through a story about some African small town villager, I had no interest in it, because of my own life in a small rural farm town I fought long and hard to disassociate myself from. My life experiences throughout the entirety of highschool has been as productive as all the time I spent on my Tamagotchi. If I got a do-over, I would have dropped out of school when I was 14 (year 2001) and never look back.

  4. I want to say a big thank you to the Extra Credits team for this episode from long ago. I am using the topic of this video as a jumping off point for a research paper for my grad class on ethics and technology in the classroom. I plan to talk about Reality Ends Here and Classcraft as examples as well. I can't remember the last time I was this excited or motivated to do a research paper. 🙂

  5. my school uses the genaric A P B BB rate (a = advansed P= proficent(pass) B=basic (barley failed) BB (you failed like hard fail) ) it is sad i wish it had an A=40 P=30 B=15 BB=0 or some variable of that. sekighara–> wikipedia—> monarch butterflies HA you have like 4 links i have 1(im only counting wiki)

  6. If a student wanted to learn on their own, wouldn't that be an intrinsic motivation? If a student were intrinsically motivated to do something then they'll be interested in a topic for a longer period of time than someone who is externally motivated. We're much happier doing what we want to do than what we have to do (which probably ties into agency)

  7. How about monopoly as a tool to get people learning?

    Properties could be countries/historical figures, and to buy that property you have to do a class presentation. Instead of chance/community chest cards that penalize you in game, you can have the option to make a poster about one of the planets in the solar system.

    The child who wins the game can have a pizza party or something.

  8. wikipedia link paths?
    BRUTE FORCE ALGORITHM
    if it works…
    what if 2 kids get the same # of zeldas links?

  9. Here's a problem I don't see addressed by this video or in my (admittedly brief) scanning of the comments: Grades are not the same as XP. Or at least they're not where I teach. A grade is supposed to be an indication of a student's achievement of curriculum expectations (That being said, grades are problematic too, but that's another topic). In this video, grades are treated as rewards. It would be unprofessional of me to award a student XP, and then have that correlate to an actual grade, for something another student has demonstrated (as described in the one hypothetical scenario where one student's achievement can unlock extra XP for the whole class). Still, I love the idea, but the XP/grade correlation has to have integrity.

  10. Are there any case studies when this kind of gamification has been put into practice in the class room? Preferably at the university level, or any groups that are experimenting with this?

  11. you win, I tried to do battle of Sekigahara -> a clan in the battle -> flower (a lot of their symbols are flowers -> butterflies (they land on flowers) -> monarch butterflies, but that didn't work. As a kid, I think these are good ideas

  12. As a 13 year old, this fails miserably once you take the smallest look at it from the pessimist's view. Because from the end of the student that understands how marketing works, the Gaining points/Losing points thing is only a mentality. And you can't change that fast enough to do anything.

  13. Hey, I am about to gamify my class, and I'm interested in what you said about giving "skill" every time students reach a level. Can you explain more about this? Thank you. I'm teaching math for 6th grade, by the way.

  14. One of your Ideas about ARGs is something I hope will come, but am unsure about due to the nature of schooling right now. With people separated into different grade levels and all receiving relatively similar curriculum, it would be hard for those who wish to simply skip the work to get it off others who did it last year. I feel that the best way to integrate ARGs would be to interconnect all the grade levels and give them each parts of a puzzle, rather than just between grades. Even more, I think it would be good to integrate the idea of different routes determined by action, with paths changing based on actions taken in previous grades, with no set "best path", similar to Dungeons and Dragons or Detroit: Become Human's paths. Disclaimer: I have not played either Detroit nor Dungeons and Dragons, the info I have is second hand, so it may not be a good comparison. Also, forgive me if they addressed any of this in the video.

  15. This idea is not a new one, but definitely the best one for education. I remember growing up playing math games such as the JumpStart Adventures series of games (My favourite being Mystery Mountain), or logical training games such as The Zoombinis. Hell, I STILL play The Zoombinis sometimes for fun, it still holds up as a great game.

    The desire to make modern, eventually VR based, educational games is what has motivated me to start learning about game design, coding, art asset creation, and creative writing for storytelling.

  16. I am part of a company called Prodigy. We are trying to bring math to kids via a game. If you have a chance look it up, I think it's one of the best programs out there for this type of gamifying education.

  17. I do a STEM course in school. I can complain a lot about the lack of enthusiasm from my peers, there’s something I love about the class. All the kids go at their own pase and can go as fast or slow as the want to on their assigned projects. And when he kids who are faster complete the assigned tasks they get to do a sort of freestyled project that has real world solutions.

  18. I've literally started to introduce technology-literacy into the classroom and I'm formulating ways to make the English language more attainable to students of the techno-era and this video has answered so many of my questions as well as made my creative juices flow… I hope that I can create something that is cross-curricular. So thanks for the tips.

  19. I would hide my report cards because I didn’t want make my parents to be mad at me

    Edit: 4:28 OMG PA (I live here)

  20. on the topic of arg's imagine THIS happening on your first day https://docs.google.com/presentation/d/1mnJiDVADfOcmh1KDSnGxZrF4rzpScB69pS7KM_0y7JA/edit#slide=id.g35

  21. I'm working a tutoring job and a substitute teaching job while waiting for grad school to start. I might end up a professor one day. I'm not sure how much I will be able to do before reaching that point, but I would love if at least some of these got implemented. It exhausts me to deal with students who just don't care about math and science, and shut them out entirely without giving them a real shot. I know there are plenty of parts that many of them won't use in later in life, but I believe some of them might find that they actually are good at math if I could just convince them to really give it a shot, and that they could seriously have a future in science if they wanted. But it's hard with my limited time and experience to find ways to truly engage them. Thanks for the episode.

  22. God these videos are terrible. I'm really interested in what you're but the images flicking every 0.5s are super annoying. You don't have to depict every single word. Cognitive load, hello… I ended up listening to the audio only.

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