ow H

HOMO FABERS
and

Homo ludens
LEARN

those who know

Homo sapiens

s sapiensw i n omo sapoe that they kno H n w

k those who

o economicus Hom
the rational ma n

the mature rationa l m

Homo economicus ma
an

turus

those who know

Homo sapiens

s sapiensw i n omo sapoe that they kno H n w

k those who

o economicus Hom
the rational ma n

the mature rationa l m

Homo economicus ma
an

turus

fabers CREATE Homo love to

ose who th
those who love to PLAY

Homo ludens

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Game-based Learning
using games in the classroom

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Game-based Learning
using games in the classroom
- - - - -

Listen to a Story Make a Story Play a Game Build a Game Collabora4ve Game-Play

Learning Eec4veness:
Memorize, Know, Understand, Synthesize, Create

Lets start with a story

A woman had just a few hours before she would die from a strange disease. There was just one drug that might save her.

PHARMACY

Only one pharmacist in the village had that drug and he was charging ten 4mes the normal price. The sick womans husband, Heinz, could arrange just half the amount.

PHARMACY

He pleaded and argued with the pharmacist that his wife was dying and so could he please lower the price or allow Heinz to pay later. But the pharmacist refused.

PHARMACY

Heinz got desperate and that evening he stole the drug.

Should Heinz have stolen the drug? Should he be punished?

Harvard psychologist, Lawrence Kohlberg, who proposed a stage theory of moral thinking, used stories like this one, to test moral reasoning.

1. Obedience and punishment orienta4on

(how can I avoid punishment?) (what's in it for me?)

2. Self-interest orienta4on 3. Interpersonal accord and conformity

(social norms)

4. Authority and social-order maintaining orienta4on

(law and order morality)

5. Social contract orienta4on

(empathy)

6. Universal ethical principles

(own moral code of conduct)

Kohlberg in the Classroom

hCp://www.youtube.com/watch?v=77uRQeu_pUQ

How to teach the concept of Justice? Curatorial Learning, of course!

Prof Michael Sandel www.Jus4ceHarvard.org

What Makes a Great Learning Experience - for Homo fabers and Homo ludens

What Makes a Great Learning Experience L e a r n i n g E e c 4 v e n e s s

E n g a g e m e n t

What Makes a Great Learning Experience L e a r n i n g E e c 4 v e n e s s

Tradi4onally: Stories Playing Tinkering Experimen4ng

E n g a g e m e n t

Impar4ng learning as disciplined, formal educa4on is a fairly modern inven4on, only a few centuries old

While it may be ecient, it is ohen:

q Boring q Stressful q Irrelevant All of the above

Most formal educa4on has degenerated into, Passive acquisi4on of knowledge Later regurgita4on in tests of recall

While research shows that deep learning happens when a learner is, Self-mo4vated to learn Constructs own understanding/meaning

When we play a game we are,

Intrinsically mo4vated Have a high cogni4ve commitment Deeply engaged Overcome dicult challenges of our own voli4on

Games can cultivate:

ACen4on Eort Persistence Rule following Trust Empathy Respect Fairness

But talk about games, and

Parents complain games are addic4ve and colossal 4me wasters Educa4onists lament games foster adverse social behaviour

What Makes a Great Learning Experience? L e a r n i n g E e c 4 v e n e s s Use Games but with minimum adverse consequences?

E n g a g e m e n t

What Makes a Great Learning Experience? L e a r n i n g E e c 4 v e n e s s Use Games but with minimum adverse consequences?

GAMIFICATION
may hold the answer
E n g a g e m e n t

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Game-based Learning
using games in the classroom
- - - - -

Listen to a Story Make a Story Play a Game Build a Game Collabora4ve Game-Play

Learning Eec4veness:
Memorize, Know, Understand, Synthesize, Create

GAMIFICATION
is use of game-elements in non-gaming contexts

Some examples of Gamification

Nike online tness community Ci4zen Science projects like GalaxyZoo.org Volkswagens www.funtheory.com in rewarding drivers who drive within speed limit

What Gamification is NOT:

Simply adding Points, Badges and Leader Boards as a layer on top of a learning ac4vity

What Gamification IS:

Deconstruc4ng good games to nd elements that enrich a learning experience, e.g. Connec4ng with players passions and goals Perhaps, allow personaliza4on of goals With games, learning is the drug
(Raph Koster, game designer, author - Theory of Fun)

Why Learning becomes Taxing in a School Environment? Perhaps

Unlike a game, the challenges provided are not novel or interes4ng Challenges are not contextual not related
with learners aspira4ons or life situa4on

Based on a talk by Sebas/an Deterding, designer

hCp://bit.ly/PC8rjn

Why Learning becomes Taxing in a School Environment? Perhaps

No varying of pace in learning No scaolding that allows gradual learning No excessive posi4ve feedback (informa4onal
and not judgmental feedback)

Based on a talk by Sebas/an Deterding, designer

hCp://tedxtalks.ted.com/video/TEDxBozeman-Paul-Andersen-Class

Lee Sheldons book The Mul4player Classroom Designing

Coursework as a Game

Good game designers understand that one size does not fit all
In a game, A newbie needs to be onboarded A regular needs fresh challenges new learned
behaviours become a habit

An enthusiast plays the game for mastery

Based on a talk by Amy Jo Kim, game designer hCp://www.youtube.com/watch?v=F4YP-hGZTuA

What Motivates/Engages People

Amy Jo Kim 4 reasons for Social Engagement Express Explore Compete Cooperate

Based on a talk by Amy Jo Kim

Engagement Loop in a Game

Call to Action

Express/Explore/Compete/Coop

Player (re)Engagement
Task/Mission/Quiz

Fun/Delight/Trust/Pride/Curious

Positive Emotions

Statistics/Analytics/Feedback

Visible Progress

Based on a talk by Amy Jo Kim

According to Joseph Campbell, the journey of the archetypal hero in mythologies consists of
" " " " "

Call to Adventure Refusal of the Call Divine intervention or Epiphany Journey of Trials & Tribulations Return and Master of both worlds

The learners journey could be, knowledge acquisition, mastery, innovation or transformation of self

Game = PERMA
Amy Jo Kim good games embody the same 5 elements that are impera4ve for well-being and happiness (Mar4n Seligmans book, Flourish)
P = Posi4ve Emo4ons E = Engagement R = Rela4onships M = Meaning A = Accomplishment
Based on a talk by Amy Jo Kim

Impact of emotions on learning and performance...

A Class Divided
hCp://www.pbs.org/wgbh/pages/frontline/shows/divided/

In his book Social Intelligence, author Daniel Goleman explains the impact of emo4ons on learning and performance...

Hans Selye divided Stress into two categories - Distress (persistent stress that is not resolved through coping or adapta4on) and Eustress (or euphoric stress that enhances physical and mental func4on) - high performance requires op4mal stress

Mihaly Csikszentmihalyi on FLOW

High Challenge Low Skill Cogni4ve Overload Lack of Prior Knowledge
(pre-requisites)

Wrong Mental Model Leads to Anxiety - Provide Scaolding

(e.g. step-wise hints)

High Skill Low Challenge Quickly move to the next level (Mastery Learning Khan Academy)

Personaliza4on of Learning Role of ICT

Harvard Professor, Clayton Christensens book Disrup4ng Class

Good Game Designers Understand the Psychology of Motivation!

Self-Determination Theory!
THE MOTIVATIONAL SPECTRUM External Regula/on > Introjec/on > Iden/ca/on > Integra/on > Intrinsic Amo$va$on Extrinsic Mo$va$on Intrinsic Mo$va$on

Indierent to External Regula$on: you dont want to do Doing something for a task something but do it because someone wants the love of it you to do to it Not for the reward Introjec$on: do it because it enhances your status I will do it because others will value E.g. spending 4me me with family, listening Iden$ca$on: I dont really enjoy doing it but to music I will do it because I see value in doing it. E.g. study math Integra$on: I will do it because it align with my goals (even though I might not enjoy doing it). E.g. exercise

!Effectance Motivation!

Organisms have a tendency to explore and inuence the environment and the master reinforcer for humans is personal competence (competence is the ability to interact
effectively with the environment)

- Psychologist Robert White

In his book Drive - The Surprising Truth about What Motivates Us author Daniel Pink suggests that the new operating system for the 21st century, or Motivation 3.0, has three components:

Factors that inuence Intrinsic Motivation!

Autonomy: the urge to direct our own lives

Mastery: the desire to get better and better on something that matters
Purpose: a yearning to do something larger than our self-interest

hCp://www.ted.com/talks/brenda_brathwaite_gaming_for_understanding.html

Good Game Designers Understand Currency of Attention!

 How do we stay focused? To understand this lets look at

play, because while playing we are usually naturally aCen4ve

This happens because our mind

is wired such that it seeks variety and in play the s4mulus is constantly changing
Every moment of a tennis match is dierent, and if runs are not being scored or wickets are not falling then even cricket becomes boring - we stop paying aCen4on!

Ellen Langer, Harvard Professor of Psychology, conducted a study where she asked par4cipants, who did not par4cularly like classical music, to listen to classical music
One set of par4cipants was asked to no4ce three to six novel

aspects about the ac4vity, like no4ce the musical instruments they could iden4fy dierences

Another set was not given any instruc4ons to no4ce The Study revealed that more the dis4nc4ons drawn by

careful no4cing, the more the subjects liked the ac4vity interested we become and more we learn

Thus, the more we deliberately engage with a task the more

Langer calls this a mindful autude to learning - the opposite autude is a mindless rote or autopilotlearning Connect what you are learning with your life and make it more meaningful Self-reference Eect - informa4on that is related to us is easier to learn While studying we should mentally ask ques4ons about the topic, look at the informa4on from various perspec4ves and relate it to our personal life or of someone we know By making informa4on meaningful we remember it longer

Good learners know how to make learning interes4ng by deliberately bringing in variety in what they are studying
For example, while reading a book, they mentally ask ques4ons and try to answer them, look at the book from various perspec4ves or think about dierent endings to a story

In Summary
Game Elements that can be used to Enrich the Learning Experience are

 Meaning: contextual goals, shrink the goal personaliza4on Intrinsic Mo4va4on: mastery, autonomy (play = voluntary, what
the body in not obliged to do Mark Twain)

Varied Challenges: non-repe44ve, novel challenges; experience

failure, value the win

Environment
- Safe but not sterile environment, where consequences are not dire - Frustra4on is taken in stride - Failure is less shameful

 Scaolding: challenge and skill balance Flow Changing S4mulus: for intense engagement Feedback: instant, juicy, informa4ve, non-judgmental feedback
that helps improve performance

Collabora4on: communi4es of common interest

Mutual respect Trust Benevolence Empathy

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Game-based Learning
using games in the classroom
- - - - -

Listen to a Story Make a Story Play a Game Build a Game Collabora4ve Game-Play

Learning Eec4veness:
Memorize, Know, Understand, Synthesize, Create

The Engagement Spectrum

The Engagement Spectrum

The Engagement Spectrum

The Engagement Spectrum

Story Creators and Animation Tools for iPad

The Engagement Spectrum

Learning Teaching Scotland - Game-based Learning

hCp://www.heppell.net/bva/bva5/elrick.htm

The Engagement Spectrum

The Engagement Spectrum

Solo Games: typically provide a deeper learning experience Collabora4ve Games: typically provide higher learner mo4va4on Gaming Communi4es: several learning theories at
work, e.g. Vygotskys Zone of Proximal Development, More Knowledgeable Other and Lave & Wengers Legi4mate Peripheral Par4cipa4on and Situated Learning

Gaming Communi4es: very good for cul4va4ng skills essen4al for success in the 21st century - Collabora4ve problem solving - Co-construc4ng meaning - Consensual decision making - Responsibility and self-directed learning

hCp://youtu.be/yDPssJedOJ4

Learning Cycle in a Gaming Community

Also available as eBook

John Seely Browns website

hCp://www.johnseelybrown.com

ARG! Alternate Reality Games

Jane McGonigal: Gaming can make a beJer world

TED Talk

hCp://www.youtube.com/watch?v=dE1DuBesGYM

Games are engaging, no doubt. But, what about LEARNING EFFECTIVENES

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Game-based Learning
using games in the classroom
- - - - -

Listen to a Story Make a Story Play a Game Build a Game Collabora4ve Game-Play

Learning Eec4veness:
Memorize, Know, Understand, Synthesize, Create

Blooms Taxonomy of Sorts!

Crea4vity Synthesis

Understanding

Knowing

Memorisa4on

Challenge Add Context

Blooms Taxonomy of Sorts!

Crea4vity Synthesis

(vocabulary around a theme, Radio Show type game)

(beCer 4me or beCer score)

Novelty of Form Factor

Understanding

Knowing
- Recall of facts - Tradi4onally learned by rote

Memorisa4on

Add Context

Engagement
(mul4media storytelling)

(problems that learner can relate with)

Blooms Taxonomy of Sorts!

Crea4vity Synthesis

Understanding

Knowing

Knowledge of a domain

Memorisa4on

Detectives at th e British Museum

Thousands of year s ago I used to be a king but you can still meet me at th e British Museum. Although I am a little tied-up today ! Who am I? Clue: Go to room (9 X 7) = ?

Simple Games I have made for my son (this one, when he was 9)

Simple Games I have made for my son (this one, when he was 10)

It is old wine in new boCles a simple quiz converted into QR code cool form factor!

- Ac4ve Explora4on - Discovery Learning - Feedback (Hints = Scaolding)

Blooms Taxonomy of Sorts!

Crea4vity Synthesis

Understanding

- Making connec4ons with prior knowledge - Applying knowledge in novel contexts

Knowing

Memorisa4on

ICT Curriculum Beyond Word and Excel Learning by Tinkering

Arduino
Is a tool for making computers that can sense and control more of the physical world than your desktop computer. It's an open-source physical compu4ng plazorm based on a simple microcontroller board, and a development environment for wri4ng sohware for the board.

Blooms Taxonomy of Sorts!

Crea4vity Synthesis
Seeing paCerns and rela4onships between discrete knowledge nuggets, across domains

Understanding

Knowing

Memorisa4on

- Require cross-domain knowledge - Decision Making skills - Problem Solving skills

Blooms Taxonomy of Sorts!

Crea4vity Synthesis

New connec4ons, innova4ve solu4ons

Understanding

Knowing

Memorisa4on

Using underlying Physics engine, create own games, own stories

Curating Good Games

You can search for educa4onal games on Android Market

You can search App Store for educa4onal games

Search Google for Serious Games on your topic of study... you may nd a good game

Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification
using game-elements in learning
- - - - - - - - Novel Challenges Intrinsic Mo4va4on Contextual Emo4ons/Experien4al Scaolding, Feedback Conversa4on Collabora4on ACen4on

Game-based Learning
using games in the classroom
- - - - -

Listen to a Story Make a Story Play a Game Build a Game Collabora4ve Game-Play

Learning Eec4veness:
Memorize, Know, Understand, Synthesize, Create

Let the Learning Games Begin...

For more learning modules on skills relevant for ourishing in the 21st century visit - www.TimelessLifeskills.co.uk

Or join the Learning Conversa4ons on Facebook - www.facebook.com/lifeskills

Thank you

If you have ques4ons or comments please feel free to email me at: Atul.Pant@gmail.com