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Game Elements (Eight Game Elements - Karl M. Kapp (Element 4: Being at…
Game Elements
Eight Game Elements - Karl M. Kapp
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Element 4: Being at Risk
When people feel something is at risk, they pay closer attention, focus their energy, and are engaged with the task at hand
Force a “question run” in which the learner must get five questions in a row right. If they miss one, they get five additional questions. If they get them all right, they are done.
a player could lose a life, be required to start over, or lose all the gold coins collected because of a wrong move.
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Can there be a limit on the number of attempts—the risk being more tasks to accomplish if not done efficiently?
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osing a chance, missing out on a special trinket, or having to re-cover old ground
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Element 3: Challenge
Stay away from easy objectives, step-by-step instructions, and ridiculous multiple-choice questions.
Learning modules need to start with a challenges, something that is difficult, that requires deep thinking, and that cannot be achieved by guessing. ---EX Open the e-learning module by telling the learner they are auditing a client and one day during lunch an employee working in the organization enters their office and accuses the vice president of embezzling. The learner is now challenged with figuring out what to do. .
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Element 2: Action
Right from the beginning the player must do something. Run toward a shelter, find a map, or begin collecting pieces of the Triforce.
Don't make students read a lot of objectives, terms, or policies before taking the first step.
Follow the same format. Don’t start with a list of objectives; start with the learner making a decision, moving from point A to point B or selecting a plan of action. Involve the learner immediately in the learning process
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Element 1: Mystery
Mystery is the "what happened and why" element. E.G For example, not knowing the location of a hidden key to open a door or not knowing where to find information about the company’s safety policy.
Mystery arouses curiosity within the learner, and can motivate the learner to fill in gaps and locate discrepancies in information.
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don’t tell your learner everything; leave gaps the learner must fill. Let them know that the information exists, but that they need to look for it.
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Conformational Feedback-indicates the degree of “rightness” or “wrongness” of a response, action, or activity. Conformational feedback doesn’t tell the learner how to correct the action.
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Diagnostic feedback- designed to identify misconceptions by providing close distractors that are based on common mistakes learners tend to make and then corrects those common mistakes through the feedback.
6 Factors Of Classroom Gamification
Fun
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Look at your content from a new perspective- could two or four groups 'battle' over the information by presenting and quizzing each other?
Group students for cooperative competition, or simply cooperative learning journeys
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Learning Goals
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3 Driving Questions: what content or standards will be targeted?
How will they be assessed ideally within the gamification framework?
How can you create flexible learning goals that strive to meet the needs of students of varying "content readiness," literacy levels, and background knowledge?
Roles
Allow them to choose their own team names or help establish some random events so that they have ownership over the game.
OR have clear and accessible roles within your framework- roles that have credibility with the student.
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Routines
how do you inject those basic procedures into the game? Reward health points or take them away for tardies, rotate roles, make them characters, make them good or evil
give roles historical or mythical lore, or creative backstories.
classroom jobs, procedures for tardies, restroom, library, drinking fountain, pencil sharpener etc.
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Games let you become something else--- killers- who want to destroy,achievers-who want to win, explorers-who want to check out an environment and socializers–who play games to meet and interact with others.
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