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Gamification (music classroom) - Coggle Diagram
Gamification (music classroom)
Description:
(Wagner, 2017).
using game elements in non-game context
e.g. using rules in video games in a classroom. Instead of "homework", tasks are repackaged as "challenges" or "quests" and online music games are incorporated into units of study
student earn points for desired behaviours & compete with each other for public recognition. E.g. There would be an online system to show the points collected. At the end of the week teacher summarises the performance of the class
achieve small goals along the way
potential positive impact
increased student engagement
educators can create "limitlessness" to set more challenges and goals (Wagner, 2017) e.g. perfect sounds in a certain piece
classroom management
helps students understand the consequences of certain behaviour (Sanchez et al., 2016)
neuroscience (Mullins and Sabherwal, 2020)
emotion
emotional arousal consolidates memories over time
challenges may create negative emotions e.g. anxiety and frustration
A small dose can be used as motivation
(immersion and higher engagement level)
memory
working
increases motivation to train
episodic
created through immersive games
game players display attentional and visual perceptual advantages. giving females experience in playing an action video game also reduce gender differences in attentional and spatial skills (Connolly et. al, 2012)
potential challenges
school funding
schools with limited resources may not be able to afford-lower student:computer ratio is ideal (Schaaf and Mohan, 2014)
some students may not be interested to engage in "challenges" so they choose to disengage e.g. they are playing online games of choice instead/ on their phones/ chatting
encourage students and let them create a playlist for the class if they participate and have positive attitude
walk around the classroom closely monitor their progress
may not be applied to all subjects (but rhythm games like piano tiles can be applied to classroom teaching)
loss of motivation over time (Toda, Valle, & Isotani, 2018) if the game lasts for a whole term for instance
lack of professional development (Schaaf and Mohan, 2014) educators are not equipped to gamify their classrooms
stigma associated with video games (pressure from parents and teachers) (Schaaf and Mohan, 2014)
evidence from students
feedback
level of engagemnet
adjust pace according to student abilities and feedback
e.g. choose games that are less competitive/ has lower pressure/ extend time limit if they find the activities too stressful
Do a summary in the last 5 minute of class to test if they rememberer the content
opinions: at the beginning of the class, ask each student to point out one thing they find difficult in my lessons/ previous activities
e.g. they might say they feel nervous about having to win the games. Then, I will have to take their effort into account. Maybe create awards for best improvement etc.
data from assessments/learning progress e.g. if they can keep up with the music projects are they submitting their homework?
if games actually facilitate learning or hinder it
be flexible and adjust the pace if students have trouble keeping up
class observations by supervisors because they tend to have a clearer picture of students' response
evidence from teaching practice :
level of engagement?
effectiveness of games
are students on task? Are they chatting about music?
time used to "manage" class, increased or decreased? Am I able to start activities after the first 10 minutes (for roll and setting up)?
supervising teacher's feedback e.g. if they learn or behave differently with prac teacher
amount of time used to finish a short task e.g. compose a simple melody because it should only take around 30 mins max. if students are fully engaged and understand the content and instructions
reflects the effects of gaming on the class. It might make students more competitive with each other and they might become more efficient.
specific ways to apply in teaching
online games
creating artificial reality by setting game rules and challenges that have to be completed within a time limit e.g. a group needs to create a short arrangement on logic pro within 15 mins (Cassie, 2016)
systems for desired behaviour
make sure teachers are familiar with content and their students (Sheldon, 2020)