This nice video has great concepts of Gamification.
Gartner Group defines gamification as "the use of game mechanics in nonentertainment environments to change user behavior and drive engagement"
Gamification It's youthful, clever, and promises to transform mundane tasks into fun activities. It speeds up learning and increases productivity in the process.
Unity may mostly be known for the focus on “fun and games.” But over the years the use of the platform has truly matured in the development of industry-defining game changers (pun intended) for serious games and virtual environments, from the military to education to medical.
This is an article taken from: IBM: Serious games for smarter skills: The future of learning.
Games and the technologies have fundamentally changed the way we play. The players are older, the genres are broader, the games are much more advanced, immersive, and engaging. Companies today are integrating game mechanics and game-based learning into more and more everyday applications, also fundamentally changing the way we work today. Video games are widely used in a variety of disciplines such as behavior modification, autism therapy, leadership skill building, and strategic analysis.
In the modern classroom, teachers are always looking for ways to make learning fun and interesting. iPads, games, eLearning platforms and BYOD are all on the menu…. and let’s face it, technology (from DVD players to iPads) can make life a lot easier in the classroom.
It's often been a criticism of many attempts to make MMORPG computer games educational, that when that happens the fun goes. I have to say that it is often the case, but I think Power Up is an exception.
Power up is an educational computer game based around the concept of helping students to understand the need for clean energy. It takes the scenario of a planet ( set in the future) which needs rescuing.
One word – Gamification – is being used to mean such a wide variety of end results. One company’s gamification looks nothing like another company’s gamification. This seems to raise a barrier when explaining gamification to companies who are looking for new marketing strategies and tactics.
I decided to study the various forms of Gamfication and see if I could come up with some basic classifications. My hope is that these classifications can form a logical way to communicate with those outside the game design paradigm to help them understand exactly what Gamfication is and to look at how it might be helpful to their own enterprises.
Serious games have been defined as games whose primary purpose is not entertainment but which have been developed for serious benefit or outcome. It includes entertainment games that have been intentionally re-purposed to deliver serious outcomes. This definition is not always helpful because it does not embrace the potential of technologies which create or use immersive experiences to deliver serious benefits. These applications may not use gameplay.
Gabe Zichermann is an entrepreneur, author, highly rated public speaker and gamification thought leader. He is the chair of the Gamification Summit and Works...
Everyone is saying that gamification in e-learning is going to be a blockbuster. That is really works. I'm hear to tell you that it really only works if the learner actually learns, retains and syn...
"It will have to be renamed," said Kris Duggan, founder of gamification startup Badgville. "It is a loaded word."
Duggan said he encourages Badgeville employees to use terms like “behavior management,” “persuasive design,” and “motivational design,” but the change of tone goes beyond just how people in the industry talk.
The recent trend towards gamification shows gaming elements creeping in to applications and activities that may not normally be considered as "playing a game."
With gamification gaining global popularity as an effective strategy in building and maintaining audience engagement in marketing, human resources, and educational fields, five gamification practitioners from Australia, Brazil, New Zealand,...
SimAULA is a European Lifelong Learning Programme project aimed at offering a virtual medium for initial and lifelong teacher training. The project’s originality lies in the tool that its participants have designed, a simulation of the serious game variety which enables users (teachers in training, in this case) to put their skills into practice in an environment that faithfully recreates the reality of teaching. Additionally, as a simulation, SimAULA makes it possible to avoid the negative consequences that teachers’ actions could have in the context of a real classroom. Possibilities for SimAULA’s future development include enabling users to customise teaching scenarios, so that classroom activities can be steered towards work related to different values or ethical or social issues of interest within a given curriculum.
Minecraft, as it stands, has sold around twenty million copies across multiple platforms. It's arguably one of the most successful games of all time, and a demonstration of the fact that videogames...
Video games can be political and tackle hot-button issues. Games can have important things to say, and expand our brains and hearts. Games can be both a legitimate form of entertainment and a valid form of artistic expression.
All these things are true. Do you know what bums me out, though? That this is apparently news to most people.
The Institute for Informatics Logics and Security Studies at the University at Albany is looking for a postdoctoral research fellow to join The Cycles of Your Cognitive Learning, Engagement and Schema (CYCLES) Project. The CYCLES Project is a joint effort of communication, psychology, education, and computer science faculty at the University at Albany, SUNY, Colorado State University, and the University of Arizona. We aim to develop educational games and test game components to identify the optimum game that will teach students about cognitive biases in decision-making and help them learn to make better decisions.
Following my prior posts Serious Games To Foster National Dialogue About Judiciary System and Learning By Doing Civics Through Serious Games, the campaign to improve high-school civics education led by retired U.S. Supreme Court Justice Sandra Day O’Connor received a boost last week when the Arizona Department of Education endorsed her web-based educational tool iCivics, which includes lesson plans and web quests, but the big draw being an impressive collection of Serious Games.
This post is about a new extended model of the Gamification Player Types that i developed with the guidance of Andrzej Marzcewski (@daverage) based on his previous framework.
So let´s start with some questions: why shall we create a model for player types? Is it neccesary or useful?
Before starting with the characteristics and definitions of each player, i do want to focus on something that i consider, it is really important to take into account:
"Players are not always the same. Their roles and motivations change throughout the player´s journey, and our best hope is to make it endless in time"
In the old days, gamification meant changing something that wasn’t a game into a game. For example, you might have some kind of simulation that you would “gamify” by adding gameplay to it.
The modern use is almost the complete opposite. Now, it means taking techniques from games and applying them to non-games. The result is a non-game that includes some game elements – but crucially NOT gameplay. If it did include gameplay, it would be a game; then we’d be talking “serious games” or “games for a purpose”.
The new multi-school cluster will co-locate teaching and research programs in games as a creative art form, game design, digital media design, computer science, and engineering – with each program retaining its department affiliation and school identity. It will include undergraduate, graduate, and post-graduate students from NYU and NYU-Poly. It will serve as the first space at NYU to co-locate faculty from different schools – including NYU-Poly, which will become the school of engineering at NYU in 2014 – creating a shared facility for collaborative teaching and research.
At some fundamental level, all games are built from the same basic concept. From Skyrim to football to Monopoly to poker, a player has both a goal and a set of rules that frame exactly how he or she achieves that goal. Some rules say what you can do, some say what you cannot. All the same, something about our brains craves rules. In a very innately human way, they create challenges for us to exercise our minds and bodies. At the same time, it’s very arbitrary. There’s no intuitive reason why one must dribble a basketball or have a hand of five rather than six cards in poker, and yet these restrictions invigorate and stimulate us to achieve arbitrary goals. Mind you, I am not saying games are pointless, but rather that there is tremendous potential in encouraging the kind of behavior seen when one plays a game. In fact, many people are trying to do just that.
Interest in gamification is growing steadily. But as the underlying mechanisms of gamification are not well understood yet, a closer examination of a gamified activity's meaning and individual game design elements may provide more insights. We examine the effects of points -- a basic element of gamification, -- and meaningful framing -- acknowledging participants' contribution to a scientific cause, -- on intrinsic motivation and performance in an online image annotation task. Based on these findings, we discuss implications and opportunities for future research on gamification.
To get content containing either thought or leadership enter:
To get content containing both thought and leadership enter:
To get content containing the expression thought leadership enter:
You can enter several keywords and you can refine them whenever you want. Our suggestion engine uses more signals but entering a few keywords here will rapidly give you great content to curate.
Your new post is loading...
Scoop.it!
