Gamification Strategies for Music Educators: An Online Continuing Education Course

This curriculum project is designed to provide music educators in the public and private sector with introductory knowledge about the topic of gamification and game-based learning, framed within the scope of an online continuing education course. It is meant for adult learners who teach young musicians in the K-12 range. The course offers a set of strategies and step-based processes that help transform a traditional music lesson plan into an interactive and meaningful learning experience that leverages games. The games created by the students in the course can serve to motivate music students by incorporating a sense of competition and personal achievement in and out of the classroom. Research in game-based design will demonstrate the usability of gamification within music education. This project aims to provide gamified knowledge delivery methods and assessment tools that apply to students in K-12. While one of the goals of gamification is to enhance music education through the creation of fun activities, the curriculum does not lose focus on the importance adhering to the National Core Arts Standards of creating and performing. 1 Game-based learning can complement hard-work and consistent practice through the use of game elements during a music lesson. Educational games can be a valuable method of instruction when a student struggles to understand complex subjects such as music theory by helping the student develop necessary critical thinking skills. Game-based music learning can also increase student interest and participation during class. Keywords: gamification, game-based learning, gamified system design, engagemen

Designing effective multi-user learning environments to enhance game-based learning

This literature review examines the properties of specific video games, classified as multi-user learning environments, for commonalties and compares these pieces of software with sound learning theories to determine effective methods of using these types of software for educational applications. This category of software, though not initially developed as an educational learning environment or tool, has gained interest due to the social and entertainment value inherit with this type of game play. This paper reviews relevant published research material that examines the characteristics of both games created for entertainment value and games created for educational purposes to provide insights on how to better develop software in the future that supports effective instructional theories while at the same time engaging the learner. After examining literature around multi-user learning environments, and game based learning, this paper suggests what could be developed as the next generation of multi-user game based learning

Engaging academically at risk primary school students in an ICT mediated after-school program

This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a 3-D Multi-User Virtual Environment (MUVE). Although there was no significant difference in the students\u27 academic performance, they were found to be more engaged in the learning tasks and had acquired a range of information and communication technology (ICT) skills. At the start of the program students attended irregularly, but this improved gradually over the weeks, and other Primary 5 students were attracted to enrol in the program. The planned schedule of the after school program and the 3-D MUVE provided the structures and online learning environment to engage these students. This paper reports on the after school program from the perspectives of the students and teachers, emphasising its context, that is, the school setting. The main finding suggests that the role of ICT has to go beyond the role of a mediating tool. It has to entice these students to be first interested in the virtual learning environment and subsequently in the content embedded within this environment. Thus ICT becomes a means to an end as well as an end by itself, in this process of engaging students. This finding has design implications especially for the use of ICT to engage academically at risk students

The role of gamification and game-based learning in authentic assessment within virtual environments

Gamification is the application of game-based elements to non-game systems. Within education this can incorporate many game-based mechanisms. We review the use of some of these specifically: rewind, ghost images, save points and multiple lives, and time and space control. The opportunities to use these game-based mechanisms to assist assessment have remained under-examined and under-exploited. However, these game-based elements are particularly pertinent within authentic learning supported by virtual environments. Thus, we identify how these game-based mechanisms can improve assessment while increasing efficiency and providing new opportunities for educators

An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments

Creating a design theory for Constructivist Gaming Learning Environment necessitates, among other things, the establishment of design principles. These principles have the potential to help designers produce games, where users achieve higher levels of learning. This paper focuses on twelve design principles: Probing, Distributed, Multiple Routes, Practice, Psychosocial Moratorium, Regime of Competence, Self-Knowledge, Collective Knowledge, Engaging, User Interface Ease of Use, On Demand and Just-in-Time Tutorial, and Achievement. We report on two pilot studies of a qualitative nature in which we test our design principles. Game play testing and observations were carried out on five Massively Multiplayer Online Games (MMOGs): RuneScape, GuildWars, Ragnarok, World of WarCraft, and Final Fantasy XI. Two educational games, Carabella Goes to College and Outbreak at WatersEdge were also observed. Our findings indicate that not all of the popular MMOGs and educational games support all of these principles

Formative Research on an Instructional Design Theory for Fostering Self-Efficacy Through Gamification

The merits of gamification as a learner-centered pedagogy that positively influences learner engagement and motivation are widely established in the literature; yet, few studies have ventured beyond motivation to consider the impact gamification has on self-efficacy. Moreover, guidance for the effective design and development of gamified instruction is lacking. This study describes formative research conducted on the Gamification for Enhancing Learner Self-Efficacy (GELSE) instructional design theory, which was developed to guide the design of gamification aimed at fostering self-efficacy. The goal of formative research is to identify improvements for an instructional design theory based on a designed instance of the theory. The GELSE theory was applied to an undergraduate community health nursing course in a fully online, accelerated degree program. The theory was evaluated by answering the following questions: 1) What methods of the GELSE instructional design theory were perceived to be more effective?, 2) What methods of the GELSE instructional design theory were perceived to be less effective?, and 3) What improvements can be made to the GELSE instructional design theory?. Data was collected in this qualitative study through open-ended questionnaires, focus group interviews, semi-structured one-on-one interviews, and observations of online learner activities and social interactions. The results show that the GELSE instructional design theory is effectual for guiding the design of gamified instruction intended to foster learner self-efficacy. Additionally, the findings from the research yielded a number of recommendations for improving the GELSE theory

A Learning Game For Youth Financial Literacy Education In The Teen Grid Of Second Life Three-Dimensional Virtual Environment

Game-like three-dimensional (3D) virtual worlds have become popular venues for youth to explore and interact with friends. To bring vital financial literacy education to them in places they frequent, a multi-disciplinary team of computer scientists, educators, and financial experts developed a youth-oriented financial literacy education game in the Teen Grid of Second Life 3D online virtual world. This paper presents the design and development process of this financial literacy education game, its learning effectiveness in classrooms, and lessons learned from the process

Serious gama for integration in higher education

Tese de mestrado integrado. Engenharia Informática e Computação. Universidade do Porto. Faculdade de Engenharia. 201

Raising awareness on sustainability issues through a mobile game

The paper presents a review on, and analysis of, the design, development and evaluation of experiences of learning through the 'Sustainability Serious Game'. The mobile game has been developed as means of helping public authorities to collect information and feedback on how public spaces could be improved based on collective intelligence procedures. Furthermore, as part of enhancing learning, the game intends to provide knowledge and awareness on sustainability issues for public constructions relevant to engineering and architectural disciplines. Deployed targeted questionnaires with thirty-three (33) computer science students in UK and analysed through a Likert Scale findings from evaluation demonstrate that a conceptual change may be achieved in relation to how sustainability has been perceived. A questionnaire with 20 questions was distributed to students for evaluating various elements of the game such as usability characteristics, accumulation, assimilation and consolidation of new knowledge patterns related to the learning-oriented benefits of the game with an implicit focus on whether the game can be integrated within an academic setting. The fundamental conclusion from the analysis of the game uptake is that it enhances student's engagement with sustainability issues, especially in blended learning contexts for 'blending' different pedagogical approaches with game-oriented features as means of improving educational practice