Using Gameplay Patterns to Gamify Learning Experiences

Gamification refers to the use of gaming elements to enhance user experience and engagement in non-gaming systems. In this paper we report the design and implementation of two higher education courses in which ludic elements were used to enhance the quality of the learning experience. A game can be regarded as a system of organised gameplay activities, and a course can be regarded as a system of organised learning activities. Leveraging this analogy, analysing games can provide valuable insights to organise learning activities within a learning experience. We examined a sample of successful commercial games to identify patterns of organisation of gameplay activities that could be applied to a course design. Five patterns were identified: quest structure, strategic open-endedness, non-linear progression, orientation, and challenge-based reward. These patterns were then used to define the instructional design of the courses. As a result, courses were organised as systems of quests that could be tackled through different strategies and in a non-linear way. Students received frequent feedback and were rewarded according to the challenges chosen, based on mechanics common in quest-based games. The courses involved two lecturers and 70 students. Learning journals were used throughout the term to collect data regarding student perceptions on the clarity and usefulness of the gamified approach, level of motivation and engagement in the courses, and relevance of the activities proposed. Results show that students felt challenged by the activities proposed and motivated to complete them, despite considering most activities as difficult. Students adopted different cognitive and behavioural strategies to cope with the courses’ demands. They had to define their own team project, defining the objectives, managing their times and coordinating task completion. The regular and frequent provision of feedback was highly appreciated. A sense of mastery was promoted and final achievement was positively impacted by the gamified strategy

A Model to Identify Affordances for Game-Based Sustainability Learning

Sustainability learning requires the assimilation of domain-specific knowledge and the development of mindsets suitable to engage in complex system dynamics to foster sustainable action. There is a need for bespoke educational models and practical tools to foster sustainability learning. Digital games can answer such need, due to their remarkable potential to wholly engage players in sustainability-related contexts and problems entailing complex dynamics, and the advantages of intrinsically motivating game-based learning processes. However, there is evidence suggesting that such potential might be underexploited. To address this, in this paper we present a model for the identification and analysis of game-based sustainability learning affordances. Our model can be used to support the selection of games for educational purposes, or to facilitate the planning and introduction of game-based sustainability learning affordances when designing new games

Fostering student learning using a complexified educational strategy: A Case Study in Higher Education

This paper reports on the design and application of a complexified educational strategy for the administration and delivery of a course in game design at the University of Worcester, UK. We conceived an educational strategy following recommendations provided by Davis and Sumara (2006), aimed at generating conditions key to foster emergence of learning in educational complex-adaptive systems, namely specialisation, trans-level learning and enabling constraints. The strategy was designed through an iterative and adaptive process, informed by evidence and events emerging from the development of the course. The strategy fostered student collaboration, and allowed both students and tutors to deal with complex and unanticipated situations requiring adaptation. Data analysed so far indicates that teamwork was initially challenging for students, but collective learning emerged as the course developed, positively affecting teams’ performance. Students felt highly motivated and enjoyed working on the learning activities. Likewise, their progress and expertise levels were always perceived as high. Students’ academic performance was on average very good

Higher education in a complex world: nurturing “chaordic” influencers

We live in a world driven by dynamics that challenge and very often defeat traditional reductionist approaches to ethics and problem solving (Weaver, 1948; Rittel & Webber, 1973). This is a world constantly animated by global changes resulting from the interplay of local events. No matter how apparently small, limited, and insignificant the local events may seem, the effects emerging from their interplay are often massive, and seldom predictable and controllable (McDaniel & Driebe, 2005; Miller & Page, 2007). We live in a world permeated by complexity. This world, our world, is the realm of wicked problems, which cannot be fully described, have no “stopping rule”, no “template solution”, nor definitive description. In fact, wicked problems defy resolution, because of interdependencies, uncertainties, circularities, and conflicting stakeholders, and because they are often symptoms of other problems (Rittel & Webber, 1973). The inability to cope with complexity leads inevitably to succumbing to wicked problems, with tragic consequences for human development. Those consequences include environmental emergencies, geopolitical crises, cultural decline, epidemics, and more. Ebola outbreaks, migration control problems, the rise of Islamic State, global warming, and more. These and other issues are part of the drama of complexity, within which we play as key actors, willing or not. A drama that becomes stark tragedy whenever we fail to timely identify and act upon complex dynamics that may lead to chaotic consequences, and are irreversibly detrimental to the future of our global community. The plot of the drama of complexity is not set. It unfolds based on a dynamic, constantly changing script — but it is one that we can co-author. As actors and co-authors, we can lead the drama to favourable outcomes, influencing complex dynamics to our benefit, as individuals and collectives. This demands the ability to understand and act while “surfing the edge of chaos” (Pascale, 1999); this edge is a dimension in which apparent disorganisation is in fact a manifestation of multiple possibilities to facilitate the emergence of desirable - albeit temporary - order (Beinhocker, 1997). It is here that we have the ability to be “chaordic” influencers. “Chaordic” is a portmanteau word, allying the ideas of chaos and order into one

Gaming and the Scientific Mind: Designing Games to Develop the Scientific Mind

The necessity of fostering learning and the development of the scientific mind calls for the exploitation of all the available means that may contribute to a life-long process of development and renovation of the scientific mentality, in both an individual and collective way, and in a situated manner, transcending formal educational contexts and scientific environments. Amongst such means, digital games deserve a specific attention. In fact, gaming and games (especially digital games) engender a huge potential to allow enhancing learning processes and contributing to the development of the scientific mind. Such potential can be approached and understood from two different perspectives: playing games and making games. From a player's perspective, playing videogames can be conceptualized as a problem-solving activity that requires learning in order to progress and achieve the goals of the game. In fact, players are engaged in activity that resemble scientific processes, since they are required to identify/define problems to be solved, hypothesize and plan solutions, figure out how to use the available resources, and test the hypotheses, carrying out the planned courses of action through game playing activities. From a game designer's perspective, making games can be seen as an activity that requires transdisciplinary team efforts to create, plan, test and discuss ideas in an iterative way, in order to understand the dynamics and elements involved in game playing, and design a system which the player will have to interact with. To exploit this double-faced potential, it is necessary to acquire knowledge regarding the phenomenon of gaming, and how games can enhance learning and contribute to developing scientific thinking

Guía de talleres didácticos para ciencias naturales orientada a la comprensión de las interrelaciones del mundo natural y sus cambios, para el primer quimestre de octavo año de educación general básica del Colegio San Gabriel de la ciudad de Quito

La Educación es y será el proceso de socialización del individuo, que actualmente requiere de personas que puedan pensar, sentir y actuar con conocimiento de la realidad y que se conduzcan con independencia, criticidad y creatividad. Además la vertiginosa producción de conocimientos científicos obliga a replantearse como enseñar de mejor manera las Ciencias Naturales, más cuando el nuevo currículo denominado Actualización y Fortalecimiento Curricular de la Educación General Básica, genera expectativas, por lo que es necesario buscar una estrategia para que el aprendizaje de los educandos alcance los aprendizajes comunes mínimos y puedan desarrollar las destrezas propuestas por el área y por el año de educación básica

Utilización del extracto de sangorache (Amaranthus quitensis) en la industria alimentaria.

El presente proyecto de investigación se centró en el estudio de la utilización del extracto de sangorache en la industria alimentaria. El uso de colorantes artificiales puede afectar la salud del consumidor siendo las alergias la principal causa como respuesta al consumo prolongado de los mismos. Para esta investigación se planteó como objetivo determinar el método de extracción, se enfatizó en el aporte funcional de los componentes bioactivos del extracto e identificación de los principales productos alimenticios en donde fue empleado el extracto de sangorache, mediante procesos de extracción utilizando diferentes partes de la planta especialmente las hojas y glomérulos debido a que contienen mayor concentración del pigmento. Para lo cual, se realizó una recopilación de fuentes bibliográficas, tomando en cuenta plataformas digitales; lo que permitió aplicar formas de extracción que optimizan el rendimiento del extracto y de lo cual se obtuvo 3 extractos, acuoso, lipídico y en polvo. En el análisis de los compuestos bioactivos de acuerdo a las investigaciones realizadas se encuentran presentes de forma abundante los flavonoides y fenoles, y por un análisis de longitud de onda mediante espectrofotometría se evidenció la presencia de betacianinas, considerando de esta manera que es un extracto funcional. Por otro lado, los alimentos en donde fueron probados presentaron mejor aceptación usando el extracto de sangorache en polvo en productos tales como: el yogurt y la salchicha tipo Vienesa. Así pues, utilizar el extracto de sangorache es una buena alternativa como sustitución de los colorantes sintéticos.This research project focused on the study of the use of sangorache extract in the food industry. The use of artificial colors can affect consumer’s health being allergies the main effect of their prolonged consumption. This research had as objectives to determine the extraction method by emphasizing the functional contribution of the bioactive components of the extract and to identify the main food products where the sangorache extract is used. Different processes of extraction that use the leaves and glomerous of the plant were used due to the fact that they have the major concentration of pigment. For this effect, a compilation of bibliographic sources was carried out taking into account digital platforms which allowed an exhaustive search. The results presented the forms of extraction that optimize the performance of the extract. Three extracts were identified; aqueous, lipid and powder extracts. In the analysis of bioactive compounds, according to the investigations carried out, flavonoids, phenols are abundantly present and by a wavelength analysis by spectrophotometry, the presence of betacyanins is evidenced, in this way it was considered to be a functional extract. Also, the foods where they were tested showed better acceptance using powdered sangorache extract in products such as: yogurt and viennese type sausage. Thus, using sangorache extract is a good alternative as a replacement for synthetic colors

The central role of learning in videogaming

In the 21st century, being a parent means having to deal with buying, monitoring, and negotiating about video games. A common question parents have is whether children can learn anything positive or of educational value by playing video games? The answer is “Yes!” Children can learn valuable skills by playing video games

Factores predictores de conductas promotoras de salud en docentes de enfermería de tres universidades de Cali, Colombia

Introduction: Health promotion has been a constant concern in the human being. It allows to understand behaviors related to it and orientates towards the generation of health promoting behaviors (HPB) that promote personal well-being. Objective: To determine the predictor factors influencing the HPB of the teachers according to Pender’s health promotion model. Materials and methods: A correlational descriptive design was made with a representative sample of the teachers with current contract during the study. Instruments such as the EVPS II scale of Pender were applied to measure the dependent variable CPS, as well as for the independent ones such as sociodemographic, knowledge on health promotion, perception of health status and perception of self-efficacy. Results: They are descriptive, according to the coefficient of variation in each of the subdimensions of the behaviors: spiritual growth, interpersonal relations, responsibility in health, nutrition, management of stress and physical activity. The predictor factors were based on the multiple regression model. Conclusions: Favorable HPB were spiritual growth, interpersonal relationships and nutrition. Predictors that have effect on HPB were presented on the basis of teacher rankings, age, senior adult performance area, stratum, income and area of performance, mental health and psychiatry