Presentation at Brightspace Ignite Ontario on October 29, 2015. Gamification: Using Game Elements to Enhance Student Success Online - Christina Berkers and Josy Bongiovanni, both from La Cité Collégiale

1. GAMIFICATION:
USING GAME ELEMENTSTO ENHANCE
STUDENT SUCCESS ONLINE
Christina Berkers
Josy Bongiovanni

2. 1. Gamification and game-based learning (GBL)
2. The process – planning our games
3. GBL at a glance: activites, maps and functionalities
4. Example 1: Module reviews and pre-tests
5. Example 2: Case studies
6. Example 3 : Student orientation
7. The next step
8. Questions
Overview

3. Have you ever used gamification and if yes how?

4. What do you think gamification in online classes could look
like or be used for?

5. Gamification at a glance
■ Using game elements in non-game situations
■ Used to engage and motivate learners
■ Help increase retention and success of learners
• Badges
• Points and leaderboards
• Progress
• Avatars
• Feedback

6. Game-based learning (GBL)
How does GBL come in?
■ Wanted to try and increase student success and jump into the world of
gamification.
■ Tool comes with many built in features

7. The game creation process
Story
What is the goal of the
game?
Activities
What activities will help
us get there?
Feedback
What additional
information can be given
to help?
Accomplishments
What new knowledge
do they have?

8. Game-based learning (GBL) - activities
Different activity types availabe:
1. Matching*
2. Hotspot
3. Question and answer*
4. Sorting*
5. Branching scenarios
6. Embedding*
*Activity types we have used

9. Game-based learning (GBL) – the map
 Creation of maps – bringing the activities together
 Storytelling
 The avatar and collecting accomplishments
 Progress and leaderboards

10. Module reviews & pre-tests
 Also used to reinforce what has been
learned during a module before
competing an exam
 Used to introduce subject matter and see
where a student stands before a module is
started
 Permits the student to review materials
that may be difficult in a fun and engaging
way
 Can be tracked in the gradebook
 Can accumulate accomplishments, seen
on the homepage

11. Module reviews & pre-tests
 Feedback included and possibility to
offer questions in a random order
 Can be done as many times as
needed
 Only used in handful of courses:
language courses and early
childhood education courses
 Don’t have many statistics yet, but
did notice increase in French scores
when review games were added
 Students complete the game boards
in very high numbers

12. Case studies
■ Can be created and embeded easily
to fit any subject matter
■ Permit students to think more
deeply about situations that apply
the knowledge they have learned
■ Create characters to follow through
one course or over many courses
■ First time we tried this, so we will
monitor the outcome

13. Student orientation - Introduction
Creation of a student orientation game
 Help students master the use of their online course’s tools
 Provide information in a fun and engaging way
 Visible and accessible to all

14. Student orientation - Deployment
■ Presentation of the gameboard
■ Can be viewed over and over again
■ Videos clearly labelled
■ In all entre-level courses
What were the outcomes?
■ Noticed a marked decrease in questions
to program coordinators
■ Students accessed the game in large
numbers

15. Where are we going from here
■ We have seen a positive influcence so far, even
with limited experience and data
■ Get more statistics – see what happens with
new courses using GBL
■ Explore other gamification options
■ Include more diverse activity types and work on
storytelling within games

16. Questions
■ Any questions?
■ Contact information:
– Christina Berkers – cberke@lacitec.on.ca
– Josy Bongiovanni – jbongi@lacitec.on.ca
Thanks!