16. Motivation
(Malone & Lepper, 1987)
Curiosity
Control
Optimal Challenge
Fantasy
Interpersonal
(Cooperation, Competition, & Recognition)
17. Creatively Gifted
• Curious
• Independent
• Attracted to
complexity
• Originality in
thought and action
• Willing to take risks
• Aware of their own
creativeness
• Need to produce
18. Motivation is Complex
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest
19. Intrinsic Motivation
(Self-Determination Theory)
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest
Relatedness
20. RELATEDNESS...
Feeling connected to others and having a
sense of belonging to a community.
21. COMPETENCE…
Ability to demonstrate one’s capacity for
success when faced with a challenge or
opportunity.
22. COMPETENCE…
Feelings of competence shape a person’s
willingness to actively engage and persist in
different behaviors.
(Bandura 1986, 1997)
24. ON TARGET
Autonomously-Motivated Students
•Higher academic achievement
•Higher perceived competence
•More positive emotionality
•Higher self-worth
(Reeve, 2002)
25. ON TARGET
Autonomously-Motivated Students
• Preference for optimal challenge
• Enjoy engaging challenges
• Stronger perceptions of control
• Greater creativity
• Higher rates of retention
(Reeve, 2002)
49. GAME
BASED
LEARNING
“While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.),
what may be most appealing to educators is that games provide students
A SAFE PLACE TO LEARN FROM FAILURE .
In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to
EXPERIMENT AND TAKE RISKS
TO FIND SOLUTIONS
without the feeling that they are doing something wrong.
GAMES ENCOURAGE STUDENTS TO
MAKE AND LEARN FROM MISTAKES ,
which is a particularly important concept in the K-12 setting.”
52. POINTS
Effectively Keep Score
Determine WIN State
Connection Between Progress
and Reward
Provide Feedback
External Display of Progress
Data for Game Designer
53. BADGES
Goals to Strive Toward
Guidance About Possibilities
Visual Markers of
Accomplishment
Status Symbols
Tribal Markers
71. Edmodo is a free, secure, social learning platform
for teachers, students, schools, and districts.
FREE!
FEATURES:
Groups
Messages
Assignments
Calendar
Poll
Student Emails NOT required!
93. COMPUTER
USE
INTERNET
USE
CREATIVITY
CELL
PHONE
USE
VIDEO
GAME
PLAY
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.
Computers in Human Behavior, 28(2), 370-376.
94. VIDEO
GAME
PLAY
CREATIVITY
Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.
Computers in Human Behavior, 28(2), 370-376.