Slides from Rikke Toft Nørgård & Claus Toft-Nielsens slides from their talk on signature pedagogy for valuable & meaningful gameful HE

1. Meaningful gamification in HE?
Case: The performance of theory
through gameful design with robots
Rikke Toft Nørgård, Associate professor
Claus Toft-Nielsen, Assistant professor

2. Gamification: Gartner’s hype cycle & eLearning
predictions hype curve
Question: Can we avoid making the same mistakes all over again
when it comes to gamification in education?

3. Gamification & gameful design?
Gamification: “The use of game design elements in non-game contexts” (Deterding et al.
2011). A set of concrete, specified means. ⇒ Adding a gamified layer / gamification plugin on
top of an existing activity: PBL-gamification. Or: “Chocolate-covered broccoli 2.0”.
Problem: Point-based incentive systems can undermine internally motivated learning.
Gameful design: Defined by an end; the design of affording “gamefulness” - the experiential
qualities characteristic for gameplay - in non-game contexts. (Deterding, 2015).
From surface level structures to teacher/student-centered, motivating and enjoyable
interactions & experiences: Valuable and meaningful gamification.
Meaningful gamification in HE? Shulman’s signature pedagogy as possible lens

4. Signaturepedagogy
Surface structures:
materials & ‘what goes on’
Deep structures:
experience & ‘how to do’
Implicit structures:
habits, ethics & ‘why this’
Pedagogical
patterns:
mechanics of
teaching
Signature
pedagogy:
methods of
teaching e.g.
GAMIFICATION
Pedagogies of
formation:
experiences of
education shaping
the student’s head,
hand & heart
“Signature pedagogy in the professions” (Shulman, 2005)

5. Gamification beneath the surface?
Signature pedagogy as a framework for meaningful gamification
in education
Play/Game design & artifact
e.g. codes, markers, Ozobots /
making games or teaching with
game jams
Playful / Gameful interaction
& experience
e.g. 4C’s of 21st century
education / Bloom & Dettmer
Pedagogy of formation:
e.g. lusory attitude / foster
engaged criticality & creativity
Implicit
structures
The WHY of
gameful HE
Surface
structures
The WHAT of
gameful HE
Deep
structures
The HOW of
gameful HE

6. The practice of gameful design? Ozobot Theory Jam
Thinking about gamification in HE
through the lens of signature pedagogy
Implicit structure
WHY?
Surface structure
WHAT?
Deep structure
HOW?

7. The experience & interaction of gameful academia
WHAT & HOW: Critical creative
game-making to discuss theory
through collaborative game jams
with robots
WHY 1: To make students engaged in
theory through game-making &
realize the impact of theoretical
perspectives on their thinking
WHY 2: Establishing a magic circle
and lusory attitude & approach in HE
beyond surface gamification & high-
score thinking

8. Designing for playful education
A signature pedagogy for meaningful gamification in HE?
Research
Education
Culture
Society
Business
Innovation
More than permanent markers and Ozobots
● Ozobot Theory Jam (3 hours)
● Pokemon Go: ReThink (1 day)
● Open Game//Play Education Lab (1 week)
● Coding Pirates GameDev (12 weeks)
● Game.Play.Theory Gametalk@Dokk1 Seminars (course)
● Game.Play.Design Public Exam Exhibitions (course)
● House of Game//Play (ongoing)
● Age: From cradle to coffin (beyond stages)
● Sectors: Third space innovation (beyond the institution)
● Levels: From values to visions to missions (beyond the surface)

9. Want to know more?
Rikke Toft Nørgård
rtoft@tdm.au.dk
@RikkeToft N
Claus Toft-Nielsen
ctn@tdm.au.dk
@ToftClaus
.

10. References
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education:
Reconsidered once again. Review of educational research, 71(1), 1-27.
Deterding, Sebastian. "The lens of intrinsic skill atoms: A method for gameful design." Human–Computer
Interaction 30.3-4 (2015): 294-335
Deterding, Sebastian, et al. (2011) "From game design elements to gamefulness: defining gamification."
Proceedings of the 15th international academic MindTrek conference: Envisioning future media
environments. ACM, 2011.
Dettmer, Peggy (2005). "New blooms in established fields: Four domains of learning and doing." Roeper
Review 28.2: 70-78.
Hamari, Juho, Jonna Koivisto, and Harri Sarsa (2014): "Does gamification work?--a literature review of
empirical studies on gamification." System Sciences (HICSS), 2014 47th Hawaii International Conference
on. IEEE,.
Hicken, Andy (2015): ”2016 eLearnign Hype Curve Predictions”. Visited May 31. 2016.
http://www.webcourseworks.com/2016-elearning-hype-curve-predictions/

11. References
Kapp, Karl M. (2012): The gamification of learning and instruction: game-based methods and strategies for
training and education. John Wiley & Sons.
Niman, Neil B. The Gamification of Higher Education: Developing a Game-based Business Strategy in a
Disrupted Marketplace. Palgrave Macmillan, 2014.
Nørgård, Rikke Toft & Toft-Nielsen, Claus (2016): “Future Gamers as Gamethinkers and Gametinkerers:
Children’s own gameplay and gamedesign practices as creative and critical reflections on the state of
games”, accepted paper to be presented at Future and Reality of Gaming Conference 2016 (FROG’16),
Vienna, 23rd of September.
Nørgård, R.T., Toft-Nielsen, C. & Whitton, N. (2016): “Playful teaching between freedom and control:
exploring the magic circle in higher education”, accepted paper to be presented at Society for Research
into Higher Education Annual International Research Conference 2016 (SRHE’16), 7-9 december, Celtic
Manor, Wales
Shulman, L. S. (2005): “Signature pedagogies of the professions.” Daedalus, 134:3, pp. 52-59
Walz, Steffen P., and Sebastian Deterding. The Gameful World: Approaches, Issues, Applications. Mit Press,
2015.