Games in the Classroom
Recall that one of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every
lesson. Just as each student grows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at
differentiation through the use of games, which is sometimes described as a form of gamification. As featured in her engaging TED Talk (2010), Gaming can make a better
world; she discusses gamification in classroom contexts.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you
have met the distinguished performance for each of the components described below. For additional assistance, review the Week Two Instructor Guidance page and, if
needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Compose a formal written response that addresses the following;
Content Instructions
Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning.
Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification.
Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.
Technologies (1 point): Discuss how specific technologies and gamification are being used to enhance teaching and learning and motivate learners.
Written Communication Instructions
Length Requirement (1 point): Five to seven pages including the title and references pages.
Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Source Requirement (1 point): Utilize at least three sources in addition to TED (2010) video. All sources on the references page need to be used and cited correctly
within the body of the assignment.
APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and
formatting or your copy of the APA Style Manual.
Week 2 – Assignment
Games in the Classroom
Recall that one of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every
lesson. Just as each student grows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at
differentiation through the use of games, which is sometimes described as a form of gamification. As featured in her engaging TED Talk (2010), Gaming can make a better
world; she discusses gamification in classroom contexts.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you
have met the distinguished performance for each of the components described below. For additional assistance, review the Week Two Instructor Guidance page and, if
needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.
Compose a formal written response that addresses the following;
Content Instructions
• Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning.
• Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification.
• Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.
• Technologies (1 point): Discuss how specific technologies and gamification are being used to enhance teaching and learning and motivate learners.
Written Communication Instructions
• Length Requirement (1 point): Five to seven pages including the title and references pages.
• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• Source Requirement (1 point): Utilize at least three sources in addition to TED (2010) video. All sources on the references page need to be used and cited
correctly within the body of the assignment.
• APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA
style and formatting or your copy of the APA Style Manual.
Week 2 – Instructor Guidance
Week Two Instructor Guidance
Welcome to Week Two of EDU620: Meeting Individual Student Needs with Technology. Please begin this week by opening the Week Two unit homepage and reviewing the Week
Two homepage and the learning outcomes for the week, the schedule overview, the required and recommended resources, the introduction to the week, and a listing of the
assessments for the week. Next, return here and read this Instructor Guidance page.
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Overview
Recall that in Week One you viewed videos modeling innovative uses of technology in the classroom and by completing the assessments you have now developed a
foundational understanding of how technology can be effectively integrated instructionally. This week, it is important that you recognize that how technology is
integrated into classroom instruction entails more than just teaching basic computer skills. Effective technology integration occurs when technology is used across the
curriculum in ways that support learning. Therefore, Week Two is designed to ensure you expand upon your early understandings of technology integration and recognize
that technology can be a powerful motivator for expanding student learning opportunities.
As part of the Week One Post Your Introduction discussion, you were encouraged to review the weekly homepages for the course and take note of the assessments each
week. Now is an appropriate time to revisit the Week Six Final Project instructions and Grading Rubric to be sure you understand the scope of what you will do in that
assessment and how your participation in Week Two supports your success.
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Intellectual Elaboration
“We keep moving forward, opening new doors, and doing new things, because we’re curious and curiosity keeps leading us down new paths.” -Walt Disney
The above quote by Walt Disney can be interpreted in a variety of ways. You are encouraged to think about this quote as you prepare for the assessments in Week Two:
In what ways does curiosity impact your motivation to learn? How might your curiosity influence a student’s motivation to learn? To fully consider these questions, it
will be helpful to review what is meant by learner motivation.
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Learner Motivation
There are many different theories on learner motivation. Regardless of which theory you subscribe to, you will recognize that there are two major types of motivation
for learning: intrinsic and extrinsic. Intrinsic motivation comes from within and may be caused by characteristics in the task being performed. Extrinsic motivation
comes from outside the task, such as through praise, recognition, or another system of rewards. Think about the concepts of intrinsic and extrinsic motivation as you
view this 18 minute video by Daniel Pink, The Puzzle of Motivation. In essence, what Pink claims is that superficial motivation (e.g,. carrot and stick), or extrinsic
motivation has a limited influence and suggests that we need deeper intrinsic motivations to ensure longer lasting results.
The analogy of the carrot and stick is commonly used to describe the occurrence of extrinsic motivators.
In the video, Pink states that “…deeper motivation comes from autonomy (the urge to direct our own lives), mastery (the desire to get better and better at something
that matters) and purpose (the yearning to do what we do in the service of something larger than ourselves)” (Pink, 2009).
Reflection about Pink’s (2009) thoughts on motivation (autonomy, mastery and purpose) and on how deeper motivation can be applied in relationship to integrating
technology in the classroom is provided below.
• Autonomy – typically, students want the opportunity to choose how they learn. Technology affords students more opportunity to choose methods of learning, such
as by using audio podcasts, videos, websites, blogs, and so forth.
• Mastery – many students are considered masters at using technology although use of technology for learning may not be intentional. Fact is, most learning
occurs through socializing with peers or through technology-mediated methods, such as searching the Internet.
• Purpose – learning for a single assessment is known to have limited results for retention, yet providing students the opportunity to demonstrate their learning
in different modalities often provides more lasting results and helps with transfer of learning knowledge and skills to new contexts.
When considering Pink’s (2013) claim regarding the need for deeper motivation in relationship to technology integration into the learning process, we can begin to see
how technology integration can increase student self-efficacy as well as how it may produce greater results for student learning and constructing knowledge. Several
authors, including Beffa-Negrini, Cohen & Miller (2002), Boster, Myer, Roberto & Inge (2002), Maushak, Chen, & Lau (2001), Swan, van’tHooft & Unger (2005) and Qing &
Xin (2010), support Pink’s conclusions (2013). These authors conclude that the use of technology for learning improves motivation, engagement and interest. Thus, the
challenge is not if technology actually increases motivation, but rather the challenge is how teachers can effectively integrate technology into instruction to
increase a student’s intrinsic motivation. To address this challenge, many methods for use of technology have been investigated; gamification is increasingly a popular
technology integration choice used by educators to promote student motivation.
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Gamification
As discussed during Week One, technology integration is more than just having computers in the classroom or teaching basic computer skills; it is about providing
opportunities for students to use technology and build upon 21st- century skills needed to be effective citizens, workers, and leaders. Additionally, it is about
helping learners become more fully prepared to excel in the rigors of higher education coursework, increasingly technology-centered careers, and the globally
competitive economy (Partnership for 21st-Century Skills).
Increasingly, portable web-enabled devices, such as the tablet seen in this image, are used in classrooms to provide individual students access to games and other
online content for learning.
In a recent study by the Joan Ganz Cooney Center (2014), it as determined that 74 percent of Kindergarten through grade-eight teachers surveyed used digital games for
instruction with 55 percent using them weekly as part of formal instructional methods. Additionally, the survey found that while digital games are being used in the
classroom, many teachers use them only as supplemental material or as a reward for students after classroom seatwork has been accomplished and not as the main
instructional method. The reason behind the limited use of digital games, as found in the survey, was that many teachers are uncertain that students can learn
curriculum from digital games well enough to demonstrate a mastery of the content on state exams.
In the Week Two assignment, you will consider how technology can be used to differentiate instruction to meet the needs of every student in every lesson. More
specifically, you will discuss gamification as an instructional method. To help prepare for this assignment, reflect on the findings by the Joan Ganz Cooney Center
survey mentioned above as you view this approximately five minute video Student Mentors Teach Game Design (2009) about how high school students mentor peers to design
computer games. As you view the video, consider whether your initial thoughts on the data presented by the Joan Ganz Cooney Center are being validated or whether they
are altered by what you see and hear in the video?
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21st Century Skills
As you work through each week of this course it will be important to have an understanding of 21st- century skills. 21st-century learning is an integral concept weaved
throughout this, and many other courses you will participate in and supports the nation’s movement on preparing students for post-secondary education, career
preparation, and contributing to society globally.
Review this short video from Teknolojileri (2013) discussing 21st century skills. Specifically, Teknolojileri discusses creativity, communication, collaboration,
critical thinking, media literacy, information literacy, and problem solving which are skills that make up the framework for 21st-century learning.
Next, review this approximately three minute video from Knowledge Delivery Systems (2013) that explores the fundamentals of 21st century skills and what they mean to
the practice of educators. The information you gather from these videos will further inform your responses to this week’s discussion and assignment.
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Assessment Guidance
This section includes additional specific assistance for excelling in the discussions for Week Two beyond what is given with the instructions for the assessments. If
you have questions about what is expected on any assessment for Week Two, contact your instructor using the “Ask Your Instructor” discussion before the due date.
Discussion 1: Student Motivation and Technology
This discussion is an opportunity to demonstrate your mastery of the course learning outcome; evaluate a variety of digital and assistive technologies for supporting
diverse learners. In this discussion, you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners.
For your response you are asked to find a video that supports how technology integration into the classroom supports increasing students’ motivation. If for some
reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this
discussion before the due date of the initial post.
Recall the strategies for active reading provided in the Week One Instructor Guidance – applying those same principles to viewing media in this course will be helpful.
In other words, as you view the video you select for this discussion, consider the instructions for the initial post. Doing this will help you to focus on the most
relevant points in the video that will inform your response. The overall goal of the initial post is to share what you have learned from the video as it relates to
supporting student motivation while also providing the link to the video so that classmates and the instructor may view it as well. As indicated in the instructions
for replies, in the Guided Response, you will learn further about ways technology integration in instruction can support student motivation by viewing at least two
videos shared by classmates.
Remember to follow the Guided Response prompt for all Discussions. Doing so helps to create a more robust dialogue, which will lead to increased learning opportunities
for everyone.
Assignment: Games in the Classroom
This written assignment is an opportunity to demonstrate your mastery of the course learning outcomes; evaluate how the purposeful integration of technology in
instruction and assessment supports student acquisition of 21st century skills, and evaluate a variety of digital and assistive technologies for supporting diverse
learners.
As you have noticed from the required course readings and videos in the course thus far, there is an intricate relationship between the integration of technology and
teaching methods. Teachers must always examine the appropriateness of technology they use in the classroom and be prepared to provide a rational for the integration
of a specific technology in instruction. By demonstrating your mastery of the above course learning outcomes in this assignment, you will be better prepared to
examine the appropriateness of games in instruction and provide rationale for their use.
In this assignment you will analyze the influences gamification and integration of technology can have on teaching and learning. Start the assignment by reviewing the
TED Talk (2010) video of gamification as well as the Required and Recommended Resources for Week Two. Next, review the essential writing requirements for APA to
compose a formal written response that demonstrates graduate level writing showcasing what you have learned about the topic of gamification as it relates to supporting
student motivation. Follow the content and written communication instructions outlined in the Week Two Assignment instructions.
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References
Beffa-Negrini, P., Cohen, N., & Miller, B. (2002). Strategies to motivate students in online learning environments. Journal Of Nutrition Education & Behavior, 34(6),
334-340.
Boster, F.J., Meyer, G.S., Roberto, A.J. & Inge, C.C. (2002). A Report on the Effect of the
United streaming Application on Educational Performance. Retrieved from
http://www.unitedlearning.com/images/ streaming/evaluation.pdf
Ellis, K. (2009, May 27). Student mentors teach game design. [Video file] Retrieved from http://www.edutopia.org/digital-generation-game-design-video
Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework.
Knowledge Delivery Systems (2013, June 5). 21st century skills: Rethinking how students learn. [Video file]. Retrieved from http://www.youtube.com/watch?v=qMG5dvhEzyo
Maushak, N. J., Chen, H., & Lau, H. (2001). Utilizing edutainment to actively engage K-12 learners and promote students’ learning: An emergent phenomenon.
(ERIC Document Reproduction Service No. ED 470100)
Takeuchi, L. & Vaala, S. (2014, Oct. 20). Leveling up learning: A national survey on teaching with digital games. Retrieved from
http://www.joanganzcooneycenter.org/publication/level-up-learning-a- national-survey-on-teaching-with-digital-games/
TED. (2009, July) The puzzle of motivation. [Video file] Retrieved from http://www.ted.com/talks/dan_pink_on_motivation?language=en
Swan, K., van’t Hooft, M., Kratcoski, A., & Unger, D. (2005). Uses and effects of mobile computing devices in K-8 classrooms. Journal of Research on Technology in
Education, 38(1), 99-112.
Teknolojileri, B. (2013, May). 21st century skills [Video file]. Retrieved from http://www.youtube.com/watch?v=qwJIhZcAd0I
Qing, L., & Xin, M. (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22(3), 215-
243. doi:10.1007/s10648- 010-9125-8
