Educational Gamification System and Gameful Teaching Process

Abstract

Educational Gamification System and Gameful Teaching Process creates a unique learning experience for each student within a course by providing optional activities and challenges tracked not by grades, but by experience points. The unique experience allows students to find their feeling of flow between boredom of too easy tasks and anxiety of tasks too difficult. Using experience points is a gameful thinking approach, which mitigates the high stakes and pressure of grades, creates a wide field for trial and error to produce a safe-failure environment. The experience points become a currency in the course to be exchanged for various course privileges like late assignments. While the experience points are not translated into grades, the experience points lead to better grades by promoting practice, repetition, and exploration of the course content. The system of missions and experience points is tracked in a mobile app connected to a cloud database and Internet infrastructure. The system leads to deeper engagement of students in the course and retention of students in the field of study.

Description

BACKGROUND OF THE INVENTION

The present invention is in the technical field of education and technology. More particularly, the present invention is in the technical field of software design and process design.

Teaching classroom and online courses is often based on the process of explanation and lecturing. The availability of YouTube and other Internet content creates competition to classroom explanation and, in some courses, makes classroom explanation no longer necessary. When students are motivated to learn in the classroom, they have plenty of openly available resources to transfer the knowledge itself and to construct it.

Theories of constructivism support the idea that in order to assimilate new content the learner needs to be motivated. So, a part of student success in learning is dependent on the emotional state of the student. Further, Benjamin Bloom in 1984 published a paper on Two Sigma Problem, which indicated that when proper teaching techniques are implemented students perform two standard deviations better than without those techniques. This provided evidence that teaching techniques do make a difference in the learning process. Bloom identified one-on-one instruction as the most successful teaching technique, echoing the approach of ancient tutors in Greece. Therefore, both the motivation of the student and the teaching techniques are important. The gamification system presented here allows for motivating the students and reaching out to a variety of personalized teaching techniques.

Technology today can be a bicycle of the mind for teachers to bring higher levels of effectiveness in teaching. There is room for improvement as laid out by Bloom. It is not simply that students are slow to learn. When teaching is aligned with student engagement and motivation teachers can be more effective. Gamification provides principles in this approach.

However, Gartner research noted that 80% of gamification efforts started in 2012 were to fail. This indicates that applying gamification is difficult. Just using leaderboards and using points often fails to accomplish the motivational goal. The point of my invention is to make gameful activities optional, just as learning is optional in any class already. The Educational Gamification System creates a wrapper of gameful activities for the classroom or online courses with no modification to standard curriculum given selected by administration for the class.

The gamification layer in turn allows for multiple paths of difficulty in the course to help students find flow between boredom and anxiety. The Educational Gamification System creates a background failure environment for students to try challenges, experiment, fail, and learn. Failure facilitates learning more efficiently than success. The exams and other graded activities typically focus on success and reward success. The goal of the gameful activities is to focus on re-do, on failure, and count units of progress.

While grades continue to be present and describe the level of achievement in required elements of the class, the gamification points allow for measuring effort, practice, and creation of safe-failure learning environment.

REFERENCES

• Bloom, B. S. (1984). The two sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher.
• Gartner, Inc. 2012. Gartner Says by 2014, 80 Percent of Current Gamified Applications Will Fail to Meet Business Objectives Primarily Due to Poor Design. Nov. 27, 2012. Retrieved Jun. 13, 2014, from http://www.gartner.com/newsroom/id/2251015

SUMMARY OF THE INVENTION

The present invention is a teaching process and software system including web infrastructure and mobile application. It is an educational process to engage students in exploration of a subject matter through gameful activities as a voluntary participation in playful learning.

BRIEF DESCRIPTION OF THE DRAWINGS (ATTACHED IN A SEPARATE APPLICATION FILE)

FIG. 1 is a view of the user game profile of the present invention showing user avatar, experience points, and a method to change the avatar name in the game for anonymity or personalization.

FIG. 2 is a view of user game profile after a scroll down on the screen displaying a method to recommend another player in order to enable late assignment privilege for that player.

FIG. 3 is a view of the user game profile for a user, who advanced in the game. The profile displays achievements.

FIG. 4 is a view of the user game profile after the “Make a request here” link is selected in the “Mentorship of late assignments” achievement. A player can select a late assignment for make up process after paying specific amount of points.

FIG. 5 is a view of the game code claiming screen, which allows to integrate mission completion from various learning sources. A player enters a text code, which was gained as part of the activity completion.

FIG. 6 is a view of a screen with all available missions. Such list outlines available activities and indicates the progress of others on these missions. Some missions are social in nature, like the requirement to find someone who already took the class in a previous semester. Such alumni student would recommend the current player and a mentorship relationship is created. This appeals to the socializer gamer personality. The variety of missions appeals to the explorer gamer personality.

FIG. 7 is a view of the game leaderboard in default view showing the neighboring competitors. The leaderboard helps to address the achiever gamer personality. Full view of the leaderboard is also available.

FIG. 8 is a view of the completed missions screen. This screen keeps the total of missions, which the user completed successfully.

FIG. 9 is a view of the missions, which the logged in user can still complete.

FIG. 10 is a view of game codes, both valid and invalid, that the user typed in.

FIG. 11 is a view of full list of missions, which are customizable for a specific course by the course instructor.

FIG. 12 is a view of full list of missions after a scroll down.

DETAILED DESCRIPTION OF THE INVENTION

The invention, Educational Gamification System and Gameful Teaching Process, is a gamification process, which will fit any existing academic course. The curriculum itself and assessments will not be modified. Not modifying examinations or graded assignments maintains the traditional rigor of the course. Further, by keeping the learning objectives and assessments, the performance of students in the course can be compared with similar courses based on grades or other indicators. This way the gamification system is an add-on. The Educational Gamification System is optional to students in order to establish autonomy and open the possibility of the game to be enjoyable. This engenders emotion and opens up learning capacity. Participants collect points for completed missions, which can be any set of activities created by the instructor. These activities can be likened to extra credit assignments with the significant different in not counting directly towards the grade. Students who win the game do not automatically get a good grade in the class. While they do practice more, by completing missions, it would be reasonable to believe that their grades would be positively affected by doing well in the game. Since the game system is not directly related to grades, the pressure to complete the missions under some penalty is much more relaxed than that of grades. The rewards in the Educational Gamification System would be privileges in the course, not grades. Examples of the privileges may be purchasing opportunity to submit a late assignment, high position on the leaderboard, or fewer questions on an exam. The rewards focus on decreasing anxiety during exams instead of manipulating the grade itself.

Referring now to the invention in more detail, in FIG. 1 there is shown the player profile, which is identified an email account. This allows practice systems, like textbook publisher web systems, Khan Academy, Codecademy and other Internet learning systems to integrate into the Educational Gamification System. The points can be associated with a particular profile. Credit for completion of the optional assignments counts toward the game, even if completion doesn't count toward the grade.

Referring now to the invention in more detail, in FIG. 2 there is shown the game code claiming screen. Each completed mission results in issuing a success code. Such code can be written on the blackboard during class or issued through adaptive release in, an external to the invention, Learning Management System upon completion of an electronic task. A game code can be further shared on social media or a mission can describe how to locate a game code in a textbook. Each game code carries a different weight of points. Some codes can be used only once by a specific person, other codes are shared across groups of players.

The invention is implemented in the mobile app and a web based system, but it could be implemented through other technologies as well as computer desktop application. The process of adding a new layer of low-stake status tracking, specifically game points, over the high stake school grades, creates a new dynamic in the class and encourages autonomy, mastery, and promotes students constructing their own meaning in the exploration of the subject matter.

While the foregoing written description of the invention enables one of ordinary skill to make and use what is considered presently to be the best mode thereof, those of ordinary skill will understand and appreciate the existence of variations, combinations, and equivalents of the specific embodiment, method, and examples herein. The invention should therefore not be limited by the above described embodiment, method, and examples, but by all embodiments and methods within the scope and spirit of the invention.

Claims

1. A method performed by data processing apparatus, the method comprising: determining that a user completed an activity by providing a completion text code, including the granting of experience points for completed activity;identifying a user interface in the mobile app displaying experience points and associated achievements;tracking activities of the user to display their progress in attempting and failing activities to create practice and learning;identifying experience points as a measurement different than course grades to separate practice and optional activities from the required graded activities;providing a gamification engine for the course without modifying the course learning objectives or any graded activities already present in the course;

2. The method of claim 1, wherein a mobile app tracks course experience points, comprising: a. A game profile displaying experience points and achievementsb. A list of available course missions,c. A completion code entry boxd. A list of completed missionse. A list of participating users and their total score

3. The method of claim 2, wherein the user is identified in the mobile app by following a unique link in an email to confirm ownership of a course matching email account;

4. The method of claim 1, wherein completion of plurality of optional tasks in the course tracked by experience points increases failure and learning therefore leads to earning of achievements in the gamification system;

5. The method of claim 4, wherein a student finds a unique experience path through the course material by completing optional gamified missions and staying between boredom of tasks too easy and anxiety of tasks too difficult to accomplish to produce the state of flow, engagement, and motivate to further actions;

6. The method of claim 4, wherein course privileges are granted, instead of grades, comprising of permission to submit late assignments, increased time on examinations, fewer questions on examinations;

7. The method of claim 1, in which the course curriculum is not modified to include gameful features of the gamification system;