One of my teaching hats is as a teacher of computer skills, which can be very dry. Students do need to learn how to use word-processors and spreadsheets, databases and photo editors, web editors and animation applications, but a solid diet of skills can become something of a tick list! A few years ago I decided to gamify the computer skills syllabus, not so much with the classic gamification triad of points, badges and leaderboards (PBL), but with a strategy designed to maximise a games narrative. Something more like a role play game or alternate reality game. I believe that what games narratives do well in education is establish a motivating reason to put in work.
So I invented a framing story about a fictional Professor of astrophysics who has uncovered a bug in the Mathematics of time (The Möbius Effect) which she believes originates in a kind of computer virus placed in the fabric of space-time by some vast super-intelligence! This bug threatens the end of life as we know it! The Professor is being ignored by the White House, labelled a cook-ball conspiracy theorist, and urgently needs help to save the Multi-verse! This help is offered in the form of the production of various kinds of digital documents from Flyers and Newsletters to spreadsheets which can calculate the gravity on different planets or convert Celsius to Fahrenheit or databases to search for planets capable of supporting life! Any kind of digital document can be worked into the game format from fixing the professor’s citations and bibliography to evaluating fake websites or creating a website or Flash animation.
It also involves the cracking of coded messages and solving riddles and puzzles, which seems to add just the right note of motivation to submit work. I had one student ask me the other day if this was a game! “I’m confused,” she said!
The game had to satisfy the demand for assessment and syllabus completion, however. So I decided to use the points and badges part of PBL. Marks are there, but hidden behind Level Completion. Each level in the game translates into points, ie. marks! Completion is also rewarded with a badge. So completion of 50% of the levels results in a grade of 50%, full completion means 100%, and so on.
Students are able to work at their own pace and some quickly finish levels and can work on riddles or codes, which they unlock as a reward for completion. Others take longer but still complete far more work than previously. I use Google Classroom as a platform, and each Task is set up as an assignment. This allows me to easily record all progress and attach any scaffolding materials such as videos showing how to do this or that (the sort of things I demonstrate in class).
I think this kind of gamification could be used for any kind of classroom with some modification. To my mind what makes the game engaging is to treat it as an Alternate Reality Game and to step in and add clues or puzzles if the pace is slowing, and drop clues if it is proving too difficult. Embedding clues in music videos can be fun too!