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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"jordosh":{"type":"authors","id":"4557","meta":{"index":"authors_1591205172","id":"4557","found":true},"name":"Jordan Shapiro","firstName":"Jordan","lastName":"Shapiro","slug":"jordosh","email":"jordosh@gmail.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Jordan Shapiro’s academic work and publishing blend psychology, philosophy, and business in surprising ways. His internationally celebrated writing on education, parenting, and game-based learning can be found on \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Forbes.com\u003c/a>. He teaches in Temple University's Intellectual Heritage Department where he’s also the Digital Learning Coordinator. He is the parent of two boys (six and eight years old) and the lead administrator at \u003ca href=\"http://www.projectlearnschool.org/\">Project Learn School\u003c/a> (an independent cooperative K-8 school in Philadephia). His most recent book \u003ca href=\"http://www.amazon.com/FREEPLAY-Video-Guide-Maximum-Euphoric/dp/147938643X/ref=sr_1_4?ie=UTF8&qid=1398114780&sr=8-4&keywords=freeplay\">FREEPLAY: A Video Game Guide To Maximum Euphoric Bliss\u003c/a>, considers how the games we play in our youth shape our adult lives.","avatar":"https://secure.gravatar.com/avatar/4b111ea254a2d6423af927dd263ccb39?s=600&d=blank&r=g","twitter":"jordosh","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Jordan Shapiro | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/4b111ea254a2d6423af927dd263ccb39?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/4b111ea254a2d6423af927dd263ccb39?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/jordosh"},"pauldarvasi":{"type":"authors","id":"11107","meta":{"index":"authors_1591205172","id":"11107","found":true},"name":"Paul Darvasi","firstName":"Paul","lastName":"Darvasi","slug":"pauldarvasi","email":"pauldarvasi@gmail.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Paul Darvasi is an experienced educator whose research, speaking and writing explore the intersections of learning, technology, narrative and games. You can follow him on Twitter:\u003ca href=\"https://twitter.com/PaulDarvasi\"> @pauldarvasi\u003c/a>","avatar":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twitter":"pauldarvasi","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Paul Darvasi | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/pauldarvasi"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_53071":{"type":"posts","id":"mindshift_53071","meta":{"index":"posts_1591205157","site":"mindshift","id":"53071","score":null,"sort":[1550650107000]},"guestAuthors":[],"slug":"how-schools-spark-excitement-for-learning-with-role-playing-games","title":"How Schools Spark Excitement for Learning with Role Playing and Games","publishDate":1550650107,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=OrltkfHwZ70\u003c/p>\n\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=gGbltSuAcqE\u003c/p>\n\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n","blocks":[],"excerpt":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","status":"publish","parent":0,"modified":1550650426,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1553},"headData":{"title":"How Schools Spark Excitement for Learning with Role Playing and Games | KQED","description":"Game savvy teachers are giving kids the ability to play in teams and set out for conquests through role-playing games. Through the gameplay, kids create meaningful learning experiences with another, both socially and academically. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53071 https://ww2.kqed.org/mindshift/?p=53071","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/20/how-schools-spark-excitement-for-learning-with-role-playing-games/","disqusTitle":"How Schools Spark Excitement for Learning with Role Playing and Games","path":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Michael Matera’s students don’t merely learn about medieval Europe, they live it. Albeit, with a few monsters and enchanted items thrown in the mix.\u003c/p>\n\u003cp>The Milwaukee teacher’s Grade 6 history class is an ongoing role-playing game called \u003ca href=\"http://realmofnobles.com/\">Realm of Nobles\u003c/a>, where students join guilds, earn achievements, make trades and wage the occasional epic battle in an imaginary medieval kingdom. Matera has played the game for years, and maintains that the fusion of history, fantasy, narrative and role-play is an effective formula to engage students in learning.\u003c/p>\n\u003cp>“The excitement and the pride in their accomplishments are all through the roof. I love seeing kids gaining real-world skills, taking risks and learning from defeat in this gamified class,” said Matera, who wrote \u003cem>\u003ca href=\"https://www.amazon.com/Explore-Like-Pirate-Gamification-Game-Inspired/dp/0986155500\">Explore Like a Pirate: Gamification and Game-Inspired Course Design to Engage, Enrich and Elevate Your Learners\u003c/a>,\u003c/em> a manual for teachers who aspire to design their classes as games.\u003c/p>\n\u003cp>A growing number of educators like Matera are remodeling their classes by fusing game elements to their instructional environments. But, does switching grades for experience points and homework for quests amount only to cosmetic surgery? Is school merely being “reskinned” with a new paint job without fundamentally altering the age-old classroom rituals?\u003c/p>\n\u003cp>\u003cstrong>The Rise of the EduLARP\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The use of simulations and role-play in education is not a recent development. Model United Nations, historical re-enactments, mock trials and other types of dramatic simulations have been in the teacher toolbox for decades. What is new, however, is that the simulation is packaged as a game and sustained for an extended period, often spanning the entire school year.\u003c/p>\n\u003cp>This particular union of role-play, narrative, and game owes no small debt to \u003cem>Dungeons & Dragons\u003c/em>, the classic role-playing game (RPG) that is enjoying a \u003ca href=\"https://www.kqed.org/mindshift/51781/hacking-the-education-narrative-with-dungeons-dragons\">recent resurgence\u003c/a>. \u003cem>D&D\u003c/em> pioneered and popularized an array of RPG conventions that are now video game and tabletop staples, like experience points (XP), levels, loot, character classes and boss fights.\u003c/p>\n\u003cp>In the mid-'70s some eager \u003cem>D&D\u003c/em> fans donned armor, weapons, gowns and cloaks, and transplanted RPG elements to the real world in the form of live-action role-play, or LARPs. Players stay in character as they interact and battle in elaborate adventures set in real-life forests and fields that evoke medieval fantasy. The popularity of LARPs in Scandinavia inspired a pair of Danish educators to open the \u003ca href=\"https://osterskov.dk/in-english/\">Østerskov School\u003c/a> that teaches with \u003ca href=\"https://nordiclarp.org/2015/03/04/learning-by-playing-larp-as-a-teaching-method/\">edularps\u003c/a>. Today, edularps are found in schools in Sweden, Finland and Denmark, and even some \u003ca href=\"http://www.lihighschool.org/2018/07/25/larping-with-lihigh/\">U.S. schools\u003c/a> have jumped into the fray.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/OrltkfHwZ70'\n title='//www.youtube.com/embed/OrltkfHwZ70'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Sanne Harder, a game designer and educator who worked at the Østerskov School, thinks that edularps are not only a fun way to learn, but also a better way to learn.\u003c/p>\n\u003cp>“When I choose to use role-play as a means of teaching, it is because it is an excellent way of organizing teaching, not because the hobby appeals to its fans,” wrote Harder. “In the 21st century, being a teacher is not about teaching pupils facts, it is about helping them internalize knowledge, skills, and competencies.”\u003c/p>\n\u003cp>Sarah Lynne Bowman and Anne Standiford conducted a \u003ca href=\"http://ijrp.subcultures.nl/wp-content/uploads/2016/12/IJRP-5-Bowman-and-Standiford.pdf\">2016 mixed methods study\u003c/a> of edularps at an L.A. charter school and found that they encouraged “greater motivation, engagement, interaction with peers, collaboration, and comprehension of material,” which is promising, but the area is new and the research nascent.\u003c/p>\n\u003cp>\u003cstrong>Choosing a Road to Victory\u003c/strong>\u003c/p>\n\u003cp>Edularps, and other class-as-game variants like alternate reality games (ARGs), pervasive games and gamified class, are popping up in \u003ca href=\"https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic\">schools\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/40025/how-games-can-be-used-to-teach-college-level-chinese\">universities\u003c/a> and even \u003ca href=\"https://www.kqed.org/mindshift/47914/how-a-sword-and-sorcery-camp-uses-immersive-role-play-to-teach-steam\">camps\u003c/a> across North America. While the sword-and-sorcery motif remains prevalent, some educators have diversified into themes and settings that better fit their learning goals.\u003c/p>\n\u003cp>While still a high school science teacher, University of Connecticut assistant professor Stephen Slota designed a unit-length game to teach human reproduction and sexually transmitted diseases. “The students worked in teams of three to control a character avatar in a fictitious village, and their goal was to engage in an epidemiological study of the area by investigating locales and speaking to non-player characters as enacted by the instructor,” said Slota, who edited \u003ca href=\"https://www.amazon.com/Exploding-Castle-Psychological-Perspectives-Contemporary/dp/1681239353\">\u003cem>Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape The Future Of Education\u003c/em>\u003c/a>, a collection of game-based learning essays.\u003c/p>\n\u003cp>Slota has since developed half a dozen class-as-games for subjects as far-flung as education technology, Latin, psychology and biology. Matera also sets one of his games during the Cold War, and the edularps at the Østerskov School involve a wide range of themes and settings.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gGbltSuAcqE'\n title='//www.youtube.com/embed/gGbltSuAcqE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The games tend to be flexible and students are able to alter the unfolding experience through the choices they make. This freedom to shape their circumstances and the accompanying sense of agency is a big part of what engages them in learning.\u003c/p>\n\u003cp>“I’ve found — both anecdotally and in my research — that freedom to push and pull at the game’s narrative and ruleset provides students with a sense of greater personal ownership, and therefore greater depth of knowledge about content than usually accompanies schoolwork,” said Slota.\u003c/p>\n\u003cp>Matera also stresses the importance of student agency, and feels that it marks a significant departure from typical classroom dynamics.\u003c/p>\n\u003cp>“Games have clear objects, but no one set path to that victory. This is where strategy comes into play. An RPG, as with many well-designed games, allows for the players to create their own path to victory,” said Matera. “This level of customization and personalization feels different than traditional school because it is different. Students have an opportunity to create their own experience within the game. They earn badges, items and power-ups that allow them to have a unique game characters. This leads to endless strategies, trades and allegiances to help successfully make it through the Realm.”\u003c/p>\n\u003cp>Houston-area teacher Kade Wells also personalizes his class by using a \u003cem>D&D\u003c/em>-style character class system. He gives his students a basic personality test and, based on the results, assigns them one of four roles designed to support classroom management.\u003c/p>\n\u003cp>“\u003cem>Protectors\u003c/em> keep the peace and manage group outbursts; \u003cem>Initiators\u003c/em> get things ready and help to get materials, sharpen pencils and put things away; \u003cem>Diplomats\u003c/em> help group members and facilitate all processes and are ultimately responsible for the group’s behavior; \u003cem>Sages\u003c/em> keep the records, help with attendance, make sure that things are orderly and accounted for,” said Wells, who has found the class system empowers his students to self-regulate and take greater ownership of their environment.\u003c/p>\n\u003cp>\u003cstrong>There’s an App for That\u003c/strong>\u003c/p>\n\u003cp>Matera, Slota and Wells design their games from scratch, cannibalizing a pastiche of web applications, pen-and-paper elements, learning management systems, Google apps, spreadsheets and any other available tools that they can bend to their playful purposes. But teachers who don’t have the time, confidence or knowledge to dive into the DIY approach can turn to commercial software designed to help educators run their classes as games.\u003c/p>\n\u003cp>Rezzly’s \u003ca href=\"https://portal.3dgamelab.org/users/sign_in\">3D GameLab\u003c/a>, the University of Michigan’s \u003ca href=\"https://www.gradecraft.com/\">GradeCraft\u003c/a>, NEXED’s \u003ca href=\"https://answerables.com/\">Answerables\u003c/a> and \u003ca href=\"https://www.classcraft.com/gamification/\">Classcraft\u003c/a> are gameful learning management systems that have tapped into the class-as-game zeitgeist to help educators keep track of quests, levels, experience points, badges and other game features.\u003c/p>\n\u003cp>“They will do anything for XP [experience points] and GP [gold pieces] to level up their avatar,” said Carrie Casey, a Wisconsin middle-school science teacher who uses Classcraft. “I have seen some of my students who will not hand in work — work hard to get their work in for me so they get XP and do not disappoint their team.”\u003c/p>\n\u003cp>It has also helped Casey reach some challenging students: “I have connected to them through gaming where no other teacher has connected to them that year.”\u003c/p>\n\u003cp>Canadian teacher Justin Matheson says that his Grade 6 students loved the sword-and-sorcery motif, and he credits Classcraft’s video game qualities for fostering perseverance. “With video games, people get to a point where things become increasingly difficult and they experience repeated failure. Then, you are encouraged to try again and again, and to seek help through outside resources to find success. This is the most notable benefit that I have seen in my class. My students see difficulties as speed bumps instead of roadblocks.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Grafting \u003cem>Dungeons & Dragons\u003c/em>-style RPG elements to classrooms can have an effect that delves much deeper than mere optics. Games and classes are both systems that operate with rules. When the rules that typically govern the class are hacked by the rules of the game, a fundamental shift can take place. Games offer a valuable palette of functions and features that can be creatively repurposed to rewrite some of education’s more problematic operations. Educators who are not satisfied with business as usual can tap into the power of play and design the change they want to see.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games","authors":["11107"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_548","mindshift_478","mindshift_21084","mindshift_20774","mindshift_943","mindshift_20931"],"featImg":"mindshift_53085","label":"mindshift"},"mindshift_50510":{"type":"posts","id":"mindshift_50510","meta":{"index":"posts_1591205157","site":"mindshift","id":"50510","score":null,"sort":[1517856559000]},"guestAuthors":[],"slug":"teens-and-tech-distinguishing-addiction-from-habit","title":"Teens and Tech: Distinguishing Addiction from Habit","publishDate":1517856559,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Look up from this screen right now. Take a look around. On a bus. In a cafe. Even at a stoplight. Chances are, most of the other people in your line of sight are staring at their phones or other devices. And if they don't happen to have one out, it is certainly tucked away in a pocket or bag.\u003c/p>\n\u003cp>But are we truly addicted to technology? And what about our kids? It's a scary question, and a big one for scientists right now. Still, while the debate rages on, some doctors and technologists are focusing on solutions.\u003c/p>\n\u003cp>\"There is a fairly even split in the scientific community about whether 'tech addiction' is a real thing,\" says Dr. Michael Bishop. He runs Summerland, which he calls \"a summer camp for screen overuse,\" for teens.\u003c/p>\n\u003cp>\u003cstrong>Dueling diagnoses\u003c/strong>\u003c/p>\n\u003cp>\"Technology addiction\" doesn't appear in the latest Diagnostic and Statistical Manual, the DSM-V, published in 2013. That's the Bible of the psychiatric profession in the United States. The closest it comes is something called \"Internet Gaming Disorder,\" and that is listed as a condition for further study, not an official diagnosis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This omission is important not only because it shapes therapists' and doctors' understanding of their patients, but because without an official DSM code, it is harder to bill insurers for treatment of a specific issue.\u003c/p>\n\u003cp>The World Health Organization has, by contrast, listed \"gaming disorder\" as a \u003ca href=\"https://icd.who.int/dev11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1448597234\">disorder due to an addictive behavior\u003c/a> in the next edition of the International Classification of Diseases, an internationally used diagnostic manual.\u003c/p>\n\u003cp>Dr. Nicholas Kardaras is the author of the 2016 book \u003cem>Glow Kids: How Screen Addiction Is Hijacking Our Kids. \u003c/em>When I ask him about the term \"addiction\" he doesn't miss a beat.\u003c/p>\n\u003cp>There are brain-imaging studies of the effects of screen time, he says. And he also has treated many teens who are so wrapped up in video games that they don't even get up to use the bathroom.\u003c/p>\n\u003cp>He says the evidence is clear, but we're not ready to face it.\u003c/p>\n\u003cp>\"We have, as a society, gone all-in on tech,\" he says. \"So we don't want some buzz-killing truth-sayers telling us that the emperor has no clothes and that the devices that we've all so fallen in love with can be a problem\" — especially for kids and their developing brains, he adds.\u003c/p>\n\u003cp>Addiction may not be an official term in the U.S., at least not yet. But researchers and clinicians like Bishop, who avoid using it, are still concerned about some of the patterns of behavior they see.\u003c/p>\n\u003cp>\"I came to this issue out of a place of deep skepticism: addicted to video games? That can't be right,\" said Dr. Douglas Gentile at Iowa State University, who has been researching the effects of media on children for decades.\u003c/p>\n\u003cp>But, \"I've been forced by data to accept that it's a problem,\" he told me when I interviewed him\u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\"> for my book\u003c/a> \u003cem>The Art of Screen Time\u003c/em>. \"Addiction to video games and Internet use, defined as 'serious dysfunction in multiple aspects of your life that achieves clinical significance,' does seem to exist.\"\u003c/p>\n\u003cp>\u003cstrong>Measuring problematic use\u003c/strong>\u003c/p>\n\u003cp>Gentile's definition doesn't address the question of whether media can cause changes in your brain, or create a true physical dependency.\u003c/p>\n\u003cp>It also doesn't address the question, raised by some of the clinicians I've spoken with, of whether media overuse is best thought of as a symptom of something else, such as depression, anxiety or ADHD. Gentile's definition simply asks whether someone's relationship to media is causing problems to the extent that they would benefit from getting some help.\u003c/p>\n\u003cp>Gentile was one of the co-authors of a study published in November that tried to shed more light on that question. The study \u003ca href=\"http://psycnet.apa.org/record/2017-51599-001\">has the subtitle\u003c/a> \"A Parent Report Measure of Screen Media 'Addiction' in Children.\" Note that the term addiction is in quotes here. In the study, researchers asked parents of school-aged children to complete a questionnaire based on the criteria for \"Internet Gaming Disorder.\"\u003c/p>\n\u003cp>For example, it asked, is their preferred media activity the only thing that puts them in a good mood? Are they angry or otherwise unhappy when forced to unplug? Is their use increasing over time? Do they sneak around to use screens? Does it interfere with family activities, friendships or school?\u003c/p>\n\u003cp>The experts I've talked to say the question of whether an adult, or a child, has a problem with technology can't be answered simply by measuring screen time. What matters most, this study suggests, is your relationship to it, and that requires looking at the full context of life.\u003c/p>\n\u003cp>\u003cstrong>Seeking treatment\u003c/strong>\u003c/p>\n\u003cp>Though tech addiction isn't officially recognized yet in the United States, there are in-patient treatment facilities for teens that try to address the problem.\u003c/p>\n\u003cp>For my book, I interviewed a teenage boy who attended a wilderness therapy program in Utah called Outback.\u003c/p>\n\u003cp>\"I started playing when I was around 9 years old,\" said Griffin, whose last name I didn't use to protect his privacy. He chose email over a phone interview. \"I played because I found it fun, but after a while I played mostly because I preferred it over socializing and confronting my problems.\"\u003c/p>\n\u003cp>After he spent weeks hiking through the wilderness, his mother saw a lot of improvement in his demeanor and focus. However, Griffin came home to a reality where he still needed a laptop for high school and still used a smartphone to connect with friends.\u003c/p>\n\u003cp>Bishop, who runs two therapeutic Summerland camps in California and North Carolina, says the teens who come to him fall into two broad categories. There are the ones, overwhelmingly boys, who spend so much time playing video games that, in his words, they \"fall behind in their social skills.\" Often they are battling depression or anxiety, or may be on the autism spectrum.\u003c/p>\n\u003cp>Then, there is a group of mostly girls who misuse and overuse social media. They may be obsessed with taking selfies — Bishop calls them \"selfists\" — or they may have sent inappropriate pictures of themselves or bullied others online.\u003c/p>\n\u003cp>Regardless of the problem, \"We feel the issue is best conceptualized as a 'habit' over an 'addiction,' \" Bishop says. \"When teens think about their behavior as a habit, they are more empowered to change.\"\u003c/p>\n\u003cp>Labeling someone an addict, essentially saying they have a chronic disease, is a powerful move. And it may be especially dangerous for teens, who are in the process of forming their identities, says Maia Szalavitz.\u003c/p>\n\u003cp>Szalavitz is an addiction expert and the author of \u003cem>Unbroken Brain: A Revolutionary New Way Of Understanding Addiction. \u003c/em>Based on her experience with drug and alcohol addiction, she thinks grouping kids together who have problems with screens can be counterproductive. Young people with milder problems may learn from their more \"deviant peers,\" she says. For that reason, she would encourage families to start with individual or family counseling.\u003c/p>\n\u003cp>Different habits demand different approaches to treatment. People who have problematic relationships with alcohol, drugs or gambling can choose abstinence, though it's far from easy. Those who are binge eaters, however, cannot. They must rebuild their relationships with food while continuing to eat every day.\u003c/p>\n\u003cp>In today's world, technology may be more like food than it is like alcohol. Video games or social media may be avoidable, but most students need to use computers for school assignments, build tech skills for the workplace, and learn to combat distraction and procrastination as part of growing up.\u003c/p>\n\u003cp>How can people, especially young people, forge healthier relationships with technology while continuing to use it every day? Some technologists believe that what has to happen is a change in the tech itself.\u003c/p>\n\u003cp>\u003cstrong>A public health approach\u003c/strong>\u003c/p>\n\u003cp>Tristan Harris is the cofounder of the Center for Humane Technology, an organization dedicated to pushing for more \"humane\" technology. A former \"design ethicist\" at Google, he tells NPR's Steve Inskeep that he saw the tech industry turning toward something \"less and less about actually trying to benefit people and more and more about how do we keep people hooked. \"\u003c/p>\n\u003cp>In other words, as long as these companies make their money from advertising, they will have incentive to try to design products that maximize the time you spend using them, whether or not it makes your life better. Harris' solution is to pressure the industry to turn to new business models, such as subscription services. \"We're trying to completely change the incentives away from addiction, and the way to do that is to change the business model.\"\u003c/p>\n\u003cp>Along with Common Sense Media, a nonprofit that offers parents research and resources on kids' media use, they are currently launching a \"Truth About Tech\" campaign that Harris compares to \u003ca href=\"https://www.npr.org/sections/health-shots/2017/11/27/566014966/in-ads-tobacco-companies-admit-they-made-cigarettes-more-addictive\">anti-smoking campaigns\u003c/a> exposing the workings of Big Tobacco.\u003c/p>\n\u003cp>\u003cstrong>Fighting tech with tech\u003c/strong>\u003c/p>\n\u003cp>For over a decade Gabe Zichermann was a self-described \"cheerleader\" for what's called \"gamification.\" He consulted with the world's largest corporations and governments on how to make their products and policies as compelling as a video game.\u003c/p>\n\u003cp>But, he says, \"There was a moment I realized that things had gone too far.\" He was in a restaurant and looked around and saw \"literally everyone was looking at their phones.\" Zichermann started thinking about his family history and about his own relationship to technology.\u003c/p>\n\u003cp>He realized that his work up to that point had been contributing to some serious social problems. Like Harris, he is concerned that in a world of ubiquitous and free content, platform and device makers make more money the more time you spend on screens.\u003c/p>\n\u003cp>This, he says, results in \"a ton of compulsive behavior\" — around everything from pornography to World of Warcraft to Facebook. Feeling \"partially responsible,\" Zichermann set out to create an anti-addiction app.\u003c/p>\n\u003cp>It's called Onward, and it has a number of different features and approaches in both free and paid modes.\u003c/p>\n\u003cp>It can simply monitor in the background and give you a report of your use, which for some people, says Zichermann, is enough to motivate change. Or it can share that report with someone else — say, a parent — for accountability (the app is rated for use by 13-year-olds and above).\u003c/p>\n\u003cp>Or, say you want to stop browsing Facebook during business hours. The paid mode of the app allows you to block Facebook, but it can also monitor in the background to try to predict when you \u003cem>might \u003c/em>be about to surf there. \"The idea is that when the drink is in your hand, it's too late,\" says Zichermann.\u003c/p>\n\u003cp>In that moment, the app serves up an intervention like a breathing exercise, or an invitation to get in touch with a friend. Zichermann calls this, \"a robot sitting on your shoulder — the angel of your good intention.\"\u003c/p>\n\u003cp>The company has partnered with both UCLA Health and Columbia University Medical Center to research the efficacy of the app, and Zichermann says they plan to seek FDA approval as a so-called \"digiceutical.\"\u003c/p>\n\u003cp>In essence, Zichermann is trying to gamify balance — to keep score and offer people rewards for turning away from behavior that's become a problem.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The word \"addiction\" may currently be attracting controversy, but you don't need a doctor's official pronouncement to work on putting the devices down more often — or to encourage your kids to do so as well.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Screen+Addiction+Among+Teens%3A+Is+There+Such+A+Thing%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The psychiatric profession is still divided, but there are treatment programs, apps and a new public campaign to address media overuse.","status":"publish","parent":0,"modified":1517856559,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":1943},"headData":{"title":"Teens and Tech: Distinguishing Addiction from Habit | KQED","description":"The psychiatric profession is still divided, but there are treatment programs, apps and a new public campaign to address media overuse.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50510 https://ww2.kqed.org/mindshift/?p=50510","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/05/teens-and-tech-distinguishing-addiction-from-habit/","disqusTitle":"Teens and Tech: Distinguishing Addiction from Habit","nprByline":"Anya Kamenetz","nprImageAgency":"Lilli Carré for NPR","nprStoryId":"579554273","nprApiLink":"http://api.npr.org/query?id=579554273&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/02/05/579554273/screen-addiction-among-teens-is-there-such-a-thing?ft=nprml&f=579554273","nprRetrievedStory":"1","nprPubDate":"Mon, 05 Feb 2018 11:33:00 -0500","nprStoryDate":"Mon, 05 Feb 2018 05:00:00 -0500","nprLastModifiedDate":"Mon, 05 Feb 2018 11:26:29 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/02/20180205_me_screen_addiction_among_teens_is_there_such_a_thing_.mp3?orgId=1&topicId=1013&aggIds=130593764&d=264&p=3&story=579554273&ft=nprml&f=579554273","nprAudioM3u":"http://api.npr.org/m3u/1583279208-c4d810.m3u?orgId=1&topicId=1013&aggIds=130593764&d=264&p=3&story=579554273&ft=nprml&f=579554273","path":"/mindshift/50510/teens-and-tech-distinguishing-addiction-from-habit","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/02/20180205_me_screen_addiction_among_teens_is_there_such_a_thing_.mp3?orgId=1&topicId=1013&aggIds=130593764&d=264&p=3&story=579554273&ft=nprml&f=579554273","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Look up from this screen right now. Take a look around. On a bus. In a cafe. Even at a stoplight. Chances are, most of the other people in your line of sight are staring at their phones or other devices. And if they don't happen to have one out, it is certainly tucked away in a pocket or bag.\u003c/p>\n\u003cp>But are we truly addicted to technology? And what about our kids? It's a scary question, and a big one for scientists right now. Still, while the debate rages on, some doctors and technologists are focusing on solutions.\u003c/p>\n\u003cp>\"There is a fairly even split in the scientific community about whether 'tech addiction' is a real thing,\" says Dr. Michael Bishop. He runs Summerland, which he calls \"a summer camp for screen overuse,\" for teens.\u003c/p>\n\u003cp>\u003cstrong>Dueling diagnoses\u003c/strong>\u003c/p>\n\u003cp>\"Technology addiction\" doesn't appear in the latest Diagnostic and Statistical Manual, the DSM-V, published in 2013. That's the Bible of the psychiatric profession in the United States. The closest it comes is something called \"Internet Gaming Disorder,\" and that is listed as a condition for further study, not an official diagnosis.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This omission is important not only because it shapes therapists' and doctors' understanding of their patients, but because without an official DSM code, it is harder to bill insurers for treatment of a specific issue.\u003c/p>\n\u003cp>The World Health Organization has, by contrast, listed \"gaming disorder\" as a \u003ca href=\"https://icd.who.int/dev11/l-m/en#/http%3a%2f%2fid.who.int%2ficd%2fentity%2f1448597234\">disorder due to an addictive behavior\u003c/a> in the next edition of the International Classification of Diseases, an internationally used diagnostic manual.\u003c/p>\n\u003cp>Dr. Nicholas Kardaras is the author of the 2016 book \u003cem>Glow Kids: How Screen Addiction Is Hijacking Our Kids. \u003c/em>When I ask him about the term \"addiction\" he doesn't miss a beat.\u003c/p>\n\u003cp>There are brain-imaging studies of the effects of screen time, he says. And he also has treated many teens who are so wrapped up in video games that they don't even get up to use the bathroom.\u003c/p>\n\u003cp>He says the evidence is clear, but we're not ready to face it.\u003c/p>\n\u003cp>\"We have, as a society, gone all-in on tech,\" he says. \"So we don't want some buzz-killing truth-sayers telling us that the emperor has no clothes and that the devices that we've all so fallen in love with can be a problem\" — especially for kids and their developing brains, he adds.\u003c/p>\n\u003cp>Addiction may not be an official term in the U.S., at least not yet. But researchers and clinicians like Bishop, who avoid using it, are still concerned about some of the patterns of behavior they see.\u003c/p>\n\u003cp>\"I came to this issue out of a place of deep skepticism: addicted to video games? That can't be right,\" said Dr. Douglas Gentile at Iowa State University, who has been researching the effects of media on children for decades.\u003c/p>\n\u003cp>But, \"I've been forced by data to accept that it's a problem,\" he told me when I interviewed him\u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\"> for my book\u003c/a> \u003cem>The Art of Screen Time\u003c/em>. \"Addiction to video games and Internet use, defined as 'serious dysfunction in multiple aspects of your life that achieves clinical significance,' does seem to exist.\"\u003c/p>\n\u003cp>\u003cstrong>Measuring problematic use\u003c/strong>\u003c/p>\n\u003cp>Gentile's definition doesn't address the question of whether media can cause changes in your brain, or create a true physical dependency.\u003c/p>\n\u003cp>It also doesn't address the question, raised by some of the clinicians I've spoken with, of whether media overuse is best thought of as a symptom of something else, such as depression, anxiety or ADHD. Gentile's definition simply asks whether someone's relationship to media is causing problems to the extent that they would benefit from getting some help.\u003c/p>\n\u003cp>Gentile was one of the co-authors of a study published in November that tried to shed more light on that question. The study \u003ca href=\"http://psycnet.apa.org/record/2017-51599-001\">has the subtitle\u003c/a> \"A Parent Report Measure of Screen Media 'Addiction' in Children.\" Note that the term addiction is in quotes here. In the study, researchers asked parents of school-aged children to complete a questionnaire based on the criteria for \"Internet Gaming Disorder.\"\u003c/p>\n\u003cp>For example, it asked, is their preferred media activity the only thing that puts them in a good mood? Are they angry or otherwise unhappy when forced to unplug? Is their use increasing over time? Do they sneak around to use screens? Does it interfere with family activities, friendships or school?\u003c/p>\n\u003cp>The experts I've talked to say the question of whether an adult, or a child, has a problem with technology can't be answered simply by measuring screen time. What matters most, this study suggests, is your relationship to it, and that requires looking at the full context of life.\u003c/p>\n\u003cp>\u003cstrong>Seeking treatment\u003c/strong>\u003c/p>\n\u003cp>Though tech addiction isn't officially recognized yet in the United States, there are in-patient treatment facilities for teens that try to address the problem.\u003c/p>\n\u003cp>For my book, I interviewed a teenage boy who attended a wilderness therapy program in Utah called Outback.\u003c/p>\n\u003cp>\"I started playing when I was around 9 years old,\" said Griffin, whose last name I didn't use to protect his privacy. He chose email over a phone interview. \"I played because I found it fun, but after a while I played mostly because I preferred it over socializing and confronting my problems.\"\u003c/p>\n\u003cp>After he spent weeks hiking through the wilderness, his mother saw a lot of improvement in his demeanor and focus. However, Griffin came home to a reality where he still needed a laptop for high school and still used a smartphone to connect with friends.\u003c/p>\n\u003cp>Bishop, who runs two therapeutic Summerland camps in California and North Carolina, says the teens who come to him fall into two broad categories. There are the ones, overwhelmingly boys, who spend so much time playing video games that, in his words, they \"fall behind in their social skills.\" Often they are battling depression or anxiety, or may be on the autism spectrum.\u003c/p>\n\u003cp>Then, there is a group of mostly girls who misuse and overuse social media. They may be obsessed with taking selfies — Bishop calls them \"selfists\" — or they may have sent inappropriate pictures of themselves or bullied others online.\u003c/p>\n\u003cp>Regardless of the problem, \"We feel the issue is best conceptualized as a 'habit' over an 'addiction,' \" Bishop says. \"When teens think about their behavior as a habit, they are more empowered to change.\"\u003c/p>\n\u003cp>Labeling someone an addict, essentially saying they have a chronic disease, is a powerful move. And it may be especially dangerous for teens, who are in the process of forming their identities, says Maia Szalavitz.\u003c/p>\n\u003cp>Szalavitz is an addiction expert and the author of \u003cem>Unbroken Brain: A Revolutionary New Way Of Understanding Addiction. \u003c/em>Based on her experience with drug and alcohol addiction, she thinks grouping kids together who have problems with screens can be counterproductive. Young people with milder problems may learn from their more \"deviant peers,\" she says. For that reason, she would encourage families to start with individual or family counseling.\u003c/p>\n\u003cp>Different habits demand different approaches to treatment. People who have problematic relationships with alcohol, drugs or gambling can choose abstinence, though it's far from easy. Those who are binge eaters, however, cannot. They must rebuild their relationships with food while continuing to eat every day.\u003c/p>\n\u003cp>In today's world, technology may be more like food than it is like alcohol. Video games or social media may be avoidable, but most students need to use computers for school assignments, build tech skills for the workplace, and learn to combat distraction and procrastination as part of growing up.\u003c/p>\n\u003cp>How can people, especially young people, forge healthier relationships with technology while continuing to use it every day? Some technologists believe that what has to happen is a change in the tech itself.\u003c/p>\n\u003cp>\u003cstrong>A public health approach\u003c/strong>\u003c/p>\n\u003cp>Tristan Harris is the cofounder of the Center for Humane Technology, an organization dedicated to pushing for more \"humane\" technology. A former \"design ethicist\" at Google, he tells NPR's Steve Inskeep that he saw the tech industry turning toward something \"less and less about actually trying to benefit people and more and more about how do we keep people hooked. \"\u003c/p>\n\u003cp>In other words, as long as these companies make their money from advertising, they will have incentive to try to design products that maximize the time you spend using them, whether or not it makes your life better. Harris' solution is to pressure the industry to turn to new business models, such as subscription services. \"We're trying to completely change the incentives away from addiction, and the way to do that is to change the business model.\"\u003c/p>\n\u003cp>Along with Common Sense Media, a nonprofit that offers parents research and resources on kids' media use, they are currently launching a \"Truth About Tech\" campaign that Harris compares to \u003ca href=\"https://www.npr.org/sections/health-shots/2017/11/27/566014966/in-ads-tobacco-companies-admit-they-made-cigarettes-more-addictive\">anti-smoking campaigns\u003c/a> exposing the workings of Big Tobacco.\u003c/p>\n\u003cp>\u003cstrong>Fighting tech with tech\u003c/strong>\u003c/p>\n\u003cp>For over a decade Gabe Zichermann was a self-described \"cheerleader\" for what's called \"gamification.\" He consulted with the world's largest corporations and governments on how to make their products and policies as compelling as a video game.\u003c/p>\n\u003cp>But, he says, \"There was a moment I realized that things had gone too far.\" He was in a restaurant and looked around and saw \"literally everyone was looking at their phones.\" Zichermann started thinking about his family history and about his own relationship to technology.\u003c/p>\n\u003cp>He realized that his work up to that point had been contributing to some serious social problems. Like Harris, he is concerned that in a world of ubiquitous and free content, platform and device makers make more money the more time you spend on screens.\u003c/p>\n\u003cp>This, he says, results in \"a ton of compulsive behavior\" — around everything from pornography to World of Warcraft to Facebook. Feeling \"partially responsible,\" Zichermann set out to create an anti-addiction app.\u003c/p>\n\u003cp>It's called Onward, and it has a number of different features and approaches in both free and paid modes.\u003c/p>\n\u003cp>It can simply monitor in the background and give you a report of your use, which for some people, says Zichermann, is enough to motivate change. Or it can share that report with someone else — say, a parent — for accountability (the app is rated for use by 13-year-olds and above).\u003c/p>\n\u003cp>Or, say you want to stop browsing Facebook during business hours. The paid mode of the app allows you to block Facebook, but it can also monitor in the background to try to predict when you \u003cem>might \u003c/em>be about to surf there. \"The idea is that when the drink is in your hand, it's too late,\" says Zichermann.\u003c/p>\n\u003cp>In that moment, the app serves up an intervention like a breathing exercise, or an invitation to get in touch with a friend. Zichermann calls this, \"a robot sitting on your shoulder — the angel of your good intention.\"\u003c/p>\n\u003cp>The company has partnered with both UCLA Health and Columbia University Medical Center to research the efficacy of the app, and Zichermann says they plan to seek FDA approval as a so-called \"digiceutical.\"\u003c/p>\n\u003cp>In essence, Zichermann is trying to gamify balance — to keep score and offer people rewards for turning away from behavior that's become a problem.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The word \"addiction\" may currently be attracting controversy, but you don't need a doctor's official pronouncement to work on putting the devices down more often — or to encourage your kids to do so as well.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Screen+Addiction+Among+Teens%3A+Is+There+Such+A+Thing%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50510/teens-and-tech-distinguishing-addiction-from-habit","authors":["byline_mindshift_50510"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20589","mindshift_20525","mindshift_20784","mindshift_1040","mindshift_478","mindshift_20865","mindshift_21116","mindshift_20816"],"featImg":"mindshift_50511","label":"mindshift"},"mindshift_50841":{"type":"posts","id":"mindshift_50841","meta":{"index":"posts_1591205157","site":"mindshift","id":"50841","score":null,"sort":[1505928631000]},"guestAuthors":[],"slug":"4-tools-to-inspire-perseverance-in-student-writers","title":"4 Tools to Inspire Perseverance in Student Writers","publishDate":1505928631,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The why and how of teaching perseverance in classrooms is an ongoing debate. Some have usefully argued that focusing on building an individual’s “grit” (a combination of perseverance and passion) is a distraction from\u003ca href=\"https://web.archive.org/web/20170921110622/http://www.usnews.com/news/articles/2016-04-18/grit-under-attack-in-education-circles\"> more significant systemic issues such as poverty\u003c/a> and ignores how many kids — especially those living in poverty — must develop persistence simply as a means of survival. Others bristle at the idea altogether, claiming grit is unteachable or suggesting \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.sciencedirect.com/science/article/pii/S009265661530012X\">too much perseverance \u003c/a>can come at a cost. Proponents of grit, like Angela Duckworth, \u003ca href=\"https://web.archive.org/web/20170921110622/http://nymag.com/scienceofus/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html\">have acknowledged these criticisms\u003c/a> while also arguing that sustained effort and interest are established and essential skills for learners.\u003c/p>\n\u003cp>While this important debate should continue, there’s one thing that’s hard to argue: Seeing a complex task — like writing — through to completion is a tough challenge for many youngsters. As educators, we can provide opportunities for our budding authors to pursue their passions, see persistence pay off, and be mindful about their goals and limits, leading to extraordinary, memorable learning — like for the sixth-graders who \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.nhregister.com/general-news/20130414/ansonia-elementary-students-learn-persistence-through-plays\">wrote and produced a play based on the books of Roald Dahl\u003c/a>.\u003c/p>\n\u003cp>Check out these picks to help inspire perseverance in developing and experienced writers alike.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">\u003cimg class=\"wp-image-49287 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/nanowrimo-ywp.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp.jpg 428w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">NaNoWriMo Young Writers Program\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Students will learn writing techniques and also get a true taste of the writing life as they work toward meeting their goal: a completed novel. NaNoWriMo Young Writers Program is structured like a contest, but everyone who finishes wins. With a 30-day time limit, students will have to do some time management, but the site uses tools like a \u003ca href=\"https://web.archive.org/web/20170921110622/http://ywp.nanowrimo.org/pages/word-count-goal-how-to\">word count\u003c/a> to break the process into manageable steps, and students can use the forum to ask questions when they get stuck. NaNoWriMo takes the intimidating task of writing a novel and makes it achievable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/grammarly\">\u003cimg class=\"alignleft wp-image-49285\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/grammarly.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly.jpg 396w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/grammarly\">Grammarly\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Grammarly helps student authors craft their very best work. Features like a vocabulary enhancement tool, grammar score, word count, and hints on style get students reflecting about their writing. The feedback provided builds confidence in students as they go through the editing and revision process, and the weekly writing performance report will keep them going. While a computer cannot account for every single person’s style, Grammarly can still be a useful tool to help students assess and improve.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/classcraft\">\u003cimg class=\"alignleft wp-image-49284\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/classcraft.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft.png 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/classcraft\">Classcraft\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Not specifically developed for writing, Classcraft is a platform where teachers can gamify classes and students can gain experience points by completing quests. Help students push through tough writing projects by giving them a choice of assignments and awarding them badges for jobs well done; those who are working toward goals will find the constant feedback helpful. Since students work together within the game’s premise, issues feel like challenges or obstacles to be tackled together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/roadtrip-nation\">\u003cimg class=\"alignleft wp-image-49286\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/roadtrip.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/roadtrip-nation\">Roadtrip Nation\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Lessons and short videos on Roadtrip Nation encourage students to speak with people they look up to, discovering the steps they took to get where they are today. As students explore opportunities for their future, they will develop online research skills and practice blogging about their experience. Discovering adults who share their same passions will also help motivate students to share their stories with others. Explore the \u003ca href=\"https://web.archive.org/web/20170921110622/http://roadtripnation.com/explore/themes/perseverance\">Perseverance\u003c/a> section for inspiring videos and have students use them to set reasonable goals.\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">We All Teach SEL\u003c/a> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Danny Wagner at Common Sense Education has a list of four tools to help students through some of the challenges of writing. Tools include NaNoWriMo, Grammarly, and Roadtrip Nation.","status":"publish","parent":0,"modified":1523908154,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":602},"headData":{"title":"4 Tools to Inspire Perseverance in Student Writers | KQED","description":"Danny Wagner at Common Sense Education has a list of four tools to help students through some of the challenges of writing. Tools include NaNoWriMo, Grammarly, and Roadtrip Nation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50841 https://ww2.kqed.org/mindshift/?p=50841","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/20/4-tools-to-inspire-perseverance-in-student-writers/","disqusTitle":"4 Tools to Inspire Perseverance in Student Writers","nprByline":"\u003ca href=\"https://www.commonsense.org/education/\">Danny Wagner, Common Sense Education\u003c/a>","path":"/mindshift/50841/4-tools-to-inspire-perseverance-in-student-writers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The why and how of teaching perseverance in classrooms is an ongoing debate. Some have usefully argued that focusing on building an individual’s “grit” (a combination of perseverance and passion) is a distraction from\u003ca href=\"https://web.archive.org/web/20170921110622/http://www.usnews.com/news/articles/2016-04-18/grit-under-attack-in-education-circles\"> more significant systemic issues such as poverty\u003c/a> and ignores how many kids — especially those living in poverty — must develop persistence simply as a means of survival. Others bristle at the idea altogether, claiming grit is unteachable or suggesting \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.sciencedirect.com/science/article/pii/S009265661530012X\">too much perseverance \u003c/a>can come at a cost. Proponents of grit, like Angela Duckworth, \u003ca href=\"https://web.archive.org/web/20170921110622/http://nymag.com/scienceofus/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.html\">have acknowledged these criticisms\u003c/a> while also arguing that sustained effort and interest are established and essential skills for learners.\u003c/p>\n\u003cp>While this important debate should continue, there’s one thing that’s hard to argue: Seeing a complex task — like writing — through to completion is a tough challenge for many youngsters. As educators, we can provide opportunities for our budding authors to pursue their passions, see persistence pay off, and be mindful about their goals and limits, leading to extraordinary, memorable learning — like for the sixth-graders who \u003ca href=\"https://web.archive.org/web/20170921110622/http://www.nhregister.com/general-news/20130414/ansonia-elementary-students-learn-persistence-through-plays\">wrote and produced a play based on the books of Roald Dahl\u003c/a>.\u003c/p>\n\u003cp>Check out these picks to help inspire perseverance in developing and experienced writers alike.\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">\u003cimg class=\"wp-image-49287 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/nanowrimo-ywp.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp.jpg 428w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/nanowrimo-ywp-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/nanowrimo-young-writers-program\">NaNoWriMo Young Writers Program\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Students will learn writing techniques and also get a true taste of the writing life as they work toward meeting their goal: a completed novel. NaNoWriMo Young Writers Program is structured like a contest, but everyone who finishes wins. With a 30-day time limit, students will have to do some time management, but the site uses tools like a \u003ca href=\"https://web.archive.org/web/20170921110622/http://ywp.nanowrimo.org/pages/word-count-goal-how-to\">word count\u003c/a> to break the process into manageable steps, and students can use the forum to ask questions when they get stuck. NaNoWriMo takes the intimidating task of writing a novel and makes it achievable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/grammarly\">\u003cimg class=\"alignleft wp-image-49285\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/grammarly.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly.jpg 396w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/grammarly-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/grammarly\">Grammarly\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Grammarly helps student authors craft their very best work. Features like a vocabulary enhancement tool, grammar score, word count, and hints on style get students reflecting about their writing. The feedback provided builds confidence in students as they go through the editing and revision process, and the weekly writing performance report will keep them going. While a computer cannot account for every single person’s style, Grammarly can still be a useful tool to help students assess and improve.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/classcraft\">\u003cimg class=\"alignleft wp-image-49284\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/classcraft.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft.png 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/classcraft-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/classcraft\">Classcraft\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Not specifically developed for writing, Classcraft is a platform where teachers can gamify classes and students can gain experience points by completing quests. Help students push through tough writing projects by giving them a choice of assignments and awarding them badges for jobs well done; those who are working toward goals will find the constant feedback helpful. Since students work together within the game’s premise, issues feel like challenges or obstacles to be tackled together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/roadtrip-nation\">\u003cimg class=\"alignleft wp-image-49286\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/roadtrip.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/roadtrip-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003cb>\u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/website/roadtrip-nation\">Roadtrip Nation\u003c/a>\u003c/b>\u003c/p>\n\u003cp>Lessons and short videos on Roadtrip Nation encourage students to speak with people they look up to, discovering the steps they took to get where they are today. As students explore opportunities for their future, they will develop online research skills and practice blogging about their experience. Discovering adults who share their same passions will also help motivate students to share their stories with others. Explore the \u003ca href=\"https://web.archive.org/web/20170921110622/http://roadtripnation.com/explore/themes/perseverance\">Perseverance\u003c/a> section for inspiring videos and have students use them to set reasonable goals.\u003c/p>\n\u003cp>\u003cem>This article’s content is an extension of the \u003ca href=\"https://web.archive.org/web/20170921110622/https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">We All Teach SEL\u003c/a> blog series from Common Sense Education. Check it out for a complete look at social and emotional learning in the classroom.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50841/4-tools-to-inspire-perseverance-in-student-writers","authors":["byline_mindshift_50841"],"categories":["mindshift_195"],"tags":["mindshift_20912","mindshift_478","mindshift_21141","mindshift_851"],"featImg":"mindshift_50842","label":"mindshift"},"mindshift_44370":{"type":"posts","id":"mindshift_44370","meta":{"index":"posts_1591205157","site":"mindshift","id":"44370","score":null,"sort":[1458158732000]},"guestAuthors":[],"slug":"savings-can-social-media-nudge-teens-into-smarter-money-choices","title":"#savings: Can Social Media Nudge Teens into Smarter Money Choices?","publishDate":1458158732,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the fall of 2008, Ted Gonder was studying economics at the University of Chicago as the world economy melted down around him.\u003c/p>\n\u003cp>“We were learning about the collapse in this ivory tower, theoretical, \u003cem>Wall Street Journal\u003c/em> context,” Gonder recalled. “But a few blocks from campus was one of the hardest hit inner-city neighborhoods—a bank desert with one of the highest foreclosure rates in the country.”\u003c/p>\n\u003cp>The juxtaposition led Gonder and some classmates to start a financial education program for high school students in schools in low-income communities. Now a nonprofit called \u003ca href=\"http://moneythink.org\">Moneythink\u003c/a>, it has with 30 university chapters in 10 states, Moneythink takes a blended learning approach, by mixing personalized mentoring with the power of social media.\u003c/p>\n\u003cp>With Gonder as CEO, Moneythink starts with committed college mentors who meet weekly with small “teams” of juniors and seniors in local high schools to talk about mindful spending, goal-directed saving, and the smart use of credit cards and other financial products. And, since 2014, the nonprofit has been piloting an app called Moneythink Mobile, to push these lessons beyond classroom walls, track their impact, and use “likes” and other social nudges to encourage better real-world money habits.\u003c/p>\n\u003cp>Typically, several mentors split a class so each works with no more than five students. Before the groups talk money, they just talk — discussing the personal interests and goals that ground Moneythink’s spending and saving exercises.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each classroom lesson is paired with a financial challenge on Moneythink Mobile, an Instagram-like platform on which students compete between weekly meetings with their mentors. In the “Snaptrack” challenge, for example, students post savings moments—a photo of a packed lunch, the pricey shoes they decided not to buy, or the coupon they used at the grocery store—captioned with a description, a dollar amount and \u003cem>#savings\u003c/em>.\u003c/p>\n\u003cp>Every post earns students points that position them in the app’s “leader board.” Over the course of the pilot, however, Moneythink Mobile’s developers have learned not to push gamification too far.\u003c/p>\n\u003cp>“A lot of our students are dealing with some very real financial situations. Sometimes, they’re the ones buying the family groceries. They’ve seen parents lose jobs and even lose homes,” said Kelly Carlquist, an analyst at Goldman Sachs who was president of Moneythink’s Northwestern University chapter until she graduated in 2014 and now chairs its young professional’s board. “We don’t want to turn this into too much of a game, which would cannibalize our efforts to bring this into a real-life context.”\u003c/p>\n\u003cp>Besides, more than points, students seem to crave the little bursts of digital attention and applause that their posts generate. They spice their comments with emoji ranging from a simple thumbs-up of approval to a ninja indicating special savings skills to a smug blue face that looks decidedly unimpressed.\u003c/p>\n\u003cp>“It helps students think about their purchasing behavior through the lens of delaying gratification by not spending, but getting some likes and comments as instant gratification for doing that,” said Gonder.\u003c/p>\n\u003cp>To prime the social pump, the app’s developers recently added an “explore” function so that users at one high school can scan and comment on spending and saving posts from around the country. Students need a code to access the app, and mentors monitor posts to quash insults and the sharing of sensitive information such as a legible photo of a new debit card.\u003c/p>\n\u003cfigure id=\"attachment_44375\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"size-full wp-image-44375\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/berdik-Moneythink.jpg\" alt=\"Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \" width=\"720\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink-400x312.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \u003ccite>(Courtesy of Kara Zucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So far, about 4,600 students have used Moneythink Mobile, including more than 1,000 in the fall of 2015, collectively posting several thousand dollars in savings. Obviously, mentors can’t verify the figures, nor do they typically add up the dollars students claim to have saved. That’s of secondary importance, according to Brittany Bui, a senior finance major and co-president of the Moneythink chapter at Chapman University in Orange, California. The Chapman mentors work with students at Orange High School, where nearly three quarters of the students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“It’s not so much the specifics of the post itself,” said Bui. “It’s getting into the habit of thinking about what they’re buying. Are they saving, or not? Having them take pics and post makes them more mindful spenders.”\u003c/p>\n\u003cp>With that said, the numbers aren’t completely irrelevant.\u003c/p>\n\u003cp>“One of my students posted a pic of the coffee her mom made at home that she started drinking instead of making daily runs to Starbucks,” Bui recalled. “We talked about it in class, and three of the girls in my group were drinking Frappuccinos.”\u003c/p>\n\u003cp>They did the math. Saving just $3 a day by opting for home-brewed coffee over Starbucks for one year adds up to more than $1000.\u003c/p>\n\u003cp>The Moneythink curriculum encourages students to think of money as a tool to express their values. If travel is more important to you than tasty coffee treats, for example, then the smart choice is to skip the Frappuccinos and use the thousand bucks on a trip. Another Moneythink Mobile challenge called “Follow the Money” spurs these values discussions by asking students to rate each other’s spending posts as a “good spend,“ or a “bad spend.”\u003c/p>\n\u003cp>Other challenges include “Tap to Save” focused on racking up small savings toward a specific goal, and “Sage Selfie” in which students post a pic of a friend or family member who offered advice about financial products such as checking accounts and credit cards, captioned with the advice received.\u003c/p>\n\u003cp>The volume of posts and interactions reflect the strength of the mentor-student relationship, according to Moneythink’s product manager Nathan Ranney.\u003c/p>\n\u003cp>“It drives engagement when mentors really get to know their students, help them set relevant goals and comment on their posts,” said Ranney. “It lets students know that there’s really somebody on the other end of this thing who’s following me, thinking about me, and cares.”\u003c/p>\n\u003cp>In the future, Gonder hopes Moneythink Mobile will expand the nonprofit’s reach and deliver targeted financial education to places closer to meaningful money choices, such as youth employment agencies and college advisors. Also, because many students live in so-called “bank deserts” dominated by check-cashers and payday loan vendors, Moneythink is starting to talk with banks about how they might partner with the app, perhaps by linking to an account students could use without an adult cosigner.\u003c/p>\n\u003cp>Wherever the app goes, Gonder stresses that the technology will never take the place of strong mentoring relationships.\u003c/p>\n\u003cp>“Social media isn’t a fix in itself. It’s just a tool to enhance the human interactions,” he said. “In the next phase we want to crystallize the specific financial behaviors we want to see, to help students get out of the cash economy, save more regularly and meet their goals.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>blended learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Moneythink is leveraging social media and games to reward students for saving money. ","status":"publish","parent":0,"modified":1458158732,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1268},"headData":{"title":"#savings: Can Social Media Nudge Teens into Smarter Money Choices? | KQED","description":"Moneythink is leveraging social media and games to reward students for saving money. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44370 http://ww2.kqed.org/mindshift/?p=44370","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/16/savings-can-social-media-nudge-teens-into-smarter-money-choices/","disqusTitle":"#savings: Can Social Media Nudge Teens into Smarter Money Choices?","nprByline":"Chris Berdik, The Hechinger Report","path":"/mindshift/44370/savings-can-social-media-nudge-teens-into-smarter-money-choices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the fall of 2008, Ted Gonder was studying economics at the University of Chicago as the world economy melted down around him.\u003c/p>\n\u003cp>“We were learning about the collapse in this ivory tower, theoretical, \u003cem>Wall Street Journal\u003c/em> context,” Gonder recalled. “But a few blocks from campus was one of the hardest hit inner-city neighborhoods—a bank desert with one of the highest foreclosure rates in the country.”\u003c/p>\n\u003cp>The juxtaposition led Gonder and some classmates to start a financial education program for high school students in schools in low-income communities. Now a nonprofit called \u003ca href=\"http://moneythink.org\">Moneythink\u003c/a>, it has with 30 university chapters in 10 states, Moneythink takes a blended learning approach, by mixing personalized mentoring with the power of social media.\u003c/p>\n\u003cp>With Gonder as CEO, Moneythink starts with committed college mentors who meet weekly with small “teams” of juniors and seniors in local high schools to talk about mindful spending, goal-directed saving, and the smart use of credit cards and other financial products. And, since 2014, the nonprofit has been piloting an app called Moneythink Mobile, to push these lessons beyond classroom walls, track their impact, and use “likes” and other social nudges to encourage better real-world money habits.\u003c/p>\n\u003cp>Typically, several mentors split a class so each works with no more than five students. Before the groups talk money, they just talk — discussing the personal interests and goals that ground Moneythink’s spending and saving exercises.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each classroom lesson is paired with a financial challenge on Moneythink Mobile, an Instagram-like platform on which students compete between weekly meetings with their mentors. In the “Snaptrack” challenge, for example, students post savings moments—a photo of a packed lunch, the pricey shoes they decided not to buy, or the coupon they used at the grocery store—captioned with a description, a dollar amount and \u003cem>#savings\u003c/em>.\u003c/p>\n\u003cp>Every post earns students points that position them in the app’s “leader board.” Over the course of the pilot, however, Moneythink Mobile’s developers have learned not to push gamification too far.\u003c/p>\n\u003cp>“A lot of our students are dealing with some very real financial situations. Sometimes, they’re the ones buying the family groceries. They’ve seen parents lose jobs and even lose homes,” said Kelly Carlquist, an analyst at Goldman Sachs who was president of Moneythink’s Northwestern University chapter until she graduated in 2014 and now chairs its young professional’s board. “We don’t want to turn this into too much of a game, which would cannibalize our efforts to bring this into a real-life context.”\u003c/p>\n\u003cp>Besides, more than points, students seem to crave the little bursts of digital attention and applause that their posts generate. They spice their comments with emoji ranging from a simple thumbs-up of approval to a ninja indicating special savings skills to a smug blue face that looks decidedly unimpressed.\u003c/p>\n\u003cp>“It helps students think about their purchasing behavior through the lens of delaying gratification by not spending, but getting some likes and comments as instant gratification for doing that,” said Gonder.\u003c/p>\n\u003cp>To prime the social pump, the app’s developers recently added an “explore” function so that users at one high school can scan and comment on spending and saving posts from around the country. Students need a code to access the app, and mentors monitor posts to quash insults and the sharing of sensitive information such as a legible photo of a new debit card.\u003c/p>\n\u003cfigure id=\"attachment_44375\" class=\"wp-caption alignnone\" style=\"max-width: 720px\">\u003cimg class=\"size-full wp-image-44375\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/berdik-Moneythink.jpg\" alt=\"Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \" width=\"720\" height=\"561\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink.jpg 720w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/berdik-Moneythink-400x312.jpg 400w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003cfigcaption class=\"wp-caption-text\">Brittany Bui (left) and AJ Wheatley, co-presidents of the Moneythink chapter at Chapman University in Orange, California, at last year's freshman activity fair. \u003ccite>(Courtesy of Kara Zucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>So far, about 4,600 students have used Moneythink Mobile, including more than 1,000 in the fall of 2015, collectively posting several thousand dollars in savings. Obviously, mentors can’t verify the figures, nor do they typically add up the dollars students claim to have saved. That’s of secondary importance, according to Brittany Bui, a senior finance major and co-president of the Moneythink chapter at Chapman University in Orange, California. The Chapman mentors work with students at Orange High School, where nearly three quarters of the students qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“It’s not so much the specifics of the post itself,” said Bui. “It’s getting into the habit of thinking about what they’re buying. Are they saving, or not? Having them take pics and post makes them more mindful spenders.”\u003c/p>\n\u003cp>With that said, the numbers aren’t completely irrelevant.\u003c/p>\n\u003cp>“One of my students posted a pic of the coffee her mom made at home that she started drinking instead of making daily runs to Starbucks,” Bui recalled. “We talked about it in class, and three of the girls in my group were drinking Frappuccinos.”\u003c/p>\n\u003cp>They did the math. Saving just $3 a day by opting for home-brewed coffee over Starbucks for one year adds up to more than $1000.\u003c/p>\n\u003cp>The Moneythink curriculum encourages students to think of money as a tool to express their values. If travel is more important to you than tasty coffee treats, for example, then the smart choice is to skip the Frappuccinos and use the thousand bucks on a trip. Another Moneythink Mobile challenge called “Follow the Money” spurs these values discussions by asking students to rate each other’s spending posts as a “good spend,“ or a “bad spend.”\u003c/p>\n\u003cp>Other challenges include “Tap to Save” focused on racking up small savings toward a specific goal, and “Sage Selfie” in which students post a pic of a friend or family member who offered advice about financial products such as checking accounts and credit cards, captioned with the advice received.\u003c/p>\n\u003cp>The volume of posts and interactions reflect the strength of the mentor-student relationship, according to Moneythink’s product manager Nathan Ranney.\u003c/p>\n\u003cp>“It drives engagement when mentors really get to know their students, help them set relevant goals and comment on their posts,” said Ranney. “It lets students know that there’s really somebody on the other end of this thing who’s following me, thinking about me, and cares.”\u003c/p>\n\u003cp>In the future, Gonder hopes Moneythink Mobile will expand the nonprofit’s reach and deliver targeted financial education to places closer to meaningful money choices, such as youth employment agencies and college advisors. Also, because many students live in so-called “bank deserts” dominated by check-cashers and payday loan vendors, Moneythink is starting to talk with banks about how they might partner with the app, perhaps by linking to an account students could use without an adult cosigner.\u003c/p>\n\u003cp>Wherever the app goes, Gonder stresses that the technology will never take the place of strong mentoring relationships.\u003c/p>\n\u003cp>“Social media isn’t a fix in itself. It’s just a tool to enhance the human interactions,” he said. “In the next phase we want to crystallize the specific financial behaviors we want to see, to help students get out of the cash economy, save more regularly and meet their goals.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">\u003cem>blended learning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44370/savings-can-social-media-nudge-teens-into-smarter-money-choices","authors":["byline_mindshift_44370"],"categories":["mindshift_195"],"tags":["mindshift_962","mindshift_478"],"featImg":"mindshift_44377","label":"mindshift"},"mindshift_42713":{"type":"posts","id":"mindshift_42713","meta":{"index":"posts_1591205157","site":"mindshift","id":"42713","score":null,"sort":[1449216057000]},"guestAuthors":[],"slug":"pursuing-quests-how-digital-games-can-create-a-learning-journey","title":"Pursuing Quests: How Digital Games Can Create a Learning Journey","publishDate":1449216057,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Completing missions for rewards is a core mechanic in many video games, including best-sellers like \"World of Warcraft,\" \"Grand Theft Auto,\" \"Fallout\" and \"Skyrim.\" Quests are diverse and optional, and players can undertake them on their own schedule. Unlike their plastic and cardboard counterparts, digital games leverage a computer’s power to manage elaborate player profiles and track complex, dynamic and personalized task structures. Now that students have increased access to computers and smartphones, the powerful digital engagement system can be put in the service of education.\u003c/p>\n\u003cp>Taking a page from the video game book, Dr. Chris Haskell and Dr. Lisa Dawley, from the education department at Boise State University, saw the potential for integrating quests and other game elements to deliver coursework. Six years ago, they developed 3D GameLab, a Web-based learning management system that helps run classes in a gamelike, quest-based format.\u003c/p>\n\u003cp>“A good quest-based curriculum meets the needs of many students by offering a multiplicity of choices that cover standards,” said Haskell.\u003c/p>\n\u003cp>He emphasizes that the word “quest” is not merely a superficial renaming of “essay” or “assignment” to make it sound more exciting. Rather, it marks a crucial structural shift in how students undertake schoolwork. Students can choose from a variety of tasks, work at their own pace and unlock new options as they progress. The system also encourages mastery, as quests are accepted only when completed to the highest standard. If a submitted task is not up to par, students can rework and resubmit until they get it right, rather than simply settle for a low grade and move on.\u003c/p>\n\u003cp>“We began looking for ways to meta-game curricular activities,” said Haskell. “We built 3D GameLab to allow us to deliver any curriculum with game-based mechanics. If we were inspired by anything or anyone, it was Blizzard and Cryptic Studios and their approaches to delivering quests within the construct of a universe.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>3D GameLab lets educators track experience points, use leaderboards, badges, achievements, awards and, most importantly, quests. Haskell reports that more than 1,000 teachers and 20,000 students are currently using the platform.\u003c/p>\n\u003cp>One of those teachers is Steve Isaacs, who uses a quest-based system to deliver his entire Grade 8 game design class at William Annin Middle School in Basking Ridge, New Jersey.\u003c/p>\n\u003cp>“First and foremost, choice in learning paths provide students with opportunities to find their areas of interest,” said Isaacs. “In my course, learning goals are covered through a variety of paths. There are coding quests that teach computational thinking, coding, problem-solving, etc. There are also quests that provide opportunities for students to use a variety of tools to create games.”\u003c/p>\n\u003cp>The quests have led Isaacs’ students to create everything from \u003ca href=\"https://youtu.be/ZX91E-jZT0s\">sophisticated Minecraft mini-games\u003c/a> to \u003ca href=\"https://youtu.be/xmfke-r64AM\">paper towel flutes\u003c/a>.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=ZX91E-jZT0s&feature=youtu.be\u003c/p>\n\u003cp>When he first waded into quest-based learning, Isaacs created one central quest path that his students followed at slightly varied paces, and he added some optional side quests that could be completed for extra credits.\u003c/p>\n\u003cp>“What I noticed was that kids would come in and start a quest they wanted to work on, only to be stopped by me a few minutes into class to return to my agenda,” remembered Isaacs. “After some thought, I realized that I had kids excited about learning based on choice. This was very powerful, and I got out of my own way and provided students with more autonomy over their learning.”\u003c/p>\n\u003cp>\u003cstrong>Playing School\u003c/strong>\u003c/p>\n\u003cp>Peggy Sheehy, a middle school teacher and librarian at Suffern Middle School in Suffern, New York, has drawn international attention for \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\">her use of \"World of Warcraft\"\u003c/a> with her students. Sheehy worked with Lucas Gillispie, a North Carolina district tech coordinator, and lead teacher Craig Lawson to develop curriculum around the game, which is now \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">available on their website\u003c/a> as a free Creative Commons download.\u003c/p>\n\u003cp>The popular sword and sorcery video game makes extensive use of quests and quest mechanics, which Sheehy and her colleagues reworked to align with Common Core standards. Hearing about their work, the researchers at Boise invited her to pilot 3D GameLab, and she has been using it every since.\u003c/p>\n\u003cp>Sheehy has a wealth of stories about struggling students who flourished once they approached learning through the lens of games and quests.\u003c/p>\n\u003cp>“Reluctant or disenfranchised students are very likely to demonstrate renewed interest and engagement when presented with the game-infused option,\" she said. \"Once the kids were granted some agency in the trajectory of their learning, they really wanted to succeed.” But she also recognizes that games may not be for everybody.\u003c/p>\n\u003cp>“If we associate quest-based learning with games, there will always be a few kids who are not interested. They are usually the kids who have mastered ‘playing school’ and excel at the textbook, notetaking, worksheet learning of which they are so familiar,” said Sheehy. “But even those kids, when quests take them to a video and then a quiz or request research and a short paragraph, appreciate the ability to retry, the ranks and badges, and the freedom to quest from home, thereby granting them multiple opportunities to advance at their own pace according to their own schedules.”\u003c/p>\n\u003cp>With quests titled “Random Acts of Epic Kindness” and “A Better World Online” that encourage reflection on online behavior, Sheehy not only seeks to nurture better students but also better digital citizens. The option to choose is fundamental to freedom, democracy and consumer culture, but there is little choice offered in the schools and classrooms that endeavor to prepare students for participation in society. Managing choice through decisions is a skill that requires practice, especially for a future that, if nothing else, will involve a deluge of information. The challenges produced by managing choices in the form of quests are important rehearsals for future decision-making.\u003c/p>\n\u003cp>One reported downside of quest-based learning sounds curiously promising.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>“\u003c/em>Many who shift a traditional module-based class to a quest-based approach discover that many students complete coursework very quickly,\" Haskell said. \"If they are not prepared to give them additional experiences within the curriculum, it can be disruptive. It’s a great problem to have, but it exists.\"\u003c/p>\n\n","blocks":[],"excerpt":"The ability to design classes as games has opened up options to teachers interested in framing learning as a quest. ","status":"publish","parent":0,"modified":1466697065,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1082},"headData":{"title":"Pursuing Quests: How Digital Games Can Create a Learning Journey | KQED","description":"The ability to design classes as games has opened up options to teachers interested in framing learning as a quest. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42713 http://ww2.kqed.org/mindshift/?p=42713","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/04/pursuing-quests-how-digital-games-can-create-a-learning-journey/","disqusTitle":"Pursuing Quests: How Digital Games Can Create a Learning Journey","path":"/mindshift/42713/pursuing-quests-how-digital-games-can-create-a-learning-journey","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Completing missions for rewards is a core mechanic in many video games, including best-sellers like \"World of Warcraft,\" \"Grand Theft Auto,\" \"Fallout\" and \"Skyrim.\" Quests are diverse and optional, and players can undertake them on their own schedule. Unlike their plastic and cardboard counterparts, digital games leverage a computer’s power to manage elaborate player profiles and track complex, dynamic and personalized task structures. Now that students have increased access to computers and smartphones, the powerful digital engagement system can be put in the service of education.\u003c/p>\n\u003cp>Taking a page from the video game book, Dr. Chris Haskell and Dr. Lisa Dawley, from the education department at Boise State University, saw the potential for integrating quests and other game elements to deliver coursework. Six years ago, they developed 3D GameLab, a Web-based learning management system that helps run classes in a gamelike, quest-based format.\u003c/p>\n\u003cp>“A good quest-based curriculum meets the needs of many students by offering a multiplicity of choices that cover standards,” said Haskell.\u003c/p>\n\u003cp>He emphasizes that the word “quest” is not merely a superficial renaming of “essay” or “assignment” to make it sound more exciting. Rather, it marks a crucial structural shift in how students undertake schoolwork. Students can choose from a variety of tasks, work at their own pace and unlock new options as they progress. The system also encourages mastery, as quests are accepted only when completed to the highest standard. If a submitted task is not up to par, students can rework and resubmit until they get it right, rather than simply settle for a low grade and move on.\u003c/p>\n\u003cp>“We began looking for ways to meta-game curricular activities,” said Haskell. “We built 3D GameLab to allow us to deliver any curriculum with game-based mechanics. If we were inspired by anything or anyone, it was Blizzard and Cryptic Studios and their approaches to delivering quests within the construct of a universe.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>3D GameLab lets educators track experience points, use leaderboards, badges, achievements, awards and, most importantly, quests. Haskell reports that more than 1,000 teachers and 20,000 students are currently using the platform.\u003c/p>\n\u003cp>One of those teachers is Steve Isaacs, who uses a quest-based system to deliver his entire Grade 8 game design class at William Annin Middle School in Basking Ridge, New Jersey.\u003c/p>\n\u003cp>“First and foremost, choice in learning paths provide students with opportunities to find their areas of interest,” said Isaacs. “In my course, learning goals are covered through a variety of paths. There are coding quests that teach computational thinking, coding, problem-solving, etc. There are also quests that provide opportunities for students to use a variety of tools to create games.”\u003c/p>\n\u003cp>The quests have led Isaacs’ students to create everything from \u003ca href=\"https://youtu.be/ZX91E-jZT0s\">sophisticated Minecraft mini-games\u003c/a> to \u003ca href=\"https://youtu.be/xmfke-r64AM\">paper towel flutes\u003c/a>.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ZX91E-jZT0s'\n title='//www.youtube.com/embed/ZX91E-jZT0s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>When he first waded into quest-based learning, Isaacs created one central quest path that his students followed at slightly varied paces, and he added some optional side quests that could be completed for extra credits.\u003c/p>\n\u003cp>“What I noticed was that kids would come in and start a quest they wanted to work on, only to be stopped by me a few minutes into class to return to my agenda,” remembered Isaacs. “After some thought, I realized that I had kids excited about learning based on choice. This was very powerful, and I got out of my own way and provided students with more autonomy over their learning.”\u003c/p>\n\u003cp>\u003cstrong>Playing School\u003c/strong>\u003c/p>\n\u003cp>Peggy Sheehy, a middle school teacher and librarian at Suffern Middle School in Suffern, New York, has drawn international attention for \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\">her use of \"World of Warcraft\"\u003c/a> with her students. Sheehy worked with Lucas Gillispie, a North Carolina district tech coordinator, and lead teacher Craig Lawson to develop curriculum around the game, which is now \u003ca href=\"http://wowinschool.pbworks.com/w/page/5268731/FrontPage\">available on their website\u003c/a> as a free Creative Commons download.\u003c/p>\n\u003cp>The popular sword and sorcery video game makes extensive use of quests and quest mechanics, which Sheehy and her colleagues reworked to align with Common Core standards. Hearing about their work, the researchers at Boise invited her to pilot 3D GameLab, and she has been using it every since.\u003c/p>\n\u003cp>Sheehy has a wealth of stories about struggling students who flourished once they approached learning through the lens of games and quests.\u003c/p>\n\u003cp>“Reluctant or disenfranchised students are very likely to demonstrate renewed interest and engagement when presented with the game-infused option,\" she said. \"Once the kids were granted some agency in the trajectory of their learning, they really wanted to succeed.” But she also recognizes that games may not be for everybody.\u003c/p>\n\u003cp>“If we associate quest-based learning with games, there will always be a few kids who are not interested. They are usually the kids who have mastered ‘playing school’ and excel at the textbook, notetaking, worksheet learning of which they are so familiar,” said Sheehy. “But even those kids, when quests take them to a video and then a quiz or request research and a short paragraph, appreciate the ability to retry, the ranks and badges, and the freedom to quest from home, thereby granting them multiple opportunities to advance at their own pace according to their own schedules.”\u003c/p>\n\u003cp>With quests titled “Random Acts of Epic Kindness” and “A Better World Online” that encourage reflection on online behavior, Sheehy not only seeks to nurture better students but also better digital citizens. The option to choose is fundamental to freedom, democracy and consumer culture, but there is little choice offered in the schools and classrooms that endeavor to prepare students for participation in society. Managing choice through decisions is a skill that requires practice, especially for a future that, if nothing else, will involve a deluge of information. The challenges produced by managing choices in the form of quests are important rehearsals for future decision-making.\u003c/p>\n\u003cp>One reported downside of quest-based learning sounds curiously promising.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>“\u003c/em>Many who shift a traditional module-based class to a quest-based approach discover that many students complete coursework very quickly,\" Haskell said. \"If they are not prepared to give them additional experiences within the curriculum, it can be disruptive. It’s a great problem to have, but it exists.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42713/pursuing-quests-how-digital-games-can-create-a-learning-journey","authors":["11107"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_548","mindshift_478"],"featImg":"mindshift_42977","label":"mindshift"},"mindshift_40078":{"type":"posts","id":"mindshift_40078","meta":{"index":"posts_1591205157","site":"mindshift","id":"40078","score":null,"sort":[1429552892000]},"guestAuthors":[],"slug":"can-games-and-badges-motivate-college-students-to-learn","title":"Can Games and Badges Motivate College Students to Learn?","publishDate":1429552892,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At what point does an educator turn to games? K-12 educators have a good track record of using games to engage children, but when it comes to higher education, students are largely on their own. As these digital natives make their way through college, professors are looking to use games and digital media to help students learn. The use of games by educators is often motivated by the desire to better engage students and align instructional practices. Some educators are turning to \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">game-based learning\u003c/a>, but gamification is also serving a purpose.\u003c/p>\n\u003cp>Engagement and games, however, is not without controversy. At the heart of the issue is \u003cem>gamification\u003c/em>, a term commonly defined as the addition of reward systems to non-game settings and contexts. This can take the form of airline loyalty points or gold stars. Many game designers and scholars believe that these extrinsic motivators are not games at all. Rather, they feel that good games should rely on stories, quests and intrinsic challenges. These are characteristics of gameful design or game-based learning, as opposed to the mere badging and points that characterize gamification.\u003c/p>\n\u003cp>If a class runs exactly as it always has, except that students receive badges and points in lieu of marks and grades, is it really a game? Does this question matter if student performance improves due to the draw of extrinsic lures? How does student behaviour change in a strictly gamified class?\u003c/p>\n\u003cp>[contextly_sidebar id=\"TEwRzCPI1hM7myhuskbH8AbuiMrLu5DB\"]\u003c/p>\n\u003cp>These are the questions professor \u003ca href=\"http://finearts.uvic.ca/writing/faculty/leach/\">David Leach\u003c/a> set out to answer with an experiment he conducted at the University of Victoria in British Columbia, Canada. As a prize-winning magazine writer, editor and creative writing teacher, he understands the value of narrative, but he also has an interest in games. “Further reading led me into the discussion—and controversy— around gamification in education. I read a lot of pros versus cons but not a lot of real experimental evidence for the effectiveness of these tools. The Systems CIO at our university gave me research money to run an experiment on the effectiveness of gamification.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To test the advantages and disadvantages of gamification, Leach ran two parallel sections of his Human Uses of Technology course. One was taught as a regular class, while the other section used leaderboards, badges and points and, to a lesser degree, quests. “The stages of various assignments were also described as 'quests' but this was a very superficial narrative element. Mostly, the experiment’s focus was on the crudest use of popular gamification tools,” said Leach.\u003c/p>\n\u003cp>In the end, the gamification group visited the online course site twice as often and spent double the amount of time as the regular class. Their blog posts were submitted earlier and they were significantly more active on the online class forum. A post-game survey revealed that 82% of the students believed that gamification was an effective motivational tool. Surprisingly, despite their higher activity on the class site, the gamified group demonstrated no improved learning outcomes in their academic performance in the course.\u003c/p>\n\u003cp>Leach’s research paper on the experiment concludes that “gamification can offer incentives for online activity and socializing but, on its own, may have little impact on quantifiable learning outcomes.” These results might change with alterations to badge criteria and/or how points are awarded, which might impact how students distribute their efforts.\u003c/p>\n\u003cp>Fortunately, gamified and gameful designs are not mutually exclusive, and combining both may cast the widest motivational net, significantly improving chances to capture hearts and minds.\u003c/p>\n\u003cp>\u003cstrong>A Playbor of Love\u003c/strong>\u003c/p>\n\u003cp>Recasting college level classes as games can be enormously rewarding and beneficial for students and instructors but, as all genuine innovation, hurdles must be cleared.\u003c/p>\n\u003cp>“Story, I think, is the real power of game-based learning,” said Leach, but he underscores a structural challenge to implementation when he adds that “the modular set-up of most university programs — 1.5 hour classes twice per week, students taking four or five different courses at a time — undermine developing that sense of narrative engagement in a university setting.” Can multiple courses be integrated into a single game? Can schedules be abolished to make way for more sophisticated asynchronous gameplay? Time will tell.\u003c/p>\n\u003cp>Leach also believes that universities could \u003ca href=\"http://blogs.kqed.org/mindshift/2015/02/how-professors-can-bolster-inquiry-in-college-using-k-12-tech-tricks/\">look to the K-12 system\u003c/a>, where the emphasis is on pedagogy rather than research. “Mostly, I think university instructors have a lot to learn from K-12 teachers, where there is far more innovation in the fields of game-based learning. The lack of communication between the K-12 and post-secondary realms is a huge barrier to innovation.”\u003c/p>\n\u003cp>Implementing a game-based class also means an increased workload for already busy professors. \u003ca href=\"http://www.bobdeschutter.com/\">Bob De Schutter\u003c/a>, a game design professor at Miami University, writes that it can be a “long and laborious process to get it right.” However, tools like \u003ca href=\"http://3dgamelab.com/\">3D Gamelab\u003c/a>, and the benefit of tried and established models from pioneers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/07/how-games-can-be-used-to-teach-college-level-chinese/\">Lee Sheldon\u003c/a> and Chris Haskell, will all prove helpful to reduce the time commitment for educators who want to jump into the fray.\u003c/p>\n\u003cp>Ultimately, it might be more accurate to frame the extra work as \u003cem>playbor\u003c/em> rather than labor. “Truth of the matter is that I love doing the gameful course,” said De Schutter. “It is fun to ambush students, to bring their heroes in the conversation and to basically game-master a class, and it is just as fun for students to battle each other or slay vampire kitties. That does not necessarily make an already engaging teaching style any more engaging, but it does make your class significantly more awesome.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"K-12 educators are well versed in the use of games for learning, so why don't colleges embrace the same kind of fun? ","status":"publish","parent":0,"modified":1471385776,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":965},"headData":{"title":"Can Games and Badges Motivate College Students to Learn? | KQED","description":"K-12 educators are well versed in the use of games for learning, so why don't colleges embrace the same kind of fun? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40078 http://ww2.kqed.org/mindshift/?p=40078","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/20/can-games-and-badges-motivate-college-students-to-learn/","disqusTitle":"Can Games and Badges Motivate College Students to Learn?","path":"/mindshift/40078/can-games-and-badges-motivate-college-students-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At what point does an educator turn to games? K-12 educators have a good track record of using games to engage children, but when it comes to higher education, students are largely on their own. As these digital natives make their way through college, professors are looking to use games and digital media to help students learn. The use of games by educators is often motivated by the desire to better engage students and align instructional practices. Some educators are turning to \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">game-based learning\u003c/a>, but gamification is also serving a purpose.\u003c/p>\n\u003cp>Engagement and games, however, is not without controversy. At the heart of the issue is \u003cem>gamification\u003c/em>, a term commonly defined as the addition of reward systems to non-game settings and contexts. This can take the form of airline loyalty points or gold stars. Many game designers and scholars believe that these extrinsic motivators are not games at all. Rather, they feel that good games should rely on stories, quests and intrinsic challenges. These are characteristics of gameful design or game-based learning, as opposed to the mere badging and points that characterize gamification.\u003c/p>\n\u003cp>If a class runs exactly as it always has, except that students receive badges and points in lieu of marks and grades, is it really a game? Does this question matter if student performance improves due to the draw of extrinsic lures? How does student behaviour change in a strictly gamified class?\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>These are the questions professor \u003ca href=\"http://finearts.uvic.ca/writing/faculty/leach/\">David Leach\u003c/a> set out to answer with an experiment he conducted at the University of Victoria in British Columbia, Canada. As a prize-winning magazine writer, editor and creative writing teacher, he understands the value of narrative, but he also has an interest in games. “Further reading led me into the discussion—and controversy— around gamification in education. I read a lot of pros versus cons but not a lot of real experimental evidence for the effectiveness of these tools. The Systems CIO at our university gave me research money to run an experiment on the effectiveness of gamification.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To test the advantages and disadvantages of gamification, Leach ran two parallel sections of his Human Uses of Technology course. One was taught as a regular class, while the other section used leaderboards, badges and points and, to a lesser degree, quests. “The stages of various assignments were also described as 'quests' but this was a very superficial narrative element. Mostly, the experiment’s focus was on the crudest use of popular gamification tools,” said Leach.\u003c/p>\n\u003cp>In the end, the gamification group visited the online course site twice as often and spent double the amount of time as the regular class. Their blog posts were submitted earlier and they were significantly more active on the online class forum. A post-game survey revealed that 82% of the students believed that gamification was an effective motivational tool. Surprisingly, despite their higher activity on the class site, the gamified group demonstrated no improved learning outcomes in their academic performance in the course.\u003c/p>\n\u003cp>Leach’s research paper on the experiment concludes that “gamification can offer incentives for online activity and socializing but, on its own, may have little impact on quantifiable learning outcomes.” These results might change with alterations to badge criteria and/or how points are awarded, which might impact how students distribute their efforts.\u003c/p>\n\u003cp>Fortunately, gamified and gameful designs are not mutually exclusive, and combining both may cast the widest motivational net, significantly improving chances to capture hearts and minds.\u003c/p>\n\u003cp>\u003cstrong>A Playbor of Love\u003c/strong>\u003c/p>\n\u003cp>Recasting college level classes as games can be enormously rewarding and beneficial for students and instructors but, as all genuine innovation, hurdles must be cleared.\u003c/p>\n\u003cp>“Story, I think, is the real power of game-based learning,” said Leach, but he underscores a structural challenge to implementation when he adds that “the modular set-up of most university programs — 1.5 hour classes twice per week, students taking four or five different courses at a time — undermine developing that sense of narrative engagement in a university setting.” Can multiple courses be integrated into a single game? Can schedules be abolished to make way for more sophisticated asynchronous gameplay? Time will tell.\u003c/p>\n\u003cp>Leach also believes that universities could \u003ca href=\"http://blogs.kqed.org/mindshift/2015/02/how-professors-can-bolster-inquiry-in-college-using-k-12-tech-tricks/\">look to the K-12 system\u003c/a>, where the emphasis is on pedagogy rather than research. “Mostly, I think university instructors have a lot to learn from K-12 teachers, where there is far more innovation in the fields of game-based learning. The lack of communication between the K-12 and post-secondary realms is a huge barrier to innovation.”\u003c/p>\n\u003cp>Implementing a game-based class also means an increased workload for already busy professors. \u003ca href=\"http://www.bobdeschutter.com/\">Bob De Schutter\u003c/a>, a game design professor at Miami University, writes that it can be a “long and laborious process to get it right.” However, tools like \u003ca href=\"http://3dgamelab.com/\">3D Gamelab\u003c/a>, and the benefit of tried and established models from pioneers like \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/07/how-games-can-be-used-to-teach-college-level-chinese/\">Lee Sheldon\u003c/a> and Chris Haskell, will all prove helpful to reduce the time commitment for educators who want to jump into the fray.\u003c/p>\n\u003cp>Ultimately, it might be more accurate to frame the extra work as \u003cem>playbor\u003c/em> rather than labor. “Truth of the matter is that I love doing the gameful course,” said De Schutter. “It is fun to ambush students, to bring their heroes in the conversation and to basically game-master a class, and it is just as fun for students to battle each other or slay vampire kitties. That does not necessarily make an already engaging teaching style any more engaging, but it does make your class significantly more awesome.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40078/can-games-and-badges-motivate-college-students-to-learn","authors":["11107"],"categories":["mindshift_195"],"tags":["mindshift_775","mindshift_20784","mindshift_1040","mindshift_548","mindshift_20655","mindshift_478"],"featImg":"mindshift_40179","label":"mindshift"},"mindshift_35180":{"type":"posts","id":"mindshift_35180","meta":{"index":"posts_1591205157","site":"mindshift","id":"35180","score":null,"sort":[1398175233000]},"guestAuthors":[],"slug":"tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education","title":"Tapping Into the Potential of Games and Uninhibited Play for Learning","publishDate":1398175233,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35195\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35195\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/78376979-e1398124877109.jpg\" alt=\"78376979\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 1 of the \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Game-Based Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap\">By now, you’ve probably heard the buzzwords: “game-based learning” and “gamification” are pervading headlines in education coverage. Video games have always been popular with kids, but now increasingly, educators are trying to leverage the interactive power of video games for learning. Why? It turns out games are actually really good teachers.\u003c/p>\n\u003cp dir=\"ltr\">Think about the compounding way in which Angry Birds teaches the rules, one baby step at a time, one superpower after another. Video games teach players the skills needed to overcome particular kinds of challenges; then they require a demonstration of mastery in order to move onto the next level. Players may get three or four chances to show their ability to execute the new skill. If they fail, it’s back to the prior level. If they succeed, it’s on to the next.\u003c/p>\n\u003cp dir=\"ltr\">\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">Think about popular games, old and new: Pac-Man, Mario Brothers, Space Invaders, Minecraft. Even very small kids can learn to play really complex games. Kids play for hours until they master the game, until they discover the patterns. They talk about it with their friends. They share tips. They share tricks. They learn together.\u003c/p>\n\u003cp dir=\"ltr\">All games facilitate some kind of learning. Even games that are not meant to be educational teach kids something -- even if it's just the rules of the game. The learning is so effective that it deserves our attention. Educational psychologists study it. Sociologists study it. Neuroscientists study it. They're all trying to figure out what makes the great games work. In some cases, researchers are attempting to isolate and identify the attributes of video games that stimulate engagement and perseverance. It is this kind of research that has led to the “gamification” trend.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Gamification is popular in advertising, human resources, coffee shop loyalty programs, ongoing fast food promotions. Think of McDonald’s Monopoly game as an early example of intentional gamification. In general, gamification attempts to superimpose the stimulating motivational aspects of the game world onto the life world.\u003c/p>\n\u003cp>Across the country, teachers are using gamification in their classrooms every day. They gamify learning by replacing grades with levels and merit badges. Rather than simply delivering lectures and then testing for retention, gamification manifests when teachers create project-based units where completion, or the demonstration of mastery, is what allows the student to move on.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">When learning is structured like a game, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Perhaps students receive badges recognizing the successful completion of each assignment. Maybe future learning units are imagined like sequential game worlds--a certain number of badges are required to \"open each portal.\" The portal is the next lesson or the next learning module. When learning is structured this way, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>TAPPING INTO THE NATURAL INSTINCT TO LEARN\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Any teacher can implement a \"gamified\" approach fairly easily -- you don’t need tablets or laptop computers. It's a matter of reframing traditional assignments as inquiry-based individual or group projects. It's also a matter of employing a more mastery-based assessment strategy that’s grounded in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\" target=\"_blank\">project-based learning \u003c/a>and understanding the motivational benefits of a more game-like structure. Done well, gamifying the classroom encourages students to be motivated by the excitement of moving on to new challenges. Gaming emotions like “Fiero” become a commonplace part of the learning experience. Fiero is the rush of excitement that gamers experience when they overcome challenges. In \u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/0143120611/ref=sr_1_1?s=books&ie=UTF8&qid=1356197215&sr=1-1&keywords=reality+is+broken\">Reality is Broken, \u003c/a>a popular book that suggests ways to bring the wisdom of the game-world into the real-word, Jane McGonigal writes:\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Fiero, according to researchers at the Center for Interdisciplinary Brain Science Research at Stanford, is the emotion that first created the desire to leave the cave and conquer the world. It’s a craving for challenges that we can overcome, battles we can win, and dangers we can vanquish.\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Scientist have recently documented that fiero is one of the most powerful neurochemical highs we can experience. It involves three different structures of the reward circuitry of the brain, including the mesocorticolimbic center, which is most typically associated with reward and addiction. Fiero is a rush unlike any other rush, and the more challenging the obstacle we overcome, the more intense the fiero.\u003c/p>\n\u003cp dir=\"ltr\">Obviously, when researchers stick their microscopes in people’s brains they don’t find neuro-receptors with the word “fiero” scribbled on them like tiny calligraphy on a minuscule grain of rice. But the word “fiero” was chosen by researchers for a reason -- to signify a particular neurochemical phenomena. Why that word?\u003c/p>\n\u003cp dir=\"ltr\">The Italian word “fiero” comes from the same Latin root as our English word “fierce.” This is not only because the particular kind of pride that fiero describes makes us feel like an aggressive alpha predator at the top of the virtual food chain. Fiero also has to do with feeling of wildness. The Latin root “fiera” is also the origin of the English word “feral,” which means untamed or undomesticated.\u003c/p>\n\u003cp dir=\"ltr\">The feeling of fiero, then, is less about pride and more about being your untamed self. Fiero is about the way you feel when you are liberated from restrictions and constraints and enabled to just be uninhibited, to play free. Gamers want those little rushes of fiero because, in a way, it's the opposite of feeling self-conscious, of feeling like they need to conform. It neurochemically reminds them that they have the ability to respond in an unrestrained way to the immediate circumstances of the world around them.\u003c/p>\n\u003cp dir=\"ltr\">In the classroom, fiero makes students see that they're empowered players in their own education. They're released into the exciting adventure that learning can be. Without the intrinsic motivating power of fiero, however, gamification becomes nothing more than semantic spin: a language game in which a letter-based grade system is replaced by a points-based reward system. In these cases, gamification does little to address the shortcomings of a system that relies on high-stakes testing.\u003c/p>\n\u003cp dir=\"ltr\">Be wary of gamifying your classroom in a way that disempowers students through extrinsic rewards. Remember, it is not the gold stars, points, or smiley faces that motivate gamers (nor students). Stars, points, and badges are simply symbolic representations marking a task well-done. All teachers, however, can attempt to harness the motivational power of fiero.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>GAME-BASED LEARNING VS. GAMIFICATION\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Game-based learning is another great way to empower your students to engage with intellectual problems. They get to experience the fiero rush that comes with knowing that they successfully overcame a challenge. That’s right: game-based learning is different from gamification. Gamification is about making a non-game into a game. Game-based learning usually refers to using actual digital video games as a classroom tool (although, traditional non electronic role playing and board games work exactly the same way, but perhaps not so efficiently), and there's a slew of video games, digital apps, and adaptive software platforms that can be used for instruction. Some are great, while others are not so helpful.\u003c/p>\n\u003cp dir=\"ltr\">[contextly_sidebar id=\"9a20200cf99c6e41e97e64e31b6300f5\"]\u003c/p>\n\u003cp>Each time we reframe class content in order to clarify something, we're reaching for a tool. Every time we try a different activity with the hope that this approach will deepen our students’ understanding, we're using a new tool. Teachers can never have too many tools in their tool boxes. Tools enable flexibility and great teaching requires being adaptable.\u003c/p>\n\u003cp dir=\"ltr\">This blog series is an in-depth guide to game-based teaching tools. It's about making it easy for you to adopt games for teaching. It's not that we want you to replace what you’re already doing with video games. Instead, we want you to supplement and compliment your already successful strategies with another potentially powerful tool.\u003c/p>\n\u003cp dir=\"ltr\">Over the next few weeks and months, we’ll explain the key ideas in game-based learning. We’ll discuss pedagogy, implementation, and assessment. We’ll summarize the research and provide suggestions for practical use. We’ll talk about the pros and cons of game-based learning. We’ll offer you a guide for adding games to your classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In the classroom, fiero -- excitement that gamers experience when they overcome challenges -- makes students see that they're empowered players in their own education. They're released into the exciting adventure that learning can be. Without the intrinsic motivating power of fiero, however, gamification becomes nothing more than semantic spin: a language game in which a letter-based grade system is replaced by a points-based reward system. In these cases, gamification does little to address the shortcomings of a system that relies on high-stakes testing.","status":"publish","parent":0,"modified":1399509681,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1470},"headData":{"title":"Tapping Into the Potential of Games and Uninhibited Play for Learning | KQED","description":"In the classroom, fiero -- excitement that gamers experience when they overcome challenges -- makes students see that they're empowered players in their own education. They're released into the exciting adventure that learning can be. Without the intrinsic motivating power of fiero, however, gamification becomes nothing more than semantic spin: a language game in which a letter-based grade system is replaced by a points-based reward system. In these cases, gamification does little to address the shortcomings of a system that relies on high-stakes testing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35180 http://blogs.kqed.org/mindshift/?p=35180","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/22/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education/","disqusTitle":"Tapping Into the Potential of Games and Uninhibited Play for Learning","path":"/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35195\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35195\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/78376979-e1398124877109.jpg\" alt=\"78376979\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/78376979-e1398124877109-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 1 of the \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Game-Based Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap\">By now, you’ve probably heard the buzzwords: “game-based learning” and “gamification” are pervading headlines in education coverage. Video games have always been popular with kids, but now increasingly, educators are trying to leverage the interactive power of video games for learning. Why? It turns out games are actually really good teachers.\u003c/p>\n\u003cp dir=\"ltr\">Think about the compounding way in which Angry Birds teaches the rules, one baby step at a time, one superpower after another. Video games teach players the skills needed to overcome particular kinds of challenges; then they require a demonstration of mastery in order to move onto the next level. Players may get three or four chances to show their ability to execute the new skill. If they fail, it’s back to the prior level. If they succeed, it’s on to the next.\u003c/p>\n\u003cp dir=\"ltr\">\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">Think about popular games, old and new: Pac-Man, Mario Brothers, Space Invaders, Minecraft. Even very small kids can learn to play really complex games. Kids play for hours until they master the game, until they discover the patterns. They talk about it with their friends. They share tips. They share tricks. They learn together.\u003c/p>\n\u003cp dir=\"ltr\">All games facilitate some kind of learning. Even games that are not meant to be educational teach kids something -- even if it's just the rules of the game. The learning is so effective that it deserves our attention. Educational psychologists study it. Sociologists study it. Neuroscientists study it. They're all trying to figure out what makes the great games work. In some cases, researchers are attempting to isolate and identify the attributes of video games that stimulate engagement and perseverance. It is this kind of research that has led to the “gamification” trend.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Gamification is popular in advertising, human resources, coffee shop loyalty programs, ongoing fast food promotions. Think of McDonald’s Monopoly game as an early example of intentional gamification. In general, gamification attempts to superimpose the stimulating motivational aspects of the game world onto the life world.\u003c/p>\n\u003cp>Across the country, teachers are using gamification in their classrooms every day. They gamify learning by replacing grades with levels and merit badges. Rather than simply delivering lectures and then testing for retention, gamification manifests when teachers create project-based units where completion, or the demonstration of mastery, is what allows the student to move on.\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">When learning is structured like a game, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Perhaps students receive badges recognizing the successful completion of each assignment. Maybe future learning units are imagined like sequential game worlds--a certain number of badges are required to \"open each portal.\" The portal is the next lesson or the next learning module. When learning is structured this way, students intuitively understand the cumulative nature of learning. They're motivated to master a compounding sequence of skills.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>TAPPING INTO THE NATURAL INSTINCT TO LEARN\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Any teacher can implement a \"gamified\" approach fairly easily -- you don’t need tablets or laptop computers. It's a matter of reframing traditional assignments as inquiry-based individual or group projects. It's also a matter of employing a more mastery-based assessment strategy that’s grounded in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\" target=\"_blank\">project-based learning \u003c/a>and understanding the motivational benefits of a more game-like structure. Done well, gamifying the classroom encourages students to be motivated by the excitement of moving on to new challenges. Gaming emotions like “Fiero” become a commonplace part of the learning experience. Fiero is the rush of excitement that gamers experience when they overcome challenges. In \u003ca href=\"http://www.amazon.com/Reality-Broken-Games-Better-Change/dp/0143120611/ref=sr_1_1?s=books&ie=UTF8&qid=1356197215&sr=1-1&keywords=reality+is+broken\">Reality is Broken, \u003c/a>a popular book that suggests ways to bring the wisdom of the game-world into the real-word, Jane McGonigal writes:\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Fiero, according to researchers at the Center for Interdisciplinary Brain Science Research at Stanford, is the emotion that first created the desire to leave the cave and conquer the world. It’s a craving for challenges that we can overcome, battles we can win, and dangers we can vanquish.\u003c/p>\n\u003cp dir=\"ltr\" style=\"padding-left: 30px\">Scientist have recently documented that fiero is one of the most powerful neurochemical highs we can experience. It involves three different structures of the reward circuitry of the brain, including the mesocorticolimbic center, which is most typically associated with reward and addiction. Fiero is a rush unlike any other rush, and the more challenging the obstacle we overcome, the more intense the fiero.\u003c/p>\n\u003cp dir=\"ltr\">Obviously, when researchers stick their microscopes in people’s brains they don’t find neuro-receptors with the word “fiero” scribbled on them like tiny calligraphy on a minuscule grain of rice. But the word “fiero” was chosen by researchers for a reason -- to signify a particular neurochemical phenomena. Why that word?\u003c/p>\n\u003cp dir=\"ltr\">The Italian word “fiero” comes from the same Latin root as our English word “fierce.” This is not only because the particular kind of pride that fiero describes makes us feel like an aggressive alpha predator at the top of the virtual food chain. Fiero also has to do with feeling of wildness. The Latin root “fiera” is also the origin of the English word “feral,” which means untamed or undomesticated.\u003c/p>\n\u003cp dir=\"ltr\">The feeling of fiero, then, is less about pride and more about being your untamed self. Fiero is about the way you feel when you are liberated from restrictions and constraints and enabled to just be uninhibited, to play free. Gamers want those little rushes of fiero because, in a way, it's the opposite of feeling self-conscious, of feeling like they need to conform. It neurochemically reminds them that they have the ability to respond in an unrestrained way to the immediate circumstances of the world around them.\u003c/p>\n\u003cp dir=\"ltr\">In the classroom, fiero makes students see that they're empowered players in their own education. They're released into the exciting adventure that learning can be. Without the intrinsic motivating power of fiero, however, gamification becomes nothing more than semantic spin: a language game in which a letter-based grade system is replaced by a points-based reward system. In these cases, gamification does little to address the shortcomings of a system that relies on high-stakes testing.\u003c/p>\n\u003cp dir=\"ltr\">Be wary of gamifying your classroom in a way that disempowers students through extrinsic rewards. Remember, it is not the gold stars, points, or smiley faces that motivate gamers (nor students). Stars, points, and badges are simply symbolic representations marking a task well-done. All teachers, however, can attempt to harness the motivational power of fiero.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>GAME-BASED LEARNING VS. GAMIFICATION\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Game-based learning is another great way to empower your students to engage with intellectual problems. They get to experience the fiero rush that comes with knowing that they successfully overcame a challenge. That’s right: game-based learning is different from gamification. Gamification is about making a non-game into a game. Game-based learning usually refers to using actual digital video games as a classroom tool (although, traditional non electronic role playing and board games work exactly the same way, but perhaps not so efficiently), and there's a slew of video games, digital apps, and adaptive software platforms that can be used for instruction. Some are great, while others are not so helpful.\u003c/p>\n\u003cp dir=\"ltr\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Each time we reframe class content in order to clarify something, we're reaching for a tool. Every time we try a different activity with the hope that this approach will deepen our students’ understanding, we're using a new tool. Teachers can never have too many tools in their tool boxes. Tools enable flexibility and great teaching requires being adaptable.\u003c/p>\n\u003cp dir=\"ltr\">This blog series is an in-depth guide to game-based teaching tools. It's about making it easy for you to adopt games for teaching. It's not that we want you to replace what you’re already doing with video games. Instead, we want you to supplement and compliment your already successful strategies with another potentially powerful tool.\u003c/p>\n\u003cp dir=\"ltr\">Over the next few weeks and months, we’ll explain the key ideas in game-based learning. We’ll discuss pedagogy, implementation, and assessment. We’ll summarize the research and provide suggestions for practical use. We’ll talk about the pros and cons of game-based learning. We’ll offer you a guide for adding games to your classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35180/tapping-into-the-potential-of-video-games-and-uninhibited-play-for-learning-education","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20655","mindshift_478"],"label":"mindshift_20669"},"mindshift_26962":{"type":"posts","id":"mindshift_26962","meta":{"index":"posts_1591205157","site":"mindshift","id":"26962","score":null,"sort":[1360265164000]},"guestAuthors":[],"slug":"higher-ed-trends-moocs-tablets-gamification-and-wearable-tech","title":"Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech","publishDate":1360265164,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366049850,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1208},"headData":{"title":"Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech | KQED","description":"Justin Sullivan/Getty Images As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the New Media Consortium and EDUCAUSE Learning Initiative (ELI) tries to sift through the fads and find the few that will have a real impact","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"26962 http://blogs.kqed.org/mindshift/?p=26962","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/07/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/","disqusTitle":"Higher Ed Trends: MOOCs, Tablets, Gamification, and Wearable Tech","path":"/mindshift/26962/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26965\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/cal/\" rel=\"attachment wp-att-26965\">\u003cimg class=\"size-large wp-image-26965\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/CAL-620x393.gif\" alt=\"CAL\" width=\"620\" height=\"393\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Justin Sullivan/Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As tech tools continue to proliferate with new launches and new products, it's difficult to predict what will stick and what won't. A recently released report by the\u003ca href=\"http://www.nmc.org/about\"> New Media Consortium\u003c/a> and\u003ca href=\"http://www.educause.edu/eli\"> EDUCAUSE Learning Initiative\u003c/a> (ELI) tries to sift through the fads and find the few that will have a real impact on education in the next few years.\u003c/p>\n\u003cp>What's worth noting? Sometimes what seemed impossible only a few years ago has already become a new trend. The \u003ca href=\"http://www.nmc.org/publications/2013-horizon-report-higher-ed\">2013 NMC Horizon’s Report on Higher Education,\u003c/a> which brings together international experts in education and technology, attempts to take the pulse of emerging technologies in higher education and predict where the field will move in the near, middle and far term.\u003c/p>\n\u003cp>The report points to MOOCs,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\"> Massive Open Online Courses,\u003c/a> as the big change agent in the higher ed landscape, but it also reaches a little further, bringing 3D printing and wearable technology into the mix.\u003c/p>\n\u003cp>\u003cstrong>KEY FACTORS\u003c/strong>\u003c/p>\n\u003cp>The panel considered some key factors influencing whether technologies take hold, identifying a move towards “open” content and the ability to share, manipulate, and mold. Even more critical for institutions of higher education is the rise of MOOCs. As more elite institutions align themselves \u003c!--more-->with one MOOC organization or another, university leaders are considering the idea of “micro-credit” as an alternative to the traditional credits given at brick and mortar universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-the-future-student-higher-education-will-be-redefined/\"> For the Future Student, Higher Education Will Be Redefined\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Equally important to information access are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/faces-of-the-new-higher-ed-learning-by-working/\">skills that employers expect recent graduates to bring with them\u003c/a> -- like communication and critical thinking. These skills are often augmented by real-world or informal learning experiences that move beyond the college lecture hall. Acknowledging that the trend of personalization and taking it a step further, the report also notes the increasing importance of\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/understanding-learning-analytics-and-student-data/\"> learning analytics\u003c/a>. Colleges will need to follow a student’s digital footprint to better tailor their educational experience. And all of this means a different role for university instructors. Students have much better access to knowledge through technology which necessitates that professors become mentors, collaborators, facilitators and ultimately not the center of the learning experience.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>By and large the biggest barriers to implementing technology in higher education are the institutions and people who run them. Employers increasingly recognize that digital media literacy is an important skill set in the coming decades, but university faculty are neither equipped to teach those skills nor especially proficient themselves in many cases.\u003c/p>\n\u003cp>Lack of digital fluency is affecting scholarly collaboration, as well. Social media, blogging, link backs and other tech-based publication methods are not well understood or recognized by older, traditional faculty and administration. It’s far easier to continue with the status quo and too often professors trying new things are seen as teaching outside their role. This stodgy mentality stifles innovation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level.”\u003c/strong>\u003c/aside>\n\u003cp>The panel also found that while there is a hunger for more personalized learning, the demand is not well supported by the technology. The mechanics of earning analytics are still in the nascent stages. Collecting, collating, and understanding the sheer volume of data is overwhelming to most at traditional universities. Many college instructors are not using technology in their research or in their teaching. It would take a larger cultural shift before many technologies could be considered widespread.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/can-free-high-quality-education-get-you-a-job/\">Can Free, High-Quality Education Get You a Job?\u003c/a>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Lastly, the competition that MOOCs are bringing to the long-held university system is challenging the value of higher education. Many argue the competition is exactly what slow-moving universities need to change, but others wonder if the instruction offered by MOOCs reaches the same caliber. “As these new platforms emerge, however, there is a need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level,” the report notes.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PREDICTIONS (WITHIN THE YEAR)\u003c/strong>\u003c/p>\n\u003cp>Both MOOCs and tablets will be widely adopted in university settings within the year. The popularity of MOOCs like Coursera, Udacity and edX are undeniable with enrollment in some classes exceeding 100,000 students. Unparalleled access excites many people, but raises questions. “One of the most appealing promises of MOOCs is that they offer the possibility for continued, advanced learning at zero cost, allowing students, life-long learners, and professionals to acquire new skills and improve their knowledge and employability,” notes the report.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers.”\u003c/strong>\u003c/aside>\n\u003cp>As for tech hardware, tablets fit well with the university lifestyle. They’re light, portable, and allow students to interact with the lesson and their networks at the same time. Competition in the tablet space has increased, driving down the price and pushing the limits of capability. The report predicts tablet manufacturers will continue to offer more robust options for less money.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM (TWO TO THREE YEARS)\u003c/strong>\u003c/p>\n\u003cp>A big prediction here is the rise of games and gamification to encourage students to participate with material in deeper ways. Educational gaming might seem like old news to some, but most often \u003ca href=\"http://ww2.kqed.org/mindshift/?s=gaming&x=0&y=0\">gaming comes up in a K-12 context\u003c/a>. Now the same benefits are being applied to older students and more complicated subjects. Most of the excitement centers on gamification – integrating mechanics of games into non-game situations to inspire creativity and productivity. The strategy works well for many businesses and is gradually making its way onto college campuses.\u003c/p>\n\u003cp>Similarly, the report predicts that learning analytics will find a foothold in higher education in the next few years. “Student-specific data can now be used to customize online course platforms and suggest resources to students in the same way that businesses tailor advertisements and offers to customers,” the report said. Universities are already using big data to improve advising and help offer advice and strategies to struggling learners to improve retention. The data can also help universities to better allocate resources, fill holes and accurately understand how well they are serving students.\u003c/p>\n\u003cp>\u003cstrong>LONG TERM (FOUR TO FIVE YEARS)\u003c/strong>\u003c/p>\n\u003cp>The rise of the\u003ca href=\"http://ww2.kqed.org/mindshift/?s=Maker+Faire&x=0&y=0\"> Maker movement\u003c/a> has helped launch 3D printing back into the NMC Horizons predictions where it first appeared in 2004. The emphasis on design learning and DIY culture make 3D printers appealing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wearable technology will take off on college campuses as thin film technology makes it possible for screens to mold around body curves. And these devices aren’t just cool. “Wearable devices are also proving to be effective tools for research because they use sensors to track data, such as vital signs, in real-time. Although wearable technology is not yet pervasive in higher education, the current highly functional clothing and accessories in the consumer space show great promise,” the report says.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26962/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech","authors":["234"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_998","mindshift_478","mindshift_68","mindshift_927","mindshift_654","mindshift_820"],"featImg":"mindshift_26965","label":"mindshift"},"mindshift_23973":{"type":"posts","id":"mindshift_23973","meta":{"index":"posts_1591205157","site":"mindshift","id":"23973","score":null,"sort":[1348514006000]},"guestAuthors":[],"slug":"how-games-are-being-used-for-learning","title":"How Games Are Being Used for Learning","publishDate":1348514006,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/IrSky41lhUc\u003c/p>\n\u003cp>The \u003ca href=\"http://www.infinitethinking.org\">Infinite Thinking Machine\u003c/a> is back after a summer hiatus. This episode focusing on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/whats-the-difference-between-games-and-gamification/\">gamification\u003c/a> features a great rundown of learning games and programs, including \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a>, \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>, \u003ca href=\"http://olpglobalkids.org/gaming/nyc-haunts\">NYC Haunts\u003c/a>, and Gamedesk, a game company that recently \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">opened a game-based learning school\u003c/a> within a school in Los Angeles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1359583884,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":55},"headData":{"title":"How Games Are Being Used for Learning | KQED","description":"http://youtu.be/IrSky41lhUc The Infinite Thinking Machine is back after a summer hiatus. 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This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\" />\u003c/a>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\r\n\r\nHow Teachers Are Using Games in the Classroom (Page 30)\r\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\r\n\r\nBelow, you'll find the blog posts that kicked off the \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">MindShift Guide to Digital Games and Learning\u003c/a>.","featImg":null,"headData":{"title":"The MindShift Guide to Digital Games and Learning Archives | KQED Mindshift","description":"MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages. How to Start Using Digital Games for Learning (Page 14) Since each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support. 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