go through Terry Heick
It is not easy to agree on how best to determine what the learner understands – if there is no other reason, then understanding itself is not easy.
this Differences between gamification and game-based learning It is important: the former uses encouragement mechanisms to promote engagement, while the latter uses video games as a core source of learning material or cognitive action) is a response.
Learning progress can be refracted infinitely by incorporating various achievements into activities and assessments. These systems will be able to respond more flexibly to unique learner pathways and abilities and further act as an encouragement mechanism—rather than a carrot stick, there are hundreds. Not only carrots, but every fruit and vegetable imaginable.
But video games have more to offer formal learning systems. More. While the things that actually make up video games are changing with emerging technologies, advances in these digital playgrounds are often iterative and require players to show proficiency in certain areas.
Can do it this Before moving on That.
See 50 Ways to Empower Students’ Competencies
How to master cognitive participation in the game
There are some things that rivals almost generally dislike in video game mechanics, including “training” meetings, where players have to prove to the video game that they can perform basic functions before moving on. Turn left, turn right, jump, pick up the object, open the map, and so on.
The meaningless or indispensable cut scenes of the game itself are also not fun.
Lack of player choices – Will the developer take you down a path and provide a choice of look without any notable institution? Not “attractive”.
A game that is too difficult or too easy? Not attractive at all.
The game that the mechanic itself is not involved – the movements and behaviors that players can actually control, which is not fun because what you do is not appealing. You are just operating the functions of your scheduled system, don’t need to be created for you, don’t need the specific genius or talent you may have, and look and sound and play for each player’s abilities, background, goals, interests, etc., sound familiar?
While in theory, such as a basic verification foundation, it kills fun because it destroys the player’s rhythm, interest, and curiosity. Strictly remind you that you are playing the game, the game is in control, and you just need to ride, which also dissolves the immersion.
Well, it’s not much different from the school.
However, most game designers learn it. Mandatory training courses even impossible tailoring scenes – breaking the game and forcing players to watch videos that may be indispensable to the game – not as good as two years ago. They also develop unlocking. It is unlocked by performing tasks (a task as smaller as opening a treasure, or as important as completing a level): new areas, new weapons, new characters, new abilities, etc.
These mechanics can encourage players because moving forward requires inspection in a way that is not only visible, but also rewards for gameplay, experimentation, and curiosity. In contrast to the mandatory training sessions mentioned above, they are progressive, intermittent, usually voluntary, and players are rewarded immediately.
Climbing a mountain or killing a robot enemy? BAM. Glittering new items as rewards, launch level unlocks, and the percentage of game completion flashes on the screen. Feedback and visible progress immediately.
Key points to learn
So what does this have to do with the school? Actually many.
Although there is no single “school,” there are some general patterns that reward compliance, thoroughness and punctuality while stifling learner-centric, abstraction and gameplay. What if students are required to participate to unlock the next task in a project-based learning environment? Given that students’ participation shows irregular pace of progress (especially in middle schools), the idea that they are struggling hard is meaningless and thus prevents students’ engagement.
So video games don’t do that.
When the player “struggle” (i.e., establishing fluency in a skill or idea way), the game designer lets the player continue to play. study. Have the skills of the model. Inspired. Game designers learn to return the game to players so that they can unlock their own experience and inspire game designers to start with their own ideas.
See 10 Strategies to Make Learning Feel More Like a Game
Let them and let them
Essentially, the problem here is personalized learning. Allow users to continue at their own pace to carry out ideas and content and achieve all kinds of achievements as these educators insist. Learning is a game. It has rules, rewards, and should be possible to adapt to learners’ goals and natural gifts.
Video games are forced to change from linear, closed approaches because they are essentially small businesses and in any “money-making” business, there is no guarantee of future games.
But for the learning environment, the potential losses are much greater.
So they have to At least Match this evolution by putting students first and tweaking the game to them. One way to do this is to unlock the content through the content, providing different rewards for the above unlock.
10 Student Engagement Strategies to Enhance Learner Power
1. Design a course that “cannot work” without students’ participation.
2. Design learning experiences so that students can see visible progress every day.
3. Make goals clear and participate in various goals to achieve.
4. Give students tools to design and build something you never even considered.
5. Given the iterative design: A skill is built on the next skill and students need everything to succeed.
6. Using project-based learning, students design the entire process from brainstorming to publishing.
7. Provide students with students who can be customized or “upgraded” to suit their learning methods.
8. Make learning both cooperative and competitive.
9. Consider challenge-based learning and location-based education, students address issues that are important to them in the viewing community.
10. Gamify your classroom in a way that doesn’t focus on standards, data, or “proficiency”, but personal advancements that make sense for students.
These methods, while vague, can help you learn to engage in your classroom, the same thing that completely appeals to them on all these digital screens.
Founder and Director of Teaching
