Does Our Natural Affinity for Games Have a neighborhood within the Classroom?

I’ve never been a gamer. Games typically don’t interest me, which I figured I didn’t have rock bottom knowledge or experience to make a game of learning in my classroom.
Despite my lack of gaming credentials, I remembered how Michel Matera, author of Explore kind of a Pirate, presented a variety of the fundamentals of gamification at a conference I attended: the thanks to defining and use “experience points” (XP) and badges, as an example, and why establishing “side quests” was such a robust motivational tactic for school kids.
Most students, after all, have heard the term “barbarian,” and given its connotation for wildness and chaos, I figured they could probably find the name intriguing. The barbarian hook, I hoped, would keep them engaged and motivated as they chose a gaggle (e.g., Visigoths, Vikings, Huns, etc.) and undertook various missions that exposed them.
Barbarian Battlefield, I had decided, would lead my students into and thru the earth of the normal Romans through the tried-and-true mechanisms Matera described: XP, badges, and side quests.
INSPIRATION TURNS INTO CREATION
You don’t need fancy plugins or tech tools to make a superb game—you just need a superb story.
I planned the Barbarian Battlefield website so students would be immersed within the important history of the expanding Roman Empire, forcing the barbarians to seek out out the utmost amount as possible about Rome to stop its expansion into their territories and across Europe. To succeed at the game, then, students would wish to review major components that supported Roman expansion, namely geography, the success of the Punic Wars, their feats of engineering, and thus the role of Christianity.
Students collected experience points and badges by learning about Rome through lessons and assignments; they worked individually and collaboratively with their barbarian team, competing to collect the foremost XP by the highest of the unit. they could earn XP with every assignment within each lesson, and each assignment was worth a maximum of 100 XP. as an example, if the assignment was an Edpuzzle video if the scholar received a 1 hundred pc, they were awarded 100 XP, an 80-99 percent would get 50. My hope was that by tying badges and XP to the quality of students’ work, they’d be motivated to undertake to try to do their best on a weekly basis.
They might leave on their own, at any time during the unit, to form drawings, poems, Play-Doh or Lego creations, memes, or Facebook and Instastory pages (an idea I borrowed fear badges—rewards for excellent work on an assignment that might give teams a plus.
Throughout, I infused my plans with EduProtocols, which are lesson frames created by Marlena Hepburn and Jon Corippo that allow students to consistently engage with technology, content, and 21st-century skills like critical thinking and teamwork. EduProtocols have inspired my teaching for years, like once I guide students through competitions modeled after Iron Chef, where they create and record presentations within the one-course session. I find that when I plan with them in mind, my students are seamlessly engaged within the 4C’s of 21st-century learning: collaboration, critical thinking, communication, and creativity.

Updated: March 7, 2021 — 7:32 pm

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