Game On: Action Research in a Game-Based Classroom Presented by: Kelli Stair, MEd. Integrating Technology kstair@concord.k12.in.us @gamemasterstair

My Classes: Freshman Academy Who we are: ISTEP, grades, and teacher recommendations Demographics: High ESL and Spec Ed Small classes/ English, Reading, Algebra, and Biology Teachers share all students Motivation as a Key Component to Success

Experience Game-Based Learning

Key Takeaways from Research: Fall 2015 1. Student motivation increased. 76% of students felt an increase in motivation, with 29% expressing a big increase in motivation. The other 24% indicated the same or neutral responses. NOT ONE STUDENT INDICATED A DECREASE IN MOTIVATION AS A RESULT OF THIS FORMAT.

Key Takeaways from Research 2. Game-based features influence student motivation to do work. Most Important Feature for Student Motivation Game-Based Feature % Students Game-Winning Goal 28% Leaderboard/ Competition XP (Experience Points) 22% Choice of Quests/ Pace 15% Badges/ Awards 7%

Key Takeaways from Research 3. Many students worked harder than they otherwise would have. 71/78 students won the game with 3500XP. [29/78 had a D or F in 8th grade LA.] 4 of the 7 who did not win were within 500XP. All students achieved at least 61% of 3500XP. 26/78 students had 4000XP or more, 14% more work than winning required. 6 students reached UBERWIN goal of 5000XP: 42% more work

Key Takeaways from Research 4. Progress and Growth Mindset Weekly levels and rank level-ups= small goals towards an overall Game-Winning Goal. No averages of grades; nothing counts against, only for more XP. No zeroes or low scores to take from previous success. Mastery grading, returned quests, mandatory quest--personal narrative. XP, level-ups, mastery grading all contribute to developing growth mindset.

Key Takeaways from Research 5. Failures/mistakes become an acceptable step in learning. 37% of students in 8th grade had a D or F in English. CONTROL was the biggest factor in student attitudes about overall  failure: When teachers had all the control, students weren’t concerned about failing. Mastery Learning= Student Control How much XP, which quests, how much time on quests (at home/ bonus) Returned Quests

Main Ideas for Implementation Reframe class as a game Dave Burgess: Power of Reframing No homework, no essays, no tests, no assignments, no due dates Students must have Choice Jane McGonigal: No choice= no game Play how YOU want; I offer strategies if needed Universal Design for Learning (Backwards Design) Focus and Organization Prerequisites, badges, show vs no show: clutter Advantage: Many Players English (readers & writers) (advantage over each other and content) Gamers, hard workers, team players/collaborators, strategizers Advantage over the game

Final Results: Grades 8th Grade 9B (2015-6) A 5 45 B 18 9 C 20 3 D/F 29 Uber Wins: 1st-6 2nd-8 3rd-5 1: all 3 4: 2 of 3 7: 1 of 3 9325/5000XP!!! Lab Grades 2015 (78) 2016 (52/70 DNP)18 UBER: 5000XP 6 A: 3500 XP 65 46 C: 3000XP 4 10 D 3 F: <2100XP 2

Action Research Document: HERE Please feel free to contact me with questions, inspirations, comments, or if you’d like to know more about how to create your own game-based class: kstair@concord.k12.in.us 3D Game Lab Software: REZZLY.COM [great tutorials through the software]