1. Sheryl Ruszkiewicz Oakland University

2. Why games? Critical Implications Ethical Implications Effective Uses of Games and Gamification Gamification Pilot Study Results Implications and Closing Takeaways References

3. Games are motivating and engaging things in student’s lives Approximately 97% of teens play some form of video game in their free time (Pew Research Center, 2008) McGonigal and Bogost: games are a useful model for learning, critical thinking, engagement and collaboration (as cited in Losh, 2014) Social constructivism: learning by doing, inquiry problem solving, and challenging tasks (Vygotsky, 1978)

4. “Edutainment infantilizes undergraduates; it underestimates their willingness to commit to difficult intellectual work” (Losh, 2014, p.205) “Technology itself does not create engagement” (Bowen, 2012, p.185) Effective use of game and gamification require critical design principles Prototyping and iteration Audience

5. People are motivated by “black hat gamification” and “white hat gamification” (Chou, 2014) Black hat gamification (fear) – Scarcity, unpredictability, avoidance White hat gamification (success) – Meaning, development, feedback “Grey hat gamification” – ownership, social influence

6. Play games Games as artifact, object, example Composing about and in games (ecology) Making/composing games Game mechanics Genre-based gamification ARGs (Murdock, Andrus, and Oberlin) LARPing Commercialized games

7. Location: FYC class during Fall 2013 and Winter 2014 Purpose: Results of a gamified class structure in FYC on student engagement, active learning, and student success Participants: Enrolled in PI’s Composition II classes Measures: Questionnaires (midterm and end of course), end of course grades, attendance

11. There are many ways to critically, ethically, and effectively incorporate games and gamification into the FYC or writing classroom Further research is needed to determine the roles of games and gamification on student engagement, active learning, and student success Additional research will help bolster pedagogical justification for games and gamification in higher education

12. Discussion Power Cards - http://bit.ly/1opt8P5http://bit.ly/1opt8P5 Linking Topics - http://bit.ly/RCPHBNhttp://bit.ly/RCPHBN 1000 Blank White Cards - http://bit.ly/1gAYP05http://bit.ly/1gAYP05 Dice Discussion - http://bit.ly/RNGebmhttp://bit.ly/RNGebm

13. Bowen, J. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. San Francisco, CA: Jossey-Bass. Chou, Y. (2014). Octalysis: Complete gamification framework. Retrieved from http://www.yukaichou.com/gamification-examples/octalysis- complete-gamification-framework/#.VQh4BOFy5oM Losh, E. (2014). The war on learning: Gaining ground in the digital university. Cambridge, MA: The MIT Press. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.