1. @gradecraft School is a Game But is it a good game? Anthony Whyte and John Johnston The University of Michigan

2. @gradecraft The Challenge We Face We want students to: be deeply engaged with subject matter work hard and take on intellectual challenges take risks and try new things be resilient in the face of failure But the way our educational system is designed (including at Michigan) encourages exactly the opposite behaviors

3. @gradecraft Which Brings Us to… Games as models for learning environments Well-designed games: Get players engaged early, and keep them engaged Appeal to players’ sense of curiosity (What will happen next?) Encourage players to take risks People play well-designed games BECAUSE THEY ARE CHALLENGING, not despite the challenge

4. @gradecraft What is a “game”? “A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.” (Salen & Zimmerman, 2003)

5. @gradecraft How can we make formal courses into better games?

6. @gradecraft Typical Game Elements Points Badges Rewards Leader Boards Avatars/Characters These are the superficial elements of games. We need to change the underlying mechanics of our courses if we want to change motivation and engagement.

7. @gradecraft It Doesn’t Have to Feel “Like a Game”

8. @gradecraft WHAT ARE THE ATTRIBUTES OF GOOD GAMES/COURSES? F REEDOM T O F AIL M ULTIPLE R OUTES E XPLORATION A FFINITY G ROUPS I NTRINSIC & E XTRINSIC M OTIVATION C LEAR G OALS GEE, 2005 E NCOURAGE E XPLORATION

9. @gradecraft WHAT ARE THE ATTRIBUTES OF GOOD GAMES/COURSES? Self-Determination Theory Autonomy Belonging Competence STUDENTS MAKE CHOICES THAT MATTER STUDENT WORK SUPPORTS MASTERY STUDENTS FEEL CONNECTED RYAN & DECI, 2000

10. @gradecraft There are over 1,400 students in 15 different courses at Michigan doing this right now

11. @gradecraft EDUC222: Videogames & Learning PLAYFUL COMMUNITY CORE ENGAGEMENT Emphasis: Collaboration, Exploration, and Skill Development ASSESSMENT PATHWAYS Blogging easy Game Critiques Intermediate Individual deep Dive difficult Group Game Design Difficult Do any 2x Lecture Attendance 1x Reading Reaction Weekly Work SOFT SKILL RECOGNITION Team Challenges build a sense of community, while badges recognize extraordinary effort and accomplishment. Students have autonomy to select additional coursework that matches their interests and timeline. Learning From Playing a Game (Semester Project) Common foundation engaging with core materials and completing a semester-long project.

12. @gradecraft We have evidence that gameful grading systems contribute to improved student engagement and effort. We see more students actively participating, taking risks, and report enjoying working hard. Giving students autonomy over how they participate in a course boosts their perception of its fairness and ease, ultimately resulting in their liking these systems, and feeling in control of their own outcomes. GradeCraft is a tool that integrates with your classroom to make it easier for you to create a gameful environment, and easier for your students to understand and navigate this new approach.

13. @gradecraft GRADECRAFT FEATURES Student Dashboard Grade Predictor Leveling System Team Leaderboards Badges Course AnalyticsIndividual Leaderboards

14. @gradecraft PROJECT LEAD Caitlin Holman PHD STUDENTS Ben Plummer Jeff Stern MSI STUDENTS Michelle Fiesta Adam Levick Stephanie Wooten UNDERGRADUATES Elana Graf DEVELOPMENT TEAM AlfaJango, LLC PRINCIPAL INVESTIGATOR Barry Fishman LED Lab Stephanie Teasley Steve Lonn CRLT Rachel Niemer DEVELOPED IN PARTNERSHIP WITH: The Learning Analytics Task Force The Office of Digital Education & Innovation