#games4ed discussions cover ways in which gaming can be used in education. Games mirror the way the human mind was designed to learn. They motivate players to take risks and actions, persevere through failures, set and achieve increasingly difficult goals, and devote attention, time, and effort to acquiring knowledge and skills. All this while the game is tracking the player’s actions and assessing the player’s achievements and skills. Isn’t this what we want from education?
Welcome to #games4ed!!
Please share your name, location, position, and any fun summer vacation destinations you have planned (or have been to this summer)!
Welcome to #games4ed!!
Please share your name, location, position, and any fun summer vacation destinations you have planned (or have been to this summer)!
Hey all! Melissa from Nebraska, 11-12 ELA. Did some traveling to Mil-Rockee and Chi-town, and now just hanging out with my kids for the last few weeks! #games4ed
Evening folks! John Meehan. Washington DC(ish) high school instructional coach and English teacher. Fresh off of a week on the beach in Cancún and a crash course at @SeriousPlayConf back stateside. #games4ed
Carrie, the every fiery county of SB, middle school teacher, gaming for education lead, visited family and have been evacuated, honestly at this point I’m hoping for a boring remainder to my summer 😆 #games4ed
Hi everyone! I am Kyra from Michigan. I am a future general and special education teacher. I went to visit friends in Massachusetts earlier this summer. #games4ed#cep416
Hi #games4ed! Happy to be back on this chat tonight. N from 🇨🇦, #edtech cofounder, creator, enthusiast. Heading to #yeg for a wedding in a couple of weeks.
A1) I do not use RPG in my classroom but it would be cool to integrate. Im thinking moreso for school problems rather than subject matter. bullying, etc. #games4ed
A1 I want to use RPG gamemaker to construct a zelda style fantasy game over the summer for kids to play on their devices during the year. Way out of my expertise. #games4ed
A1 - I'm inspired by RPGs when I'm thinking about new #edtech ideas for 2 reasons:
1) They allow kids to role play (in the name), and that separation can provide freedom in actions.
2) They're all about cause & effect and having choice.
#games4ed
A1 - TBH the benefits continue to unveil themselves, so I’m probably leaving something out. Love the idea of an immersive experience that is built on collaboration, problem solving, creativity, and growth-mindset. Plus I get to geek out at work. #games4ed
A1 I use RPGs because they allow me to deliver content material in a fun and immersive way where student choice can create varied pathways to learning. It also allows for real world skills to be Imbedded allowing for a deeper more meaningful and useful experience #games4ed
Start with a text based adventure. There are lots of tools to help create those, and usually the hardest part is constraining the branching factor. #games4ed
A1: I want to use RPGs in my future classroom to open up opportunities for my students to learn about each other, as well as other lifestyles, cultures, etc. RPGs will give the students a new point of view for whatever curriculum we are learning about! #games4ed#ccep416
SEL learning is a major reason for a lot of teachers to use RPG! @classcraftgame and RPG is something I wish I had back when I taught middle school #games4ed
A1: I'm new to RPG's but hope they will get students involved and willing to try new things benefits include more openness and collaboration in the classroom along with happy students! #games4ed
A1. RPGs help create an immersive sense of narrative, theme, and STORY! Turning what might otherwise feel like a hollow chronology into a living, breathing adventure. https://t.co/fNci7xbwnM#games4ed
Q2: Let's chat about themes. They can range from Medieval to Pirates to Apocalypse.
What theme are you considering for next year? Are there ways you can integrate content into that theme?
#games4ed
Q2: Let's chat about themes. They can range from Medieval to Pirates to Apocalypse.
What theme are you considering for next year? Are there ways you can integrate content into that theme?
#games4ed
A1 RPGs do an INCREDIBLE job of helping people visualize their learning. Skill trees actually mimic the neurological connections we make when we learn... so cool! #games4ed
A1: I want to use RPGs in my future classroom to open up opportunities for my students to learn about each other, as well as other lifestyles, cultures, etc. RPGs will give the students a new point of view for whatever curriculum we are learning about! #games4ed#cep416
A1using RPG in the classroom makes the students more engaged. I watched a higher education classroom that uses RPG and the amount of student engagement is incredible! #games4ed
A2 - Nowadays the thrill of most themes seems to pale in comparison to what's happening around us. Makes me want to focus on less war/fighting/endofworld type stuff, and do something like watch 🐟🐠 #games4ed
Q2: Let's chat about themes. They can range from Medieval to Pirates to Apocalypse.
What theme are you considering for next year? Are there ways you can integrate content into that theme?
#games4ed
A2 - Deepening the lore of my world this summer. My theme is very much Legend of Zelda meets DnD meets Elder Scrolls. Medieval fantasy that is highly influenced by the presence of magic. 🧙♂️#games4ed
I've been thinking of the roles in RPG and the roles Ss are assigned in labs and activities: leader, materials master, data collector... There are connections there. #games4ed
Kelli, I am also new to RPGs. I am an aspiring educator and am so interested in learning more about this. I feel we will soon learn many benefits of RPGs! #games4ed#cep416
A2 few ideas: Historical and influential scientists with certain traits, abilities, and skills; Marvel vs DC vs Image, or movie theme with animated films #games4ed
A2: My theme for this year is Adventure Island. It is Uncharted kinda theme. You hired by a company to investigate different islands (which are different units) and find artifacts. My website https://t.co/ene8iuK4nd#games4ed
Also, we're usually more willing to take risks and fail at something when we feel more disassociated with it. So roles can be super helpful for that too. It's not the S failing, it's the character. #games4ed
A2: My students battle my evil twin, Dr. Vonn Stock with the help of secret agents who also look mysteriously like me. I'm thinking about adding a superhero element this year giving students superpowers. #games4ed
A2: I'm thinking about a traveling through history theme- maybe something along the lines of Assassin's Creed since I know my students like that. But, also like @KissamRyan idea of Uncharted theme #games4ed
A2. My game is called @DreamRushEDU since it’s a yearlong chase for the American Dream. Think covered wagon train race across the rugged frontier. Like Oregon Trail on steroids. 💪Finished up the first draft of my welcome trailer last night! https://t.co/SCG0Cm7bCd#games4ed
A2 while all@my RPGs are deeply connected to standards they can have a historic, futuristic or fantasy base depending on the unit or Ss interest #games4ed
Thanks. We’re having a great trip. In the spirit of gamifying our trip we have maintained a streak of 8 straight days on the beach. Need to keep the streak alive! #games4ed
A3: I have character classes of Warrior, Healer, and Mage, and all have different skill sets that can help a Ss out in the game. There are also some in class jobs where Ss can earn currency for an added bonus #games4ed
For my Adventure Island theme, my students can be a professor, mercenary, medic, or specialist. They are unique and have special skills. Based on the Bartle Test. https://t.co/ene8iuK4nd#games4ed
A2. My game is called @DreamRushEDU since it’s a yearlong chase for the American Dream. Think covered wagon train race across the rugged frontier. Like Oregon Trail on steroids. 💪Finished up the first draft of my welcome trailer last night! https://t.co/SCG0Cm7bCd#games4ed
Ryan- This is awesome! Thank you for sharing. I am new to #games4ed and so excited to see everyone's ideas. I feel as a young adult I even would be intrigued by this, I hope you students enjoy. #cep416
A2: My students battle my evil twin, Dr. Vonn Stock with the help of secret agents who also look mysteriously like me. I'm thinking about adding a superhero element this year giving students superpowers. #games4ed
A3 - For roles to well mimic life, they should have different strengths and weaknesses. It also helps set up characters needing to reach out to others, to share their skills. #games4ed
For my Adventure Island theme, my students can be a professor, mercenary, medic, or specialist. They are unique and have special skills. Based on the Bartle Test. https://t.co/ene8iuK4nd#games4ed
A3 - We use @classcraftgame in our game, so students are largely bound to the roles of warrior, healer, and mage. Very much like the DnD fighter, cleric, and wizard. Each has specific abilities within the game. #games4ed
A3 I feel like this is a fine balance. On one hand, you want to make sure the mechanics of the roles won't be overpowered, but it would be REALLY cool to have the students define their curricular "characters" and then establish their attributes and abilities...
Right? #games4ed
A3 so far my class esp for labs have four roles a safety specialist, responsibility officer, materials manager, and liaison depending on which theme we choose I will come up with catchier titles but the roles will be the same #games4ed
A3. I’ve got:
♠️ Explorers
❤️ Showmen
♣️ Outlaws
♦️ Tycoons
Different point bonuses and scoring abilities based on their player type’s preferred behaviors. Would love insight or advice from others! #games4ed
A3 In some they have different occupations that flavor their game play, other times they can chose between DMs, PCs and NPCs, all require a deep exploration of the standards but from forefront perspective and with different goals #games4ed
Hello everyone. Jared Colley from TX. Dropping in late, but I've been wanting to join this chat. Not sure I'll contribute much being as late as I am. #games4ed
I’m loving this idea too. Seems like an easy and fun fit for the classroom. Love the idea of having the kids guessing who they will encounter when they walk into class. #games4ed
I tried to let my students choose the theme last year, but I had a hard time integrating it with my content as much as I like. Going back to my alternate universe theme this year w/@classcraftgame#games4ed
I think this is a cool idea, letting students design their roles! It would take some organization, but the ownership and creativity of the kids could really shine! #games4ed
Oh Canada... you do some really interesting stuff...
You do some stuff, youuuuuuu do some stuff, you definitely do sooooooome stuuuuuuuuuff*
*to the tune of "O Canada" #games4ed
A3: One of my favorite roles to give to Ss (and usually they're what Bartle might call the "killers") is the role of beta-tester. What works about this design? How could we make it better? Very empowering for some Ss to have that kind of voice and efficacy #games4ed
Many games give out x number of skill points, and then as a player you get to divide them between the categories. I think doing something like this is a great way to give Ss some agency, while still maintaining some of the control. #games4ed
A4: There are basic choices around showing understanding of content, but more with equipment and Armour and any side challenges or quests they want to do for extras #games4ed
This brings in the idea of rolling a character at the start of school and then building on those strengths and working on those weaknesses as you level up. Hmmm. The possibilities. #games4ed
A3 - For roles to well mimic life, they should have different strengths and weaknesses. It also helps set up characters needing to reach out to others, to share their skills. #games4ed
A4:Let them choose how they want the game to go. It is not drama class, they are not acting. It is okay for them to see what happens if this bill did not pass or this person did not stand up for what they believe in. #games4ed
He shows up in a lot of videos and occasionally leaves rude messages on my board. He never shows up in person until the end of the year when I'm captured. #games4ed
Absolutely! Source of indiv powers is something I’m currently expanding in my game. That’s the beauty of the RPG classroom - you can go as deep into the narrative as you like. #games4ed
A4 being that it’s a DnD style RPG they can have e a wide verity of choice in their game play, I make sure to steer them to certain turning points or locations but how they get there/ handle them or what they do in between is all their own #games4ed
Exactly. I think if one took this approach, the students would have to understand that their powers and roles might need tweaked as the game goes on if some roles start proving overly powerful #games4ed
A3 I feel like this is a fine balance. On one hand, you want to make sure the mechanics of the roles won't be overpowered, but it would be REALLY cool to have the students define their curricular "characters" and then establish their attributes and abilities...
Right? #games4ed
+1 for keeping it relevant, but what about students who don’t relate to those roles? Brings up the question of gender roles and such in #gamification#games4ed
In reply to
@pentaclethra, @LeagueOfLegends, @PlayOverwatch
A4. I just reworked my unit blogging to gamify & increase student choice. Four different blogging topics each unit: one specially selected for each Bartle player type ♠️♥️♣️♦️. Choose any one you want! Collect four of the same or one of each by end of quarter. #games4ed
Jared, I really like! This is a great approach to teaching literature and combining it with RPG mechanics and some student choice. You're a smart man! #games4ed
A4: I teach HS literature. At each level of the game I give Ss the choice to be a certain kind of expert: (1) the psychologist (character analysis) (2) the philosopher (theme analysis) (3) the poet (style analysis) & (4) the historian (historical/authorial research).
Sure do. "House Cup" points are reflected in our "wagon train showdowns" leaderboard. Collecting gold, silver, bronze, & lead medals based on the group's finishing performance in each game. So there's both an individual game *AND* a team v team component as well. #games4ed
They have to switch every level so they try each hat at least once. They also have choice on how to demonstrate and share their expert findings with the rest of class #games4ed
I generally let Ss choose roles unless they can't seem to get going on it. The purpose of the roles is explained before the lab/activity regardless. #games4ed
In reply to
@mr_isaacs, @LeagueOfLegends, @PlayOverwatch
A5 You HAVE to give them SITUATIONS where they need to discuss, debate, collaborate, etc. in the narrative. That's where the magic happens.
Games are a series of INTERESTING choices. Give students interesting choices to make! #games4ed
I have allowed them to make things op in the past, it was a VERY powerful learning experience for them, within one week they called a council session to define rules to keep the game playable and fair #games4ed
A5) The weekly "bonus round" where they can use their powerups is played as a class. Love watching them excitedly debate what to do in such a simple game. #games4ed
So, two things:
1. Thanks for using OP so I now know it is okay lingo to use
2. That's so cool to hear a use case where allowing them to go "hog wild" on a character ability led to them making a decision to make a change. Great job stepping back and letting them lead! #games4ed
Yup! Check out the choice side expeditions for Chapter 1 as an example. The idea is that I'll offer 4(+) options each unit to help appeal to different player types. Students choose their favorite (and can double up with extras), menu style. https://t.co/pdN5JPFteS#games4ed
A5: I've been gamifying for about 4 years, and this is a riddle I still struggle with due to the differences of student pacing. I've started to incorporate opportunities for peer mentorship. #games4ed
I think that would be the best way to do it, turn it over to a council. Plus, real world connections--we work as committees and bring back for approval by the whole group #games4ed
Q5: Working on that right now. The idea is that the powers of one character type help others, encouraging all to work together to achieve the goal. #games4ed
A5 all my RPGs include opportunity to pair up, team up, collaborate and fly solo, allowing Ss to move into and out of groupings as they need to to progress in the game, some prefer to stay solo and do so #games4ed
A4: choice is so important in terms of providing students with autonomy / sense of self. I create quest lines to give students choice in learning pathway. Also allow students to choose their team members, and what tool they choose to use. Same should apply to roles. #games4ed
A5 - If the roles have different strengths, can design quests that need say "x of intelligence + y of strength + z of courage" (etc), requiring Ss to find others to create a team "powerful" enough to take it on. #games4ed
Understood. Me too. Just hope we all keep in mind that not everyone is a gamer so those traditional game roles can easily make people feel like they don’t fit in to the activity #games4ed
In reply to
@pentaclethra, @LeagueOfLegends, @PlayOverwatch
Would love to see this. Right now my students get a choice of topic but the tie to the player type is something that i would love to explore. #games4ed
It was great to watch them realize that what was great for one made the game unfair and unplayable for others and that In turn affected their gameplay making it less challenging and less enjoyable #games4ed
In reply to
@MusingsOnEdTech, @mpilakow, @Mr_JSpike
Steve, you bring up a good point that was hard for me to accept when I was new to gamifying: Not all kids are inspired by RPG, or competition, or leaderboards, or whatever. We have to keep options open and honor their choices, too #games4ed
In reply to
@mr_isaacs, @pentaclethra, @LeagueOfLegends, @PlayOverwatch
A5. I love adapting @KaganOnline strategies for small group and peer collaboration activities to help students grow, learn from, and support one another. LOTS of peer to peer brainstorming, chances to hone our skills and LAUGH as a team. Photos not staged (promise!) #games4ed
A5: 1 I'm designing for next year a map of realms (ex: "realm of Shakespeare"; "realm of Modernism"; etc.) Ss have to conquer at least 4 out of say 7 realms but they cannot leave a realm until it's mastered, and they have to work together w/ other Ss in that realm #games4ed
A5 hey all! I have specific collaborative quest options. Technically ss can take them,on individually but they work better in squads. Also some of,my battle mechanics are squad based. #games4ed
Not all roles have to be "player" type either. Ex - have a S be a librarian, who others can go to for help, but who doesn't go out on quests. Their job is to research and find solutions to questions brought to them. #games4ed
Understood. Me too. Just hope we all keep in mind that not everyone is a gamer so those traditional game roles can easily make people feel like they don’t fit in to the activity #games4ed
In reply to
@pentaclethra, @LeagueOfLegends, @PlayOverwatch
This is why I avoid roles. I've had plenty of kids do side quests just because and literally never engage with the power ups or RPG layer of the game. No reason to force it on them. #games4ed
In reply to
@mpilakow, @mr_isaacs, @pentaclethra, @LeagueOfLegends, @PlayOverwatch
A6: I'm a big believer that Ss don't have to finish the game. I want them to, of course, but I'm ok if they want to stay at "Level 4" in a 6 level game, for instance and drill down on skills at a level that matches their state of flow. #games4ed
Ditto! I especially like that they can choose any one of them--some days I'm explorer, other days I may lean toward socializer. Great freedom for the students with this! #games4ed
Most of my DMs or helpers are not avid gamers but they have enjoyed helping me run the game, they have felt safer in a more solid, less exploratory position. #games4ed
In reply to
@mpilakow, @mr_isaacs, @pentaclethra, @LeagueOfLegends, @PlayOverwatch
A6: My idea is that their is a hidden artifact at the end of each unit (example: The Eye of Sargon). They have to successful retrieve the item after a series of challenges. #games4ed
I put up a picture of one of the bad creatures and ask content questions to the group. If the Ss groups answered right they attack the creature, if wrong creature attacks them. #games4ed
A6: older students should win internal rewards. Passing a law, that they need to win the game. I love RPG because each player has a goal. Sometimes the goals are little , and other times they are big. #games4ed
Plannimg for multiple player types helps. RPGs often have non-rpg like mini games. Working that mechanic in helps give something for everyone. #games4ed
In reply to
@mpilakow, @mr_isaacs, @pentaclethra, @LeagueOfLegends, @PlayOverwatch
I've always thought along the lines of the team winning, but I like the idea of individual objectives within the game, too. Like Two Rooms and a Boom or Bang!, but in a more productive, collaborative way #games4ed
A6: older students should win internal rewards. Passing a law, that they need to win the game. I love RPG because each player has a goal. Sometimes the goals are little , and other times they are big. #games4ed
New design, so haven't developed that yet. I think I might make certain core realms mandatory (not sure about this though...), but I'll be working with 70+ Ss and will design no more than 6 or 7 realms, meaning I'm confident each will be populated. We'll see though... #games4ed
According to @DaveRage's player type hexad you've described the "Philanthropist" Player Type! Going beyond Bartles helps,highlight some of the other nuance of player types. #games4ed
Absolutely agree! There are some games we all dislike, or like less than others. Even though some may not be interested in RPG, there may be minigames they totally get into #games4ed
In reply to
@MrPowley, @mr_isaacs, @pentaclethra, @LeagueOfLegends, @PlayOverwatch
A6 for me they complete waypoints, but most set their own goals, some want to be the first to hit a location, some want to tame lifeforms found others want to accumulate money or artifacts, build fame or community. #games4ed
A6: Up until last year I had the ultimate privilege of not writing any more blog posts. For next year I'm changing that up. Though the privilege will remain for reaching the top level of my ranking I am also adding an ultimate boss to go along w/narrative #games4ed
A7) Constantly struggling with mixing digital and physical. All my tracking is digital but rewards and physical. The transition is always a mess. #games4ed
A7: Thy are ahrd for me to manage because I don't play them myself. Been learning a lot and taking little steps in order to fully flesh things out. #games4ed
A7 the same issue I have every year is slowing them down during the planing and set up phase, they want to get ahead of themselves every time we start up #games4ed
A7: depending on the type of RPG, they don't have a long term effect. Many students who play RPG games, who get into them get too exhausted, and don't want to do them again.#games4ed
A6. A student once asked me what the prize was for “winning” @DreamRushEDU. Only half joking, I said: “A full ride 4-year scholarship to any college of your choice.”
Because in order to win, you’ll be *exactly* the sort of student any college would LOVE to have. #games4ed
A7: I am worried about how to create simulations or challenges that can fit with World History. I see what alot of others have done, but I want to make sure it is being used effectively. #games4ed
A7: Institutional inertias that run counter to the habits of mind I'm trying to cultivate in a gamified class. Students procrastinate, for instance, due to the urgency of other class demands - demands that are based on extrinsic (instead of intrinsic) motivators #games4ed
I need to work on this too. More opportunities for low XP teams to jump ahead in rankings. I may also introduce the ability for teams to pull back leading teams. #games4ed
Q8: What are you most excited for in your RPG Role Player Game for next year?
#games4ed
Also, don't forget to follow anyone you've met in our chat tonight!
A7. Last year my narrative was sort of flimsy & power ups / XP suffered accordingly. Just too many things happening at once. So this year I’m paring back to simplify skill trees & focus on core gameplay mechanics. Focus on powerful player FEELINGS for each new chapter. #games4ed
I spend lots of time talking to Ss about learning for learnings sake and being curious about the world around them. Not just learning for grades (or even XP). Perhaps we are just the idealists and dreamers. #games4ed
A8. Starting with a cohesive narrative from DAY ONE. While I’ve been a long time believer in one-off game-based instruction, last year I finally shifted to a fully gamified course mid-year. I think a day one launch will add depth, nuance, and cohesion. Very excited. #games4ed
Q8: What are you most excited for in your RPG Role Player Game for next year?
#games4ed
Also, don't forget to follow anyone you've met in our chat tonight!
A8:I am excited to try it for the first time and see how it all will fot together. A special shout out (or tweet out) to @MrRoughton. He introduced me to gamification. So a special thank you. #games4ed
A1: I’m considering how I could utilize RPGs to increase student engagement and choice. Not quite sure how I’d apply it over a century + in Amer Hist. #games4ed
A8 I'm excited about SO much. I have a new narrative. New Avatars. New Battle Mechanics. I'm most excited about my Item Activation and Item Combo schemes though! #games4edhttps://t.co/upSaakKInY
Way to rock #games4ed tonight everyone! What a superfast hour filled with super-great ideas! I'll need to reread to see everything! Thank you all for your ideas and sharing what you do!
At least your talking about it with them, thereby treating them as equal partners in the learning. I bet it has more impact than what you immediately see. I think, at the core, we are creative, purpose-driven beings, so I'm holding on to the dream #games4ed
A1: also concerned about topics not appropriate for gamifying (genocide, slavery, ect.). Are ppl doing partially gamified classrooms for fully gamified? #games4ed
It always has greater impact than what we immediately see. Everyone craves purpose, meaning, voice, and the opportunity to be creative, so we can reach each S intrinsically speaking. It's just really hard work. #games4ed
In reply to
@MarianaGSerrato, @pentaclethra, @MrRoughton
Amy, PA, SS/Eng teacher— just returned from a week at the EU in Brussels learning about how it works, and working on lessons for this school year—heading to CA in 2wks #games4ed
