{"id":6603,"date":"2015-06-16T19:03:52","date_gmt":"2015-06-16T19:03:52","guid":{"rendered":"http:\/\/www.ucf.edu\/pegasus\/?p=6603&post_type=story"},"modified":"2022-07-29T20:09:15","modified_gmt":"2022-07-29T20:09:15","slug":"level-learn","status":"publish","type":"story","link":"https:\/\/www.ucf.edu\/pegasus\/level-learn\/","title":{"rendered":"Gamification: The Future of Education"},"content":{"rendered":"

Summer 2015\u00a0| By Susan Frith<\/em><\/p>\n

[lead]An adventurous boy was playing in the laboratory when an explosion shrank him to the size of a Bunsen burner. Now he bounds through the air, picking up molecules and combining them into chemical compounds to put out a fire or blow up a wall \u2014 all part of his quest to get through the lab and return to his normal size.[\/lead]<\/p>\n

That\u2019s the premise behind \u201cCompounded,\u201d an educational video game for eighth- graders designed by students at UCF\u2019s Florida Interactive Entertainment Academy (FIEA)<\/a>. \u201cCompounded\u201d is different from the entertainment games the graduate students typically learn to make during their time at FIEA. \u201cWe\u2019re all here because we want to make the next \u2018Halo,\u2019 \u201d says programmer Lia Cuella, but this assignment to create an educational game relevant to current state curriculum took extra research. \u201cWe started looking up the Florida Standards<\/a> [for education],\u201d she says. \u201cThen we had to make sure our great idea would actually teach something to the kids instead of just being a game.\u201d<\/p>\n

According to Tom Carbone, FIEA\u2019s technical director and the instructor for Game Lab, which gives students the opportunity to develop nontraditional games, \u201cWe wanted to open students\u2019 eyes to the notion that the steps they\u2019re learning about entertainment games directly apply to educational games.\u201d<\/p>\n

As video games become more ingrained in American culture \u2014 97 percent of 12- to 17-year-olds play video games, and Americans spent more than $15 billion on them in 2013, according to market information company NPD Group in its Games Market Dynamics report \u2014 businesses and the military have latched on to the technology as a motivational and training tool. \u201cIt\u2019s just a natural outgrowth that it would start spilling over into the educational field for kids,\u201d says Kent Gritton, co-founder of the Serious Games Showcase & Challenge, which recognizes educational game development.<\/p>\n

Technology forecaster Daniel Burrus calls the \u201cgamification\u201d of education one of the 25 \u201cgame- changing hard trends that will create disruption and opportunity\u201d over the next five years. Popular games like \u201cMinecraft\u201d have been modified for the classroom and used to teach everything from geometry to world cultures, while schools devoted to game-based learning, such as Quest to Learn in New York and the PlayMaker School in Los Angeles, have sprung up along the educational landscape. But significant game use remains the exception rather than the rule in American schools.<\/p>\n

\u201cIf people are engaged, they\u2019re more likely to learn,\u201d says Atsusi \u201c2c\u201d Hirumi, UCF associate professor of instructional technology and editor of Playing Games in School: Video Games and Simulations for Primary and Secondary Education. \u201cIt makes sense to try to utilize [game] concepts to improve education,\u201d he says. \u201cBut if we want to make lasting significant changes, we have to reinvent the whole system.\u201d<\/p>\n

[callout background=”#f6ce78″]<\/p>\n

\n
[photo id=”7078″ title=”Lia Cuella” alt=”Lia Cuella” position=”left” width=”100%”][\/photo]<\/div>\n
[blockquote source=”” cite=”” color=”#9B7700″]\u201cThen we had to make sure our great idea would actually teach something to the kids instead of just being a game.\u201d[\/blockquote]Lia Cuella<\/span>, FIEA graduate student<\/div>\n<\/div>\n

[\/callout]<\/p>\n

 <\/p>\n

UCF experts agree on the potential of gamification, a buzzword that vexes many game designers because it has come to mean everything from using game mechanics like leaderboards and badges in nongaming situations to the physical act of playing video games. But as scholars and producers ramp up their efforts to create and bring to market new educational games, the question on many of their minds is: Are schools going to level up with game-based learning, or will the trend eventually go the way of Atari?<\/p>\n

Powering Up Education<\/span><\/h2>\n

Cuella has been entranced with video games since she discovered the role-playing game \u201cKingdom Hearts\u201d in fifth grade. Now she\u2019s learning how to make her own games, but \u201cCompounded\u201d required a different mindset. Her team of eight classmates (four programmers, three producers and one artist) began with an ambitious list of the chemical compounds they wanted to include \u2014 from rocket fuel and Windex to glucose to make their animated character run faster \u2014 but had to scale back their ideas. \u201cI don\u2019t know any kids who would remember that C6H1206 equals glucose,\u201d Cuella explains. Eventually, they settled for simpler compounds. Dealing with the factual demands of educational games can frustrate designers\u2019 creative urges, Carbone says. But the most cutting-edge games manage to slip in educational content without being obvious. \u201cLearning without trying to learn \u2014 that\u2019s the highest-level goal,\u201d he says. \u201cThat\u2019s more difficult than it sounds.\u201d<\/p>\n

\u201cHow do you present that content without breaking the flow of the game?\u201d asks Hirumi, who studies how to integrate games into the curriculum. \u201cYou can\u2019t just say, \u2018You\u2019ve finished your homework. You can go play this game.\u2019 \u201d This is the type of question he confronts with his work in the UCF College of Education and Human Performance\u2019s Instructional Design and Technology program<\/a>.<\/p>\n

Hirumi\u2019s students learn to collaborate effectively with game designers as part of their training. \u201cI\u2019ve found that if game designers lead the game development process, the game can be fun, [but] not very effective educationally,\u201d he says, \u201cand if instructional designers lead the game, it can be educational but not very entertaining.\u201d True collaboration brings the best results, but for this to happen, says Hirumi, \u201cPeople have to come up with a viable business model to get companies to generate [educational] games that are fun, engaging and cost-effective.\u201d<\/p>\n

While most FIEA students want to develop the kind of popular games their friends play, Carbone encourages them to consider alternative ways to use their degrees. \u201cIt\u2019s the difference between making a blockbuster and making an indie movie,\u201d he says, noting that careers in educational games can be good choices and involve fewer grueling hours. Still, it\u2019s hard to ignore the economics of educational game design. \u201cThe government isn\u2019t paying Blizzard [Entertainment] millions of dollars to make \u2018The World of Chemistry.\u2019\u201d<\/p>\n

Even if it did, most schools couldn\u2019t keep up with the hardware needed to run games with the same level of sophistication many students play at home, Carbone says. \u201cNow our students\u2019 bar for a good game is set by Xbox One or PlayStation 4.\u201d<\/p>\n

[callout background=”#a9e0ee”]<\/p>\n

\n
[photo id=”7076″ title=”Atsusi ‘2C’ Hirumi” alt=”Atsusi ‘2C’ Hirumi” position=”left” width=”100%”][\/photo]<\/div>\n
[blockquote source=”” cite=”” color=”#4985A6″]\u201cIt makes sense to try to utilize [game] concepts to improve education. But if we want to make lasting significant changes, we have to reinvent the whole system.\u201d[\/blockquote]Atsusi “2C” Hirumi<\/span>, UCF associate professor of instructional technology<\/div>\n<\/div>\n

[\/callout]
\nShawn Young, a Canadian high school teacher and creator of \u201cClasscraft,\u201d argues that it is possible to transform a classroom with gameplay using basic technology. In the program he created for his own physics classroom (and has so far sold to 3,500 other teachers in 75 countries), students take on the roles of warriors, healers or mages. They work together as teams, and gain or lose powers through their classroom behaviors, reaping real-life benefits, such as permission to eat in class, and consequences like detention. \u201cClasscraft\u201d requires only a single laptop and a projector; a basic version is available for free, and a premium version sells for $1 per student.<\/p>\n

Although the education market can be difficult to break into, Young says, \u201cClasscraft\u201d helps address \u201chuman problems\u201d that concern educators, such as suspensions, fights and truancy. \u201cWe have kids in really poor districts where just getting them to come to school is an issue,\u201d he adds. But for Detroit area teachers who have started using \u201cClasscraft,\u201d for example, Young says, \u201cAttendance has shot way up. Kids want to find out what the random event of the day is going to be. … All of a sudden we\u2019re totally rewiring the social dynamics within the classroom.\u201d<\/p>\n

League of Learners<\/span><\/h2>\n

Janis Cannon-Bowers and Clint Bowers<\/a>, co-directors and founders of UCF\u2019s Recent and Emerging Technologies Research Organization (RETRO) Lab, use their expertise in psychology to develop video games and simulations for training and teaching. They\u2019ve found the military and business worlds to be more open to adopting these tools.<\/p>\n

\u201cIn education, we have a distribution problem,\u201d Cannon-Bowers says. \u201cHow do you get these things into the hands of kids? [The problem is] partly cost, partly politics.\u201d With the strong focus on standardized test scores across Florida and the United States, schools \u201cdon\u2019t have the time to try something that might work,\u201d adds Bowers. \u201cThere are not a lot of risk takers out there now. It\u2019s almost a chicken-and-egg problem. [Schools] say, \u2018Prove it works before I use it.\u2019 Well, I can\u2019t prove it works until you use it.\u201d<\/p>\n

According to Hirumi, \u201cYou\u2019re going to have your educational heroes who go above and beyond doing innovative things to make learning fun and engaging and productive, but in general, the way the system is designed really constrains innovation. If you change one aspect of the system, then you\u2019ve got to change other aspects \u2014 like curriculum, assessment and professional development \u2014 to support that change.\u201d Until the system changes, he expects only an incremental spread of gameplay in schools. These odds haven\u2019t deterred Lucas\u2028 Blair, \u201911<\/strong>, who used his experience working on games at RETRO Lab to co-found Little Bird Games with his wife Danielle \u2028Chelles, \u201908<\/strong>. One of their recent projects, an educational e-book called The Lost Bee<\/em>, has games built into the pages. As readers learn how honeybees create static electricity when they fly, helping them to collect pollen, they can play a game where they zip from flower to flower, trying not to bump into anything that makes the bees lose their static charge.<\/p>\n

[callout background=”#b1bdfa”]<\/p>\n

\n
[photo id=”7079″ title=”Tom Carbone” alt=”Tom Carbone” position=”left” width=”100%”][\/photo]<\/div>\n
[blockquote source=”” cite=”” color=”#6F5579″]\u201cLearning without trying to learn \u2014 that\u2019s the highest-level goal. That\u2019s more difficult than it sounds.\u201d[\/blockquote] Tom Carbone<\/span>, FIEA technical director and Game Lab instructor<\/div>\n<\/div>\n

[\/callout]<\/p>\n

Besides designing educational games, Blair is even more excited about teaching students how to design their own games and simulations around a topic they\u2019re studying. He also conducts game jams, which challenge teams of players to develop a game from scratch in a short period of time. According to Blair, this type of teaching encourages students to develop a sense of ownership about their learning, plus they gain experience working in teams and dealing with deadlines.<\/p>\n

Another RETRO Lab alumnus, assistant professor at UCF\u2019s School of Visual Arts and Design<\/a> Peter Smith, \u201905<\/strong>, co-founded the Serious Games Showcase & Challenge (SGSC) 10 years ago to recognize games that promote learning, training or the greater good. More recently, SGSC organizers began offering Orange County (Florida) middle and high schools free access to the educational games selected as SGSC finalists. \u201cWe put them right in the hands of the kids,\u201d Smith says. This year, Orange County student game-testers traveled back to the 19th century to seek freedom along the Underground Railroad, studied the effects of hurricane forces and learned about natural selection. Students evaluated the games and voted on their favorite, giving feedback to developers.<\/p>\n

\u201c[Three years ago], when we started talking to educators, we realized that there wasn\u2019t a lot of use of games in the schools,\u201d says Showcase co-founder Gritton. \u201cThe administrators didn\u2019t really understand how to bring them into the system … and the teachers themselves weren\u2019t comfortable with how to integrate them into the curriculum and use them effectively for teaching and assessing students.\u201d Buoyed by recent success, SGSC organizers are trying to convince other area school districts to test the games. Partnering with schools has worked for game-makers in the Mixed Emerging Technology Integration Lab (METIL) at UCF\u2019s Institute for Simulation and Training<\/a>. Director David Metcalf has found most educators to be receptive. \u201cYou have to be full-service and talk to them about how it integrates into their curriculum and help them manage the program,\u201d he says.<\/p>\n

In METIL\u2019s \u201cSuper Nutrition!\u201d game, players must eat the right foods to collect energy to solve neighborhood missions and build their superpowers. Another, \u201cMy Sports Pulse,\u201d challenges students to discover the importance of math and science in sports, solving problems sent to their smartphones. Middle school students who played the latter game showed a 16 percent increase in interest in math and science careers and a 10 percent increase in learning outcomes, according to one study.<\/p>\n

While the initial run of \u201cMy Sports Pulse\u201d only involved about 2,500 students, the sports agency Huddle Up Group plans to distribute the game across the country as part of a science, technology, engineering and mathematics (STEM) education program that brings NBA players and BMX athletes into schools to teach physics and engineering concepts. \u201cThat gives it a national footprint,\u201d Metcalf says.<\/p>\n

RETRO Lab\u2019s Cannon-Bowers thinks more support for educational games may emerge from the commercial sector \u2014 either from textbook makers wanting to stay relevant or from high-tech companies concerned about the STEM skills of their future workforce. METIL has found matching grants and corporate sponsorships for their educational games, and money raised through marathons and a benefit concert helped take \u201cMy Sports Pulse\u201d to schools in Uganda and Haiti. \u201cIt\u2019s only as sustainable as the grants and sponsorships [we get], but it\u2019s pretty sustainable,\u201d Metcalf says.<\/p>\n

[callout background=”#f6af78″]<\/p>\n

\n
[photo id=”7077″ title=”David Metcalf” alt=”David Metcalf” position=”left” width=”100%”][\/photo]<\/div>\n
[blockquote source=”” cite=”” color=”#A5470E”]\u201cThis is how students think and learn, and to put it in their language and their context is something that\u2019s going to continue to happen, especially as more teachers have grown up learning with games.\u201d[\/blockquote] David Metcalf<\/span>, Mixed Emerging Technology Integration Lab director<\/div>\n<\/div>\n

[\/callout]<\/p>\n

Winning the Game<\/span><\/h2>\n

When Cuella and her teammates at FIEA first began working on \u201cCompounded,\u201d they had a pipe dream of selling it on the Apple App Store. With the busy demands of grad school, she\u2019s not sure how far they\u2019ll take it now. But she\u2019s considering making educational games in the future to touch kids\u2019 lives and change their attitudes toward school. \u201cI have a 13-year-old brother, and I know the struggle of getting him to learn something,\u201d she says. \u201cEvery time I ask him, he\u2019s doing video games, not doing his homework.\u201d<\/p>\n

\u201cThere\u2019s no doubt in my mind we have to make education more engaging,\u201d says Hirumi. \u201cHollywood is going to continue, and the gaming industry is going to continue, and those are competitors for our children\u2019s time.\u201d<\/p>\n

While Gritton agrees that educational games will never approach the success of the entertainment industry, he believes their quality will keep improving as classrooms utilize more digital technology. \u201cThis is how students think and learn,\u201d adds Metcalf, \u201cand to put it in their language and their context is something that\u2019s going to continue to happen, especially as more teachers have grown up learning with games.\u201d<\/p>\n","protected":false},"featured_media":7086,"template":"","categories":[],"tags":[1340,122,121,285],"class_list":["post-6603","story","type-story","status-publish","has-post-thumbnail","hentry","tag-college-of-community-innovation-and-education","tag-fiea","tag-florida-interactive-entertainment-academy","tag-school-of-visual-arts-and-design","issues-520","issues-summer-2015"],"yoast_head":"\nGamification and Game Based Learning: The Future of Education<\/title>\n<meta name=\"description\" content=\"Using video games to teach children promises a meaningful advance in education according to UCF experts, but many schools aren't embracing the technology. 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UCF experts\r\nexplain why we aren't seeing more games in school yet.<br><\/span>","story_thumbnail":[],"_links":{"self":[{"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/story\/6603","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/story"}],"about":[{"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/types\/story"}],"version-history":[{"count":38,"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/story\/6603\/revisions"}],"predecessor-version":[{"id":23159,"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/story\/6603\/revisions\/23159"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/media\/7086"}],"wp:attachment":[{"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/media?parent=6603"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/categories?post=6603"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ucf.edu\/pegasus\/wp-json\/wp\/v2\/tags?post=6603"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}