Since first discovering augmented reality and recognizing the tremendous potential that it has in education, I have been trying to develop ways to effectively integrate this incredible technology in our history courses. Since then we have used Aurasma for two major and ongoing class projects...
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Students used Aurasma to create primary source images that "come to life." They first identified images for their world religions project, then created short videos explaining the source as well as its significance. These images were then taped to a wall so that anyone with the app could view the aura videos as they hovered over each trigger image. (See video below)
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Similarly, the AP European History students have been tagging primary source images in our textbook with videos explaining their meaning and historical significance. Now, when students hover their device over images throughout the book, videos of their classmates will appear providing them with additional insight. Certainly a new way to review for the AP test!
Below is a quick video that students created demonstrating how Aurasma was used for each project. (View on YouTube)
Leveling was another essential gaming element that we incorporated into our flipped-mastery environment. In general, as students demonstrated mastery of a learning objective (mission), they would "LEVEL UP" to the next mission.
Each level has a total XP value and a minimum XP. Students must reach the minimum XP in order to level up. They do have the opportunity, however, to gain as much XP as possible during that mission, all the way up to the maximum XP.
In general, the minimum XP was determined based upon the score needed on the assessment rubrics that aligned with the "basic" level of understanding.
You can see in the screenshot from our LMS (below) that each assignment for Level 1 is linked including the XP available for each. Students would then use the slider to toggle through the different Levels of the Scenario.
Students can also access all of the unit assignments, levels, and XP designations in each Scenario Guide.
1. The first levels in each scenario (unit) should be short. If they experience early success and positive feedback by leveling up, their engagement will increase. I made the mistake of loading up the first level in my first scenario with over a week worth of assignments. In later units, when students leveled up in the first day or two, there was visibly more energy and enthusiasm in the room!
2. Have clear expectation regarding how to level up. Also try to share your scoring criteria/rubrics ahead of time so they have a clear goal to achieve for each level.
3. Have some type of visual or audible recognition when students level up. We actually have a LEVEL UP button on the smart board that plays a sound with a "level up" voice-over courtesy of Brian Germain. A clip of the Level Up Button in action (chopped from the Student Perspectives Video) is embedded below (or linked here).
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One of the simplest yet most effective shifts that we made this year was a change to classroom terminology. As I mentioned before, I am not a “gamer” in the modern sense, so I was a bit out of the loop with this to start. I first learned quite a bit while reading Sheldon’s Multiplayer Classroom, but I actually picked up the most by simply asking the students. Many of them are avid gamers and were very eager to help me out with this, although they were quick to point on that I was quite the "noob."
We have also made it a point to incorporate more ACTION WORDS. This applies particularly to our missions. In a way, teachers have been doing this with their bloom’s style objectives for a long time. However, instead of bombarding students with cryptic and teacher-ish terminology, we tried to weave the ACTION associated with the learning objectives into the narrative of each mission (more on this later.)
Here are some of the main gaming terms that we have substituted into our course with the “old” term in parenthesis if applicable:
Level (Unit)
Mission (Objective)
XP (Average)
Guild (Groups)
House (Class)
Badge
Achievement
Level Up!
There is much more terminology to use, but I suggest starting with some of these until you and your students are comfortable progressing further down the gamification path. You may also discover other terms that fit aspects of your class such as Quest, Epoch, etc.
In this video, PHS student share their experiences in our gamified class while also offering viewpoints regarding the advantages, challenges, and future of gamification in education.
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