Becca Maher

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Return to: ETAP 623 Spring 2019 | Online Learning Platform - Gamification | Becca Maher Mini-Course

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About Me

I am currently completing my 4th year as a teacher, and my second year in the CDIT program through University at Albany. I have loved being a continual learner even after I graduated college. I teach middle school Spanish, where I get to combine "being a kid" with my love for passing on knowledge about the Spanish language/culture. I am also a volleyball coach for the school where I work. I have so much fun teaching my players to love the sport like I do!

My Topic and Purpose

Intent of Project

Using Online Teaching and Learning to Motivate and Encourage Learners Through Gamification

The intent of this course is to teach other educators about Gamification and how it can be used as a classroom management technique as well as to collect data on student assessments through the use of technology.

Topics that will be covered:

  • The need for Gamification (based on student interest and motivation).
  • How (through technology) Gamification can be used to assess student learning and progress.
  • Using Gamification to quickly and easily create a Needs Assessment.
  • Gamification Classroom Environment: making sure students understand the difference between just having fun, and learning in a "fun" environment.

Learning Outcomes

Needs Assessment

STEP 1 - Intent Statement =

Instructional Problem: Student motivation and engagement can be difficult to produce at the middle/high school level. It is important to present information to learners in a way that is exciting and easy accessible at their level. It is necessary to engage students through innovative lesson plans/activities, and allow room for student creativity. Fostering this love of learning, through activities that are based on student choice and interest is essential for student growth.

STEP 2 - Characteristics of the Intended learners =

Learners Profile:

Age: the age ranges from 10 to 15

Sex: males & females

Educational Level: Middle School

First or Native Language: English (other)

Prerequisite knowledge or skills: Students begin with very little knowledge of subject/context. Used to go/strengthen knowledge of new vocabulary.

Socioeconomic Background: these students are from a suburb. Many resources are readily available. Majority of students have strong support from home.

Motivation and Attitudes: Although many learners have strong support systems and educational background, they lack self-motivation and desire to work hard toward a goal. These learners are accustomed to memorizing important information and replicating it to achieve high test scores, however they are lacking in creativity and ability to produce something new with their knowledge.

Learners Characteristics:

The intended learners live in Upstate New York. They are from a "Schools to Watch" middle school, and have many available educational resources. Students have had 1 to 1 devices for technology since elementary school.

The Instructional Context

Resources: The facilities in which the class will be held will be in one large room. The technology available entails 1 to 1 students laptops, internet access, Ipads, and games. In addition, there are whiteboards, and chalkboards.

Constraints: It is necessary that student devices are charged and ready to go, to assure that movement around the room at anytime is possible why playing. Students must also each have their own device to assure that all members of the learning environment have access to practice and play, and individual assessments are not skewed.


Redefining Goals

a) To gain knowledge and understanding of a language, subject, or context.

b) To use their knowledge to compete, build, and create, new learning opportunities and outcomes.

c) Influence student motivation and attitudes through engaging in innovative learning activities that demonstrate that learning can be fun.

Performance-Based Objectives

-Learners will be able to define Gamification and understand the need in the classroom.

-Learners will be able to understand the classroom management techniques involved in a gamified classroom.

-Learners will explore possible online platforms used in Gamification.

-Learners will be able to engage in self-assessment and reflection based on immediate feedback.

Task Analysis

Unit 1: Learners will understand Gamification and how it can be used to motivate and engage students.

-Lesson 1: Learners will define Gamification

1. Learners will watch The Audiopedia's episode on defining Gamification

2. Learners will complete a short survey to understand their own learning preference in an educational setting.

3. Learners will explore Scott Heberts research on "The Power of Gamification in Education"

--Assessments: Learners will define Gamification in their own words and post their definitions to an online discussion to share their findings with others.

-Lesson 2: Learners will answer the question, “Why Gamifiction, in the classroom?”

1. Learners will read and discuss the article “Why We Love The Games That Enrage Us Most” by John Pavlus.

2. Learners will brainstorm ideas about what motivates a typical student, depending on their age and ability level.

3. Learners will create a venn-diagram to compare and contrast a traditional classroom, and a gamified classroom using the resource:


UNIT 2: Classroom Management. How to empower and challenge learners.

-Lesson 3: Learners will understand the classroom management techniques involved in a gamified classroom.

1. Learners will identify their typical modes of classroom management. They will post to an online sticky note forum (Padlet), so others can read and comment on the posts.

2.Learners will watch the video “Gamification in the Classroom” ( and discuss what it means to “empower” students. Then answer the question, “Why are empowered learners more motivated to learn?”

3. Learners will create a list of “side-challenges” (also known as anchor activities) that can be completed to extend learning. How can these side-challenges be completed for power-ups?

-Assessments: Learners will post a discussion on how they can combine their classroom management technique with a more gamified structure, including two specific examples from the lesson.

UNIT 3: Learners will understand a multitude of online learning platforms that can be used to Gamify a classroom.

Lesson 4: Define and give examples of online-learning platforms used in a gamified classroom.

1.Learners will discuss and post prior knowledge of online-learning platforms.

2.Learners will create a Quizlet set with vocabulary, then practice Quizlet LIVE with a focus group.

3.Learners will use the Quizlet set to create a GimKit, then practice this with a group.

4.Learners will research from a list of online gamification examples.

-Assessment: Learners will choose one online-learning platform that can be used to gamify a classroom. Learners will attempt to use this research in a classroom setting with students.

UNIT 4: Learners will self-assess and self-reflect on their learning, based on immediate feedback.

-Lesson 5:Self-assessment and self-reflection in the classroom.

1. Learners will define self-assessment through (Youtube videos?)

2. Learners will define self-reflection through (article?)

-Assessment: Learners will complete the self-assessment on their knowledge of gamification in the classroom, then reflect on their learning.

-Lesson 6: Immediate Feedback through gamification.

1.Learners will define immediate feedback

2.What makes feedback positive/useful?

3.Learners will understand how to access data collected on participants of online gaming in education.

-Assessment: How will you use gamification and the data collected online to provide immediate feedback?

Curriculum Map

Map out the sequence of learning units and activities to achieve the defined objectives.

References and Resources