Even though I am a proponent of badges, leaderboards, storylines, etc., this is still a good and thought provoking piece on gamification. Especially like these chapters:
“Rather than looking at “gamification of learning” as a process that’s applied to curricula to make school more interesting, we should recognize that learning at its best already has game-like elements that are latent and waiting to be unlocked.
Great teachers already bring to the classroom that kind of interactive, discovery-based learning that works so well, and for their students learning already starts to look an awful lot like a game.”
Editor’s note: Michael John (“MJ”) is responsible for all creative product development at GlassLab. An industry veteran who has designed commercial video games for close to twenty years, his design credits include the original Spyro the Dragon games on PlayStation and the PSP classic Daxter, along with six years as a senior creative director at Electronic Arts.
When I entered the games for learning business a little over two years ago, there was one word everyone wanted to talk about: “Gamification.” I was asked about gamification by top philanthropists, accosted at the Game Developers Conference about the subject, and even had to drive by a gamification billboard every evening on my Silicon Valley commute.
The “gamification” concept goes something like this: Take an existing set of activities – say banking, or exercise, or rote schoolwork (the more mundane the better, apparently) – apply a set of “game rewards” in the…
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