82 Gamification Instruction Planning Template
Gamification Instruction Planning Template
For additional information on using Games and Simulations in your instruction, please visit our Teaching Strategies page of the MNSU Instructional Design Services. In order to implement gamification in your classroom, there are a few planning steps to consider. Fill in the blanks with your lesson-specific information in order to plan the gamification of your lesson or classroom.
1. Familiarize yourself with Gamification vocabulary and Game mechanics.
Before you attempt to gamify your classroom or lesson, it is important you have a working knowledge of game vocabulary. You will need to use a working knowledge of game mechanics to decide what type of game you will be using for your lesson.
Gamification and game mechanics buzz words:
- Achievements
- Level Up
- Quests
- Status
- Rewards
- Progression
- Combo
- Easter Egg
2. Develop clear and measurable learning objectives (including cognitive and behavioral objectives) – based on Bloom’s Taxonomy
By the end of my lesson,
- Students will be able to __________________________________
- Students will be able to __________________________________
- Students will be able to __________________________________
Ex: Students will demonstrate correct pronunciation, intonation, and rhythm in French
3. Identify the learning idea, challenge, or theme that will be the premise for the entire class.
Ex: Students must have their language passports fully “stamped” to pass the class. They earn “stamps” by completing tasks and demonstrating mastery over the learning objectives
My learning idea, challenge, or theme:
4. Storyboard (sketch out) your game.
- Start with the challenge, idea, or theme
- Scaffold the learning so the “quest” gets more difficult as the student “levels up”
- Identify the points where students can “level up” and earn badges, points, stamps or other symbols of success
- Identify specific challenges and trials (assessments and activities) that students must complete in order to level up. Students should be able to fail at these points and try again if needed.
- Incorporate elements of collaboration or competition to increase motivation – students must work together to unlock certain achievements or must compete with each other at certain points
- Identify tools that students can collect, “purchase”, barter, or share to succeed in the activities
- Clarify the criteria for “winning” the game
5. Identify the learning resources students will need to access at home before coming to class. Familiarize your students with the rules and procedures of game-play.
- Find out what kind of gamers your students are by having them take the Bartle Test of Gamer Psychology. Group your students according to their results.
- Create a rulebook for the game, outlining basic procedures, characters, tools, or other game elements
- Provide instructional material either pre-class or during class
Ex: Before Thursday’s class, watch the “passport” overview video. Answer the passport video quiz and print out your answers along with your passport. Bring both to class for your first passport stamp.
6. Identify in-Class Activities that your students will be completing.
- Whole group discussion
- Differentiation/Individualization
- Group activities
- Game Play
- Think aloud activities
Considerations for designing gamified activities:
- Provide instant feedback
- Make progress visible – issue badges, stamps, treasure, or other tangible marks of success
- Allow for second, third, and fourth chances on activities
- As a variation, let the students co-design the game experience
Ex: For Thursday’s class we will be dividing into teams for the Phonetic Challenge. The team that wins will receive a Phonetic Challenge passport stamp and the opportunity to create the next class challenge.
Activities students will complete during class time of my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete the in-class activities:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
7. Create the assessments that you will use for determining students’ mastery of the learning objectives.
- Formative/Summative
- Challenging questions
- Interactive quizzes
- Presentations
- Traditional Tests
Ex: Choose a passage from your favorite piece of French Literature. It can be a poem, play or reading. Record yourself reading it out loud. Submit your recording and a written explanation of the pronunciation difficulties you had with the piece. Explain the phonetic issues behind the difficulties you had: did they stem from your native language? Is this a sound that language learners typically have trouble with? Is this an exception to the rules of pronunciation?
Assessment(s) I will use in my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete the assessment(s):
- __________________________________
- __________________________________
- __________________________________
- __________________________________
8. Verify that your assessments and activities align with the learning objectives. Do they allow your students to demonstrate that they have achieved the learning objectives?
| Objective | Activity | Assessment |
| Ex: Students will demonstrate correct pronunciation, intonation, and rhythm in French
|
For Thursday’s class, we will be dividing into teams for the Phonetic Challenge. The team that wins will receive a Phonetic Challenge passport stamp and the opportunity to create the next class challenge.
|
Choose a passage from your favorite piece of French Literature. It can be a poem, play or reading. Record yourself reading it out loud. Submit your recording and a written explanation of the pronunciation difficulties you had with the piece. Explain the phonetic issues behind the difficulties you had: did they stem from your native language? Is this a sound that language learners typically have trouble with? Is this an exception to the rules of pronunciation? |
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