Inviting the growth mindset though playfulness of learning to focus on progress, not perfection.

Sustainable classroom engagement requires three teams to play a good game.

School administrators. This game does not require any modification to the curriculum of the course. Even though the game takes place throughout the semester to connect lecture experience with long term missions, graded assignments, exams, and other required elements stay the same. The game can be adopted in a coordinated course with instructors having little control over instruction, assessment, or material. This means the game can be added or removed at any time if administrators request it.

Faculty. The game engages instructors by allowing them to share bits and pieces of their expertise as optional material. It creates an opportunity in an introductory course to share research or experience, that the faculty member is excited about. The game clarifies the rules for late assignments or extra credit by focusing on experience points instead of affecting grades directly.

Students. Students practice the subject matter in integrated systems like Duolingo, Cengage SAM, Kahoots, Quizlet to fail more often and master the material. They complete creative missions to explore the subject matter. They use experience points as a currency in the classroom to purchase late assignments and other privileges. Students recommend each other and search out past participants of the course for mentorship recommendation. Students encourage each other to complete late assignments.

This mobile application represents a well-designed game for all three. Please download the demo app to preview the system as a student. You can then apply to adopt the system in your classroom.



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School
Administrators
stay in control

Autonomy.

Faculty share
interesting to them
material and
stay creative

Autonomy,
Competence,
Relatedness.

Students explore,
collect, practice,
and fail safely

Autonomy,
Competence,
Relatedness.


Scholarship of Teaching and Learning. Tutoring may increase grades by two standard deviations (Bloom, 1984). Active learning could increase academic performance by 0.47 standard deviation (Ruiz-Primo, Briggs, Iverson, Talbot, & Shepard, 2011). Some students are 150% more likely to fail in courses dominated by traditional lectures over courses with active learning strategies (Freeman et al., 2014).
If you could combine both methods, how much fun would you have in your class?

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