Gamification
Gamification is an increasingly popular form of student centred learning, or independent learning that involves the combination of game features in a virtual environment (Tsay, Kofinas & Luo, 2018, p. 1). Often described as “the use of game design elements and game thinking in non-game contexts” (Tsay, Kofinas & Luo, 2018, p. 2). Utilising the longing for communication and to share ambitions and objectives that is evident in human behaviour (Tsay, Kofinas & Luo, 2018, p. 2).
Predicted Outcomes
As you can see from my Artefact, I am in the early stages of implementing this tool into my classroom. I teach a year 1/2 special needs class and there are three students that I am targeting with Prodigy. They are my higher achievers as they have the sufficient self management skills needed to play a game independently.
The main aims I had for using Prodigy in an educational setting in the beginning were to improve engagement with the inclusion of goals and unlockable content. Secondly to improve intrinsic and extrinsic motivation with the use of badges, levels, or rewards into the software (Tsay, Kofinas & Luo, 2018, p. 2). Both objectives align with the beliefs of Behaviourism and the focus on incentives or rewards. The provision of an incentive system within the game will drive the student forward and should result in longer game play.
Theoretical Framework
As I spend more time with Prodigy I have began to see additional benefits. Prodigy appears to seamlessly blend aspects of Behaviourism and Constructivism together. Although, on the surface, Prodigy and the rewards systems seem to be behaviourist approach, the design principles and overall structure of the game come from a more Constructivist background. There is very careful scaffolding done at the design level, to ensure students will remain challenged but feel able to achieve (Sun, Chen & Chu, 2018, p. 97). Games such as Prodigy successfully find that spot or Zone of Proximal Development (ZPD) first discussed by Vygotsky (1987, p. 86). . The other way Prodigy seeks to improve student learning is by activating the skill of self-determination. Enabling students chance to make errors and try again will build their resilience and ability to make another attempt. Gee notes that players should feel “pleasantly frustrated” (Sun, Chen & Chu, 2018, pp. 96-97) which encourages students to try a new strategy on the next attempt.
Accessibility
Prodigy is a free game, for parents, teachers and students to use and can be used as a web based application (App) or on a browser. There does appear to be a paid form of the programme, which entices parents and students by promising to speeding up the levelling process and the ability to personalise your avatar more (Prodigy, n.d., para. 5). I am currently only using Prodigy during class time. I do find this additional payment option concerning and will discuss with parents prior to sending login information home .
References
Breakfreevideo. (2013, April 6). Prodigy – An Interactive Math Game [Video file]. Retrieved from https://www.youtube.com/watch?v=hxGbjnuv8eg
Prodigy. (n.d.). Prodigy. Retrieved from https://www.prodigygame.com/Membership/?utm_expid=141073145-70.RCEloXf9Rk2azsBWuIyNZQ.0&utm_referrer=https%3A%2F%2Fwww.prodigygame.com%2F
Sun, C. T., Chen, L. X., & Chu, H. M. (2018). Associations among scaffold presentation, reward mechanisms and problem-solving behaviors in game play. Computers & Education 119, 95-11. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/S0360131518300010?via%3Dihub
Tsay, H. H. C., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers and Education 121, 1-17. Retrieved from https://www-sciencedirect-com.ezproxy.csu.edu.au/science/article/pii/S0360131518300095
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 5291, 157. Retrieved from http://www.kerrimuirps.vic.edu.au/Learning/Article-Zone-of-Proximal-Development-L-Vygotsky.pdf