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This is the first deep dive into gamification.  I've been exploring this for several years on my own, but this is the first time I have been presented with the underlying research that makes this kind of teaching strategy possible.  I've always had students design their own games, as a way for them to demonstrate their 'buy-in'.  But the in-depth peer reviewed research bolsters my 'gut feeling' on continuing to add this into my repertoire.  

As in everything in the educational setting, formative assessments and summative assessments are essential in determining student growth and acquisition of new knowledge.  Student scores in the game are only but one clue, and that can be attributed to a number of things, especially in remote learning, where there are many opportunities to game the system.  

Development of educational games seems to be quite nuanced.  I am glad they included a few sources for developing games from the ground up.  Once a semester, I have my students design their own games to teach a chapter.  Maybe I will use these resources (instead of them just adapting games to incorporate the subject matter).  

The social aspect of gaming is huge.  I see the difference between Blooket and Kahoot! when I use these two games, the conversation in the room is outrageous during Blooket, crickets with Kahoot!.  That's because in Blooket they can steal from each other.  I don't know which is helping them master the content better, but in a class where students don't want to communicate with each other, especially online, the social interaction provides a type of icebreaker.

I have been using Kahoot! Blooket, Quizlet, and Quizziz a lot.  My students LOVE Blooket, because of the outrageous competitiveness in acquiring points, yet I think for that very reason, it isn't reinforcing information acquisition and retention as best as it could.  Some of the rules of the game are difficult for my adult learners, they often ask their children to help.  Kahoot! has been good, but due to the nature of the peer creation, caution is the word, as many are careless in providing correct answers.  Quizlet and Quizziz are not as dynamic but are certainly focused on reinforcing… >>>

I agree that sometimes students use the 'scoring' as the focus, and they are not interested in learning the underlying content.  I give my HS students extra credit for being in the top 5 score level.  But I cannot do this with my adult learners.  So, I usually get 100% participation with the HS students, and about 25% participation with the adults, since it doesn't do anything for their grade.  I also find that the amount of time taken to prepare games exceeds the amount I use to prepare a lecture.  So, from an educator's perspective, is it time well… >>>

Creating working relationships with students empowers them to be more comfortable on campus and gives them more confidence to reach out when they need help. Building working alliances creates an enviroment everyone feels comfortable in. 

there are many way to transfer knowledge Social network and many other forms aid each person. The four tools assist each of us to better communicate.

the rules for online teaching are the same as in class when giving instuction.

students learn at different levels.  Students with learning disabilities may require succint assignments that identify the final role. Study time need to be set aside on a regular basis.

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