Krisel Nagallo

Value-added assessments allow for students to take accountability for their own learning progress.

Assessment is process-focused and ongoing whereas evaluation is product-focused. Summative assessments can be used as an evaluation of a student's understanding at the conclusion of a course.

When assessing the student's enjoyment level of a game in learning, the 8 dimensions of EGameFlow should be considered: concentration, goal clarity, feedback, challenge, control, immersion, social interaction, knowledge improvement. I plan to use these 8 dimensions when assessing the utility and effectiveness of gamified activities in the classroom.

Successful implementation of gaming in a learning environment is centred on the following concepts from behavioral psychology, which can be applied in the classroom.

Fogg Behavior Model: motivation, ability, triggers.

Concept of Flow: challenge, control, performance criteria, feedback.

Four individual factors that create intrinsic motivation: challenge, fantasy, curiosity and control; and three interpersonal factors: cooperation, competition and recognition.

Games and simulations offer students interaction, which can help their learning process. I teache future nurses so leveraging this interaction can simulate how they can be effective collaboraters in the real world.

I learned that the greatest area of opportunity for learning with games is to provide a practical connection to the course material. We already implement an active learning activity in the form of a case study during lecture. There is opportunity to "gamify" this activity to increase student engagement and simulate the case scenario.

This course opened my eyes to the various ways we can engage the online learner. I am particularly intrigued by "content chunking" because I notice many of my adult learners go about their studies in this way. I now realized that engaging the online learner goes beyond the virtual classroom and early engagement increase chances of course success.

I learned that I have a lot of opportunities for growth in managing an online discussion thread. I will begin by identifying who my "intimidators," "procrastinators," and "disruptive" contributors are and work 1:1 to modify their behaviors. This is important for fostering a safe learning environment for all.

I learned that projecting authority at the beginning of an online section/semester is critical for earning the student's attention and respect. Utilizing a combination of credentials while remaining personable (e.g. share hobbies) are effective ways to do this.

I learned that preparedness and familiarity with the online course delivery elements is critical for success. My mentality thus far is that preparedness is overrated because we can tackle situations and questions as they arise. Now I can see the value of setting expectations early to avoid confusion from students, which will then allow them to focus on learning the material.