SZ6110 Gamification in Education

Faculty of Education
Autumn 2021
Extent and Intensity
0/2/0. 3 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. Jan Miškov (seminar tutor)
Mgr. Bc. Jan Nehyba, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Bc. Jan Nehyba, Ph.D.
Department of Education – Faculty of Education
Contact Person: Mgr. Jan Miškov
Supplier department: Department of Education – Faculty of Education
Timetable of Seminar Groups
SZ6110/01: Mon 27. 9. to Mon 6. 12. each odd Monday 18:00–19:50 učebna 55, J. Miškov
Course Enrolment Limitations
The course is offered to students of any study field.
The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 1/15, only registered: 0/15, only registered with preference (fields directly associated with the programme): 0/15
Course objectives
The purpose of the course is to provide students with basic theoretical knowledge and practical skills related to gamification in education and game-based learning.
The aim is to teach students to:
● Appropriately use games as an educational tool
● Appropriately include the gamification features in teaching practice
● Work with online gamification tools (Classcraft, MinecraftEDU)
Learning outcomes
By the end of this course students will be able to gamify his own lessons and apply their knowledge of game-based learning in a project that will be concluded by:
a) a plan for a short course created on Classcraft platform
b) a lesson plan created on MinecraftEDU platform
c) a plan for an original educational LARP
Syllabus
  • 1. Introductory meeting – course requirements
  • 2. What do we see as a game? Role of game in society, Videogames and their impact, Gamification trivia
  • 3. Gamification in education. Game-based learning. Good and worse examples in practice.
  • 4. The effect of gamification and game-based learning on motivation and educational results of students.
  • 5. Rules for successful use of games or gaming features in teaching. What to avoid. Potential risks connected with videogames. Teaching inspiration.
  • 6. Classcraft as a platform for gamification of (not only) class management.
  • 7. MinecraftEDU. The possibilities of a virtual sandbox.
  • 8. LARPs. Application of LARPs in teaching.
  • 9. Final meeting.
Literature
  • SANCHEZ, Eric, Shawn YOUNG a Caroline JOUNEAU-SION. Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies [online]. 2017, 22(2), 497-513
  • ČINČERA, Jan. Práce s hrou: pro profesionály. Praha: Grada, 2007. Pedagogika. ISBN 978-80- 247-1974-0.
  • BAER, Stephen. The Rise of Educational Games. ELaerningINDUSTRY [online]. 2018 [cit. 2019-02-22].
  • GEE, James Paul. What video games have to teach us about learning and literacy. Revised and updated ed. New York: Palgrave Macmillan, c2007. ISBN 978-1-4039-8453-1.
  • WOUERS, Pieter, Christof VAN NIMWEGEN, Herre VAN OOSTERDORP a Erik D. VAN DER SPEK. A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology [online]. 2013, 105(2), 249-265
  • YOUNG, Michael F. Our Princess Is in Another Castle: A Review of Trends in Serious Gaming for Education. Review of Educational Research [online]. 2012, 82(1), 61-89
  • KAUFMAN, Geoff a Mary FLANAGAN. A psychologically “embedded” approach to designing games for prosocial causes. Cyberpsychology: Journal of Psychosocial Research on Cyberspace [online]. 2015, 9(3)
  • MÄYRÄ, Frans. An introduction to game studies: games in culture. Los Angeles: SAGE, 2008. ISBN 978-1-4129-3445-9.
  • CHEN, Ching-Huei a Victor LAW. Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior [online]. 2016, 55, 1201-1212
  • KAPP, Karl M. The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer, [2012]. ISBN 978-1-118-09634-5.
  • FERGUSON, Chris. Do Angry Birds Make for Angry Children? A Meta-Analysis of Video Game Influences on Children’s and Adolescents’ Aggression, Mental Health, Prosocial Behavior, and Academic Performance. Perspectives on Psychological Science [online]. 2015
  • SICART, Miguel. The ethics of computer games. Cambridge, Mass.: MIT Press, c2009. ISBN 978-0-262-01265-2.
  • SHORT, Dan Brian. Teaching Scientific Concepts using a Virtual World - Minecraft. Teaching Science [online]. 2012, (58), 55-58
  • DONOVAN, Tristan. Replay: the history of video games. East Sussex: Yellow Ant, c2010. ISBN 978-0-9565072-0-4.
  • HUIZINGA, J. Homo ludens : o původu kultury ve hře. Translated by Jaroslav Vácha. Vyd. 2., v edici Studie 1. Praha: Dauphin, 2000, 297 s. ISBN 8072720201. info
Teaching methods
Distance education through e-learning with introductory and concluding meeting that will take place online in MS Teams.
Assessment methods
1. Completing assignments from each unit
2. Final project
3. Peer-assessment of the final project
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
Teacher's information
Except for the introductory and final meeting, the course will be taking place here:

https://moodlinka.ics.muni.cz/course/view.php?id=2862

In order to finish the course successfully students must continually go through the units and complete the assignments. Most of the materials included in this course are available in English only. Students are expected to understand English sufficiently.

The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2022, Autumn 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2021, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2021/SZ6110