Week 11

EDET 679 Week Eleven: Creating the Game

Essential Question: What is the game you are thinking of writing up for your classroom?

Game Title/Theme: “Scooby Doo” like the cartoon.

Action and Setting: To unlock the mysteries and get a code to move onto the next scenario.

Characters or Mystery Incorporated: Mystery Incorporated- characters in Scooby Doo (students): Scooby-Doo, Shaggy, Fred, Velma, and Daphne.

Each lesson in the chapter will be a location, or a place to visit while in that city. They will have to unlock the code, or solve the mystery to move onto the next scenario.

Quests: Games include: scavenger hunts, riddles, “Wheel of Fortune,” color to find the hidden picture, “Minute to Win It – addition/subtraction strategies” etc.

Lessons will have a game at the end, one that correlates to the lesson objective of the day or unit. Math homework will be presented as a code. Students have to “crack the code” to advance or move onto the next mystery. When the code is cracked, they get a letter to help solve the overall mystery, i.e. “wheel of fortune.”

Level Up: They will “drive” to different cities (units) to solve the mysteries. To get a code, they have to master the concept/objective or solve the mystery. When the whole code is “cracked” they have completed the mission, and move onto the next mission or level up.

Badges: Codes will be given to students who solved the mystery, mastered the lesson objective, Wheel of Fortune style.

Power-ups: Scooby-snacks could be used as power-ups (Class Dojo). When a student exhibits positive behavior, turns in homework, follows instructions, etc. they earn a Scooby snack. Scooby snacks add up and can be taken away when a student demonstrates negative behavior.

Scooby Doo Shop:

XP: extra credit: cost 10 Scooby snacks.

Quiz/test help or open note test: 10 Scooby snacks.

Homework pass: 20 Scooby Snacks.

Bathroom pass (during instructional time): 2 Scooby Snacks.

Late homework/make-up work: (after a unit ends): 5

Water break (during instructional time): 2

Scooby Doo points will be kept on the whiteboard, so they can add or subtract points as they use them.

Leader boards: The “game board” will be displayed, and students’ avatar will indicate how far they have progressed, and how many more they need to complete the mysteries they need to solve in the city.







Week 10

EDET 679 Week 10 Essential Question: How would you change the rubric for the final project to better reflect what is important in games?

I think one of the major things we were reflecting on these past few weeks were badges and quests. I think that somewhere in the rubric it should state how we are applying a “leveling up” system. For instance, when students move through different quests or “units,” they earn badges. Element 6 is “Skill scaffolding and mastery” and to meet the element, “different levels of the game build upon prior learned skills. Initial game play may be difficult but rewards are attainable.” I think that’s too broad, and should include more of those gaming elements. For instance, Haselwood’s view on how to set up gamified strategies:

“The badges are easy to keep up with in a classroom management system like Edmodo; students get a badge when they complete a “save checkpoint” (quiz) or win a “boss fight” (unit test).”

“The Market is a place where students could purchase unique items or “power-ups” to use in class, like Divine Intervention (students work together on a test), TARDIS (students can retake any test), or Potion of Wisdom (students can ask the teachers a question on a test).”

There are four aspects of gaming that are critical to include in a gamified classroom, and they are theme, setting, characters, and action (Matera, loc. 1015). Element 2 “Narrative Context/Storyline briefly explains part of them. To meet that element, “The context or storyline is apparent and continues throughout the game but there are limited opportunities to increase understanding of them.” I think we should include some of the aspects of gaming, or be more specific of what to include.

The last thing I think should be included in the rubric is the grading scale. How are we going to grade our students throughout this gamification experience? For instance if you use a percentage grading system:

  • Tests – 45%
  • Quizzes – 30%
  • Homework -15%
  • Participation -10%

How would this be converted to fit your theme?

Aviles suggests using the xp system. “You want your xp system to use big numbers because 1000xp is more fun to earn then 10xp. I use this system,” (Aviles, 2014)

  • Epic Quests (Tests) – 1000xp
  • Heroic Quests (Quizzes) – 500xp
  • Side Quests (Hw) – 400xp
  • Social Quests (Part/Disc) – 300p

These are the three things I think should be modified (or added), to make the rubric more narrow and focus on the critical elements.


Aviles, C. (2014, February 14). Gamify Your Class Level I: Xp Grading System – Teched Up Teacher. Retrieved November 09, 2016, from http://www.techedupteacher.com/gamify-your-class-level-i-xp-grading-system-2/

Haselwood, S. (2014, December 12). The Why’s and How’s of Gamifying Your Classroom (EdSurge News). Retrieved November 09, 2016, from https://www.edsurge.com/news/2014-12-12-the-why-s-and-how-s-of-gamifying-your-classroom

Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Retrieved November 9, 2016.



Week 9 Reflection

This week I finally came up with a theme, “Monster’s Inc.” I was struggling before because I wanted something that was similar to Class Dojo (and I’m not talking about the monsters J), I’m referring to how students can be rewarded based on their knowledge of the content, in a game based situation. Just like in Class Dojo where students are rewarded on positive behavior, in Monster’s Inc. students would be rewarded based on Marzano’s learning scale. I got the idea from Larissa’s blog entry, her theme is Ice Age. I read in Mariah’s post that sometimes when we play games, we struggle with students’ just playing games, and worry if they are actually learning the content. Now because of gamification we can enjoy both in our classrooms.

Week 9

EDET 679 Week 9 Essential Question: How do you currently infuse play into your class? How might you change this as a result of some of the ideas you have encountered?

I teach kindergarten and first grade, there are five students in each grade. Play in my classroom consists of different things. With my kindergartners, I like to have them play matching card games with letter names or sounds. For instance, students have to match capital A with the lowercase a, or say the sound to match the letter name. This is a mini-game, for when they have completed their seatwork.

With my first grade students, we play addition and subtraction bingo. I tell my students to use the strategies they’ve learned like doubles plus one, counting on, make a ten, etc. to review the content.

Both grades play games on their iPads. We have Reflex Math that is a game based learning application, which helps students master addition, subtraction, multiplication, and division facts. My kindergarteners play on Starfall.

I use Class Dojo in my classroom. I do have a leaderboard set up. Students like to compete with each other to get the most points. You can choose your rewards. For instance, if you want to incorporate gaming into your classroom, you can set it up so that when students get so many points, or class points, they can choose a game to play.

Before I set up my gamified classroom, I need to choose a theme, characters, setting, and action. Like Matera said, not all classrooms will have the same game elements because of our different teaching styles, demographics, etc. Once I have my basics figured out, I can start planning the game elements, like badges. There are two types of badges, leader badges, and mini-badges (Matera, loc., 2088). Leader badges are earned by going on side quests. When students put it that extra effort, they earn the unit’s leader badge. Mini-badges are when you want high student participation and input. They can also be used for reinforcing positive behaviors (like Class Dojo).

Rule Benders is a game that allows students to redo anything (Matera, loc. 2211). Great for when students get a poor grade. Solar Eclipse is a game that allows work to be turned in late. Assessment games include Staff of Wisdom, War Preparation, and Pottery Shards. Staff of Wisdom allows 50/50 on multiple-choice questions, War Preparation gives two minutes of open-notes, and Pottery Shards allows for a cheat sheet on a test (loc., 2266). Names can be modified to meet your game’s theme. These are the types of games I want to include into my gamified classroom.


Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Retrieved November 2, 2016.


Reflection Week 8

This week we read about game elements and mechanics. I learned there are four main elements: theme, setting, characters, and action. I also learned about the many different game mechanic; like the levels, leaderboards, guilds, achievements, quests, power-ups, etc. I read from Theresa’s blog that being new to gaming, we should focus on one thing at a time, and then as we become more familiar, add another element. I thought that was a great idea, and I think that’s something I will do when I begin gamifying my classroom. I would like to do something in my classroom that resembles Class Dojo, except I haven’t found a behavior management platform I can use for K-1 yet.

Week 8

EDET 679 Week 8

Essential Question: Which aspects of story and game mechanics will be useful in your class and how might you use them?

There are four elements of game design that should be implemented in a gamified classroom: theme, setting, characters, and action. The first thing we should look at is the theme, which is the framework for the unit or course study (Matera, loc. 1015). Some examples of themes are super heroes, underwater, historical events, or explorer. My theme would be used as a “backdrop” for the kinds of activities, point/badge system, items, and the challenges I would implement throughout my unit.

The second element of game design is the setting. “The setting is where all parts of the story come together and the players get specific details about the world,” (Matera, loc. 1028). I would use setting as a way to get my students’ imagination flowing; to help them understand and be able to picture all of the details. It would also be used as the backdrop for all the action and tension in the story.

After choosing the theme and setting of my game for my classroom, I would choose the characters. Characters are what our students will become and what will drive the game. I would create characters to help my students achieve the goals I have set for them. Assigning characters will give students roles or job descriptions, which will give them a sense of responsibility. “The details of your story make a huge difference in your students’ engagement and excitement,” (Matera, 1078).

The last element I’d look at when gamifying my classroom are the conflicts, action, story plots, etc. “We should build challenges and obstacles that our students need to overcome,” (Matera, loc. 1065). I would start off with small, quick challenges to boost my students’ confidence, and then adjust to larger more challenging quests.

There are a lot of game mechanics to consider when gamifying your classroom. For instance levels, leaderboards, guilds, achievements, quests, power ups/items, skills etc. I would use levels to show where a player is in the game (loc. 1225). Leaderboards are used in games to show the standings of the players. I would use it as a way to provide data and show their rankings. It can also be used as a motivational tool to keep students on top of things.

Guilds are student groups. In gaming terms, guilds are used to form alliances. I’d use guilds in my classroom for small group work, collaboration, and teamwork (loc. 1295). Depending on what your theme is, you decide what to call your small groups. Some examples include tribes, clans, districts, or family. Achievement is another game mechanic to think about. An achievement is anything that is unlocked through gameplay (loc. 1408). Badges or items can be used to show achievement, it gives our students a sense of accomplishment.

Quests are missions with objectives (loc. 1471). Based on your theme, you can call quests tasks, missions, voyages, expeditions, battles, etc. I would use quests as a way to move my students’ through the game/course, and as extra credit. My quests would have rules: all quests must relate to the current unit, turned in once, and turned in before the end of the unit (loc. 1513).

Based on what your theme is, you can choose what game mechanics and elements to include in your course.


Matera, M. (2015). Explore like a pirate: Engage, enrich, and elevate your learners with gamification and game-inspired course design. Retrieved October 23, 2016.



Week 7 Reflection

Purpose-driven learning language is key to help students become more motivated, independent, confident, risk takers in the classroom. I learned how gamification and using this type of language, could change the way students experience learning. I read from Gerald that the education system has been focusing too much on test scores and it affects students engagement, motivation, and risk taking in schools. I know where I am as a teacher, and where my classroom is on this “scale” of direct instruction to gamification. I have this vision of what I want my classroom to look like in the future, but sometimes I feel like all the demands gets in the way. Someday…

Week 7

EDET 679 Week 7 Essential Question: How do you or might you use language to change the way that your students think about learning in the classroom?

Students go to school to learn; not to get good grades. The content we teach will most likely be forgotten, however the experiences we offer our students, can be lasting. “The focus should not be on what we teach, rather it should be how we teach it,” (Moreno, 2015). Your use of language in the classroom could play a huge role in the way your students think about learning in school.

There are ten key words Moreno identifies that should be used in the classroom to help students be successful not only in school, but in life: confidence, creativity, enthusiasm, effort, focus, resilience, initiative, curiosity, dependability and empathy (Matera, 2015). Whatever language you choose in your classroom or school, should stay consistent. Use the language daily, in report card comments, when talking with parents, and before, during and after projects.

“The keys of purpose-driven learning put the focus back on building the skills that create a successful learner… they empower the student to take an active role in their learning,” (Moreno, 2013). Here are some examples of using purpose-driven language in the classroom:

Instead of telling students to work towards an A, explain that “your group, (or yourself the teacher), are depending on them to do their part so the next step can be successful.” Instead of answering their questions, praise them for their curiosity and challenge them to research and share their results.

The keys of purpose driven learning, can also change how you speak with parents: (Moreno, 2013).

“Your child has fantastic enthusiasm, but needs to be a little more focused.”

If a student is shy say: “Your child should be confident in their ability and take initiative to lead class discussions.”

If a student gives up too quickly say: “Learning can be hard sometimes, and resilience often leads to success.”

If you’re planning on gamifying your classroom, it’s good to use that game’s terminology. For instance using the terms badges, quests and life can change how students view their learning. As well as applying those gaming elements and posting them daily, like leaderboards, levels, avatars, and social elements (Figueroa, 2015). When giving extra credit, refer to it as another quest. If a student fails, teach them that it’s their “first attempt in learning,” and they should attempt to SAIL (second attempt in learning), (Matera, loc. 735).

How we choose our words can alter our students behavior towards learning in school. If we use the language test scores, GPA, right or wrong… that’s what students will work towards. However if we use purpose-driven language, students will come to school feeling more confident, resilient, focused, and enthusiastic about learning.


Figueroa, J. (2015, June). Digital Education Review – Number 27. http://greav.ub.edu/der/

Matera, M. (2014). Entering the Realm of the Nobles: Michael Matera. Retrieved October 18, 2016, from https://www.youtube.com/watch?v=FFG3Vk-MCf8

Moreno, A. (2013, February 7). Keys of Purpose-Driven Learning. Retrieved October 19, 2016, from http://edbean.com/keys-to-purpose-driven-learning/

Moreno, A. (2015, February 3). Purpose Driven Learning. Retrieved October 19, 2016, from http://www.mrmoreno.com/blog/purpose-driven-learning



Reflection Week 6

This week I learned that there are four types of gamers: killers, socializers, achievers, and explorers. When I took the test, my results indicated I was an explorer; which I wasn’t surprised with. I learned that you be more than one type. I am also a socializer, and an achiever. I read in Matt’s post that if we play on gamifying our classrooms, we should have our students the test. I thought that was a real good idea. He also mentioned that we shouldn’t base our game around one type, just because not all students are motivated by the same things.

Week 5 Reflection

This last week we read about different case studies that support Matera’s claims on using gamification in the classroom. What I believe, based on what I read, and the successes that have come out of people who have used gamification in the classroom, is that gamification will enhance student engagement, foster independent growth, collaboration, risk taking, etc. I don’t have a gamified classroom yet, but I am excited to create one in this class. Matt made a good point that we are all beginners and new to gamification; if something fails, change things up. I mentioned that failure is a part of growth, and it’s okay to start over again. Students should know that it is okay if things don’t go right the first time. It just means we should look at it differently, and try another approach.