My main goal in participating was to learn more about how to implement gamification and game-based learning in the classroom, and also to help students overcome failure. GOBLIN has delivered and then some. I have lots of ideas, and hope you’ll chime in with more in the comments.
The first step will be to gamify SPAN 3853: Introduction to Hispanic Literature and Culture class. I would like to take elements from team-based learning and ARGs to increase student engagement, collaboration, and autonomy.
The idea would be to have permanent teams for the semester, assigned using a CATME survey. The course will be a semester-long quest. Since it’s a lit course, I am thinking of framing it as a literary treasure hunt. So maybe students would get a secret message from Jorge Luis Borges, the world’s most famous librarian, asking for their help. (Reading his short story, “The Library of Babel” might be a first step.)
Clues might be hidden in books in the library or in the course readings online. I’m hoping to get the librarians on board, and I imagine that won’t be hard. They’ve already developed an awesome location-based app for the Galileo’s World exhibit here at OU.
I am also thinking of borrowing the idea of “deals” from Reality Ends Here. Each student would get a deck of cards with different elements (a task like a video adaptation of a text, a Twine game based on a reading, or a radio drama adaptation of a reading; and different elements like the readings themselves or characters, authors and props) that are worth different numbers of points.
The groups would have to decide which elements to combine and how many projects to complete to maximize their points. At USC weekly winners get prizes like lunch with a famous movie maker. I’m not sure I can offer anything like that, but maybe I can come up with other fun rewards, or link the points to the final grade.
Any ideas for improving this initial framework?