Instructors should be able to collect data with regard to the digital games. The data can be transferred back via:
- learning management system
Data with regard to games can be collected via:
SCORM standard, a standard for communication between e-learning software products. SCORM tells programmers how to write their code so that they can play well with other e-learning software. It also reduces the cost of content integration according to the website (see image borrowed from the website).
Tin Can api that enables software to collect and share data about a wide range of experiences a person has (online and offline). It captues data in a consistent format about a person or group’s activities from many technologies. Very different systems are able to securely communicate by capturing and sharing this stream of activities using Tin Can’s vocabulary. according to the website, learning is happening evreywhere, therefore experiences should be captured that matter (Image borrowed from the website).
These technologies allows programmers to collect data needed to understand the gamified experience.
Not all digital games are accessible to individuals with disabilities.
This barrier cannot be addressed by providing alternative activities since the alternative assignment will be regarded as an inferior way of learning. If you need to design games for students with dissabilities, you can get support from AbleGamers.
AbleGamers can be of great supporthave developed a living document to assist developers in creating and developing tools accessible to all.
Includification is a website run by AbleGamers. It provides information with regard to games accessible for individuals with mobility, hearing, vision and cognitive disabilities.
Game-accessibiliy is a source for accessible games.
Twine provides a free, open source game development tool that allows you to create simple, accessible interactive storytelling games. The tool can be downloaded for Windows and iOs. Tutorials are available and questions can be asked on the collaborative forum. One of the storytelling games is available on the website.
For more information on accessibility, read ‘Making video games accessible: Business justification and design considerations.’ The following graph was downloaded from this paper in order to show the growth in accessible technology users between 2003 and 2010.
In South African context, accessibility to digital games can also be hindered due to no or limited access to the Internet.
Literature shows that digital games used in educational settings can engage students, improve learning outcomes and be powerful tools to support learning.
Although adoption in higher education is slow, there are lecturers who gamify their courses by incorporating existing games or developing custom ones.
Based on the blog post ‘12 tips for gamifying a course‘ shared by Leila Meyer, the following tips were identified as useful in open and distance e-learning higher education settings.
- Define goals and objectives
- Start small and develop iteratively
- Network with other educators
- Use simple game creation tools
- Get students to develop games
- Take advantage of existing games
- Use games created for remedial education courses
- Make it fun
- Don’t forget about the theories that are involved in teaching
- Collect data
- Consider accessibility
- Play games.
The tips will be explained in more detail during the course of this year. Those with links, have been expanded already.
If you are gamifying your course/s, please share tips not included in this list.