Playing games, making games

My year 7 science class has just finished the topic Forces. There is a week left in this term and I didn’t want to start the next topic so I decided to do revision with them. Students often ask me for revision lessons, but they are always disengaged in them. Revision lessons often involve students doing repetitive questions that do not require them to engage in higher-order thinking. So I decided to have my year 7s play games and make games to revise. I’m also trying to have my lesson activities tap more into the higher levels of Bloom’s digital taxonomy.

Bloom's digital taxonomy

I used the website for the year 7s to play the games and make the games. Today we revised scientific investigations. We started with an easy worksheet, Scientific Investigations, which was followed by the class playing the wordshoot game on based on the questions on the worksheet.

On the next lesson the students will work in pairs to make their own game on a topic we’ve done this year. They will use this planning sheet, Game Plan, to devise the questions and answers then make the game on They will then evaluate each others’ games on our class blog to justify which game they liked the best and why.

Hopefully this activity will make my year 7s use more of their higher-order thinking skills. Creating something fun to revise has to be much better for them than doing boring worksheets.

Mobile gaming in school

Primary-secondary transition … when Year 6 students spend a day at high school to see what it’s like before attending the year after. This usually involves a tour of the school. “Here is the canteen. Here are the toilets. This is the front office.” Kids become bored in about 5 minutes.

So how can we make it more engaging? In a way that is fun and will allow kids to actually remember the places?

Turn it into a game!

I’m exploring at the moment is mobile gaming. Instead of students being shown around the school and taking in information passively, a group of students and I are planning to have small groups of Year 6s as players completing quests with the use of iPods and QR codes.

I’m leading a group of students on making a mobile game in Aris for this school tour activity. The video below shows the potential of Aris in geolocation activities:

The group consists of 6 students ranging from Year 9 to 11. There are three teams within the group: (1) Narrative writers; (2) World designers; and (3) Media designers. The narrative writers have constructed a draft narrative, which involves elements of a typical day in high school – what to do at recess and lunch, locations of staffrooms and locations of other significant places at the school such as the library and sporting fields. From this, the group has created 9 quests.

The first quest they have constructed is the Social Quest, which involves unlocking the Social Badge. The narrative is:

The bell has gone for recess. You have 30 minutes to visit the toilets, buy a nutritious meal from the canteen that will give you energy to last you till lunch and place your rubbish in the bin in the quadrangle.

The students have made a plaque in Aris which contains the quest’s instructions. The plaque will be revealed on players’ iPods when they scan a QR code. QR codes will also be placed in the toilets, canteen and quadrangle. The QR codes in each place will contain the following information:

-Toilets – You have used toilet paper to dry your hands. To be a safe, respectful learner you’ll need to place the toilet paper in the bin.

-Canteen – There will be multiple QR codes with picture of different food underneath them for students to choose the most nutritious food

-Quadrangle –  To be a safe, respectful learner you’ll l need to put your rubbish in the bin

Players are awarded items when they scan each correct QR code. When they have collected all the items, a virtual character called “Social Guardian” will appear to say they have unlocked the social badge and give instructions for the next quest.

The media designers have constructed the social badge while the world designers have placed all the information onto Aris.

social badge

aris screenshot

This is still work in progress so watch this space for updates 🙂








Xbox Kinect in the classroom

hurdles in kinect sports

Last week I bought a Kinect for the science faculty and embedded it into a Year 7 science class. If you search for Kinect in the classroom in Google, you’d find a large number of teachers already using Kinect in the classroom. However, most of them have integrated the Kinect in complex ways that require hacking the Kinect or SDK coding. I wanted to embed the Kinect as part of a learning activity that all teachers can implement in the classroom without feeling intimidated by.

My Year 7 class is doing a unit of work on forces at the moment. In the unit of work, they do an activity to measure average speed of moving objects. Traditionally I would bring students outside the classroom to run and walk a certain distance and measure the time taken to calculate average speed. I have also used slot cars in similar ways. Now that I’ve got the Kinect, I wanted to device an activity that allowed students to do a fun activity that won’t usually be possible in the classroom.

I decided to get my Year 7s to do hurdles in Kinect Sports. In pairs, students ran a 100 m race in hurdles and Kinect Sports measured their time. Students then calculated the average speed of each student and constructed a table to show the results.

My Year 7s usually need a lot of support in learning activities. With Kinect Sports, I had a student volunteer familiar with Kinect to demonstrate the game and all students knew what to do without my help at all. They were also highly engaged and were very motivated to calculate average speeds for each student to find out who is the fastest. The students completed the speed calculations faster than I expected. In a one hour period, this is what the class achieved the following:

-Completed a quick quiz

-Brainstormed why distance, time and speed were important measurements in an object’s movement due to forces

-Students constructed a table to record the results from Kinect Sports

-Each student ran 100 m hurdles in Kinect Sports

-Average speed calculations were completed by students

-Furniture was rearranged to its original seating plan

-Lesson was summarised

It might not sound much, but this was a great achievement from this class!

While this activity may not be the most creative or complex way to integrate Kinect as a teaching and learning tool, it is an activity that can ease many teachers in integrating gaming consoles into the classroom It is a numeracy-based activity that has applications in many other subject areas. This activity was shared with other teachers at my school in our weekly Xbox professional learning sessions.

Gamifying learning in my classroom – 1:1 Learning Unconference

This post has been designed for the 1to1 Learning Unconference. I will be showcasing my work on games based learning and gamification with three of my students. Below is a summary of what the showcase will be demonstrating:

We will also have an Xbox and a selection of Xbox games so you can get a feel of games based learning yourself.

Please comment below and tell us your thoughts and ideas on gamifying learning 🙂

Gamification – is it actually working in the classroom?

I don’t like lugging stacks of cardboard and paper for recycling, but it has to be done. While I know it’s good to recycle, it still feels like a chore to do it. Similarly many of my students don’t like completing and submitting their work, even though they know it’s good for them. Doing work and handing it in can often feel like a chore and many students do it to avoid punishment. So how can I make my students want to hand in work? Perhaps by making it fun?

But how do I make it fun? While nothing beats designing learning that’s authentic, relevant and engaging, there are always some areas of the syllabus that is mandatory to teach, but it’s not very exciting to 15 year olds. So I started to implement gamification with my Year 10 science class. I wanted to see whether gaming elements in the classroom will increase their motivation and engagement in learning. The unit of work is that has been “gamified” is called The Great Science Race and uses game mechanics such as a narrative, quests and achievement badges. For more information on the gamification of this unit of work, please see my previous post. But in a nutshell I have turned a unit of work about setting up science experiments into a game. The unit has a story line, worksheets have been grouped into quests and students work in teams to complete their quests to receive points and achievement badges. A leaderboard has been set up in the classroom to show the ranking of each team.

So how is it going so far?

Term 2 has started and it’s the first day that students are returning to school after a two-and-half week holiday. When one of the students asked me what topic we were studying this term, I replied “scientific investigations”. He groaned: “Not all the independent variables stuff. It’s so boring”.  But when I explained that the topic is a game and how the game would work, the class, including the student who previously groaned, were very excited. They laughed at the story of the secret society of epic scientists, but they were very excited about the achievement badges and the leaderboard. They quickly chose their teams and started working on their first quest.

After two lessons only two teams out of six have submitted their work. They were awarded 5 points on the leaderboard. On the third lesson the students saw the rankings on the leaderboard for the first time. The teams who were ranked first were delighted, and the teams who were on zero points worked extremely hard to ensure they caught up. One team, who was on zero points, very diligently completed most of the work from Quest 1 in a day (including doing a lot of extension work after school). They are now ranked first on the leaderboard.

leaderboard photo

I did ask myself whether the leaderboard was encouraging students to rush their work and not spend enough time on it. However, the work they submitted so far is of the same quality or better than their usual standard. But now they are submitting their work quicker and more regularly, which is allowing me to better identify their strengths and areas for improvement.

I am still in the early stages of implementing gamification so watch this space for more updates on gamification in my classroom.

Gamification in the classroom


Games based learning is supposed to be the next big thing. So when I revamped a unit of work for Year 10 based on designing scientific investigations, I decided to “gamify” the unit of work.

I was inspired by a YouTube video by Seth Priebatsch on gamification, where elements of gaming can be added to education. After also seeing presentations by Dean Groom and Ben Jones I have  come up with my first “gamified” set of learning experiences.

The normal non-gamified version

Here is the unit of work in its regular, non-gamified version. It is like many units of work in high schools – sequential, everyone does the same thing, etc. In a nut shell the unit of work is about how to design and carry out fair experiments to test a prediction, how to record results accurately, how to make sure your results are reliable and how to write up a report to share you findings.

scientific investigations 2011_blog version

So here’s the gamified version

The unit of work has been turned into a game called “The great science race”. At the start students are introduced to The Professor, who explains the overall game narrative. It’s sort of a  corny narrative. If anyone has a much better narrative, please let me know!


The game is divided into four quests. Each quest has a number of tasks where some are compulsory and others are optional. All tasks have been assigned points that reflect their difficulty level. For example, a fairly easy task where students have to tick whether an experiment is controlled or not will allow students to gain 5 points on completion. Whereas a more difficult task with more higher-order thinking questions will allow students to gain 10 points on completion.  This is set up to encourage students to undertake more difficult tasks. There will be a leadership showing the students’ scores.

Quest 1 is the training quest and introduces students to the  basics of experimental design (for science nerds these are the basics like the types of variables, the meaning of accuracy and reliability, when to use a control, etc). There are three compulsory tasks in Quest 1. These tasks need to be completed in order to gain the apprentice badge and a password to level up and unlock Quest 2. Quest 1 also has a number of non-compulsory tasks that will add to the students’ score. Like Quest 1, the other three quests require students to complete certain tasks before they are awarded a badge and a password to level up and unlock the next quest.

apprentice badge  cool scientist badge  distinguished scientist badge  epic scientist badge

Quests 3 and 4 involve students choosing a problem from a list and designing an experiment to solve the problem. The problems are given different points depending on their level of difficulty.

The gaming platform

So how can I implement this game? I could program it into Adobe Flash and turn it into a FLV game, but I haven’t got the time at the moment. So I decided to use the exiting resources that I’ve got:

-The game narrative, quests and the tasks within the quests will be given to students at the start of the unit of work as a OneNote notebook. The introduction (which contains the game narrative and explanation of badges) and Quest 1 will be unlocked sections. Quest 2, 3 and 4 are different sections which has been password protected. Once students have been awarded the relevant badge they will get the password to unlock the section.

-Edmodo will be used to give students their badges and password. The class will be a group on Edmodo. This will mean that a post to the class group will be seen by all students. A “small group” will be created for each student team. Posts to small groups will be seen only by students in that small group. This means that students can have discussions amongst each other and with The Professor (me) without the rest of the class seeing. Once a student team has completed a Quest, they convert that OneNote section of the quest into a pdf document and use the “turn it in” function in Edmodo to submit it for marking. The Professor (me) will mark the quest and provide feedback. Points, badges and passwords will be given to students via posts to their Edmodo small group. Updates on which teams’ progress on badges and points will posted on the Edmodo class group.

So that’s it for the time being ….

This unit of work will be implemented in a week’s time. There will be some classes doing the non-gamified version and my class (and others) doing the gamified version. I shall update the progress on this blog.

I am also applying the same gamification techniques to a Year 7 unit of work on the classification of living things.

Watch this space …. 🙂

Mucking around

My current attempt to integrate Xbox racing games into science is generating interest amongst a fair few teachers. My class loves it. As one student said today “All classes should have an Xbox”.

So why aren’t more classes using the Xbox?

A few weeks ago I ran a professional learning session for science teachers on how they can integrate Xbox games into teaching Newton’s laws of motion. I suggested an array of activities to cater for students of a range of abilities. Yet the Xbox booking sheet only holds my initials as no other teacher has requested it for their classes. As the faculty’s head teacher and the school’s technology coordinator, I want to reflect on how to encourage teachers to implement what they learn in professional learning sessions, particularly with technology.

There are many reasons why teachers may not implement what they learn in professional development courses. However, I want to focus on the need to ‘muck around’. With technology in particular, it’s essential to muck around and spend time to explore the software before deciding how to use it to enhance learning. In a reading I had to do for uni Richardson (2009) highlighted that teachers need to make a personal connection with the technology before being able to consider the pedagogical implications of the technology for their classroom practice. IMHO, to make this personal connection, you need to muck around.

With the Xbox, I spent a lot of time mucking around (playing three different racing games to decide on the best game for my class, which game mode to use, which race track, difficulty level and how much freedom students had in choosing players and racing tracks to ensure time efficiency). Then there was mucking around with hardware. Which data projector was best? What cables did I need? Overall it involved two weekends of playing Xbox at home, several visits to video game shops and several hours of playing the Xbox at school. And I thoroughly enjoyed every minute of it! 🙂

In contrast, the other teachers didn’t have this opportunity.  All they had was a half hour session of me showing them how to set up the Xbox, how to play Formula 1 2010 and the various activities they can implement for their classes. They didn’t have the chance to discover for themselves how the Xbox worked and the potential it can have on their students’ learning. They didn’t have the chance to muck around for hours playing different types of games and reflecting how the games can be used in their teaching.

The hard part now is how do I create these opportunities where teachers can muck around, self explore and reflect? How do I create opportunities for teachers to want to muck around?

Note: The school’s teachers have been fantastic at adopting other technologies such as IWBs and 1:1 laptop initiatives. Perhaps the Xbox takes relatively longer to get used to.

Will I have the time? Xbox and Newton’s laws

I started using the Xbox with my YR10s to explore Newton’s Laws of Motion. Students are working in groups of 3 or 4 and are filming their gameplay on Formula 1 2010 with the webcams on their laptops. Two lessons of Xbox later, 5 groups have filmed their gameplay with 2 groups left to go. After they film their gameplay, they will import the film into Adobe Premier Elements and annotate the film to use Newton’s laws to explain the race car’s motion.

This got me thinking about time. Whether I’ve got the time to do such a project. In previous years, I would just teach Newton’s 3 laws with a prac or two assocaited with each law. This would’ve taken 3-5 lessons. However, with the Xbox involved, it will now take me almost double the amount of lessons. While I know using the Xbox activity will allow students to use higher-order thinking skills of analysing, evaluating and creating, I also feel the pressure to “get through the content” to prepare the Yr10s for the School Certificate Exam. Time taken away from “content” or exam preparation is often sited by teachers as a reason not to integrate multimedia technology in their lessons (Complexities and challenges of integrating technology into the curriculum)

In an age where there seems to be an increasing emphasis on high stakes testing (eg. NAPLAN and MySchool), are high-stakes testing really the best strategy to use to ensure that all our students are prepared to partcipate in a 21st century digital society? There are so many YouTube videos out there telling teachers and the community that education needs to change because technology is evolving so fast. We need to develop our students’ critical thinking skills and the ability to adapt to change. I want to do this. I want my classroom to be a place where students use technology to develop these skills. But at the same time I worry whether that’s taking time away from NAPLAN, School Certificate and HSC preparation. Maybe it’s time we need to rethink how we assess our students.

Xbox and Isaac Newton

 I have recently acquired an Xbox 360 for the science faculty at my school. I’ve always been an enthuaistic gamer (more into Nintendo games like Zelda) and have been investigating games based learning for a while and was deciding whether to try out the Xbox, PS3 or Wii in the classroom. But then an Xbox 360 was handed to me!

My Year 10 class are studying Newton’s laws of motion at the moment. I liked the idea of using commercial games to support learning rather than using educational games. I came up with the idea of using a car racing game for students to learn about Newton’s laws. They will work in small groups where the gameplay will be recorded, then imported into a video editing software and add text annotations to explain the motion of the race car using Newton’s laws. Their end product should be something similar to this.

Now that the activity is in place, the next step was to find the most appropriate game. I tried out Need for Speed Shift as it came free with the Xbox console. While the graphics were awesome and the game gave a “real driver experience”, the game took too long to load and there were too much of the storyline to get through before you could play the game. I needed to get my whole class playing the game in two to three lessons and Need for Speed Shift just takes too long.

The next game I tried was Formula 1 2010. The initial game set-up took a while (choosing teams, driver names, etc), but once that’s done, you can just race around a grand-prix track in one or three laps – perfect for students in the classroom. After spending a weekend trying out all the tracks, I worked out that Melbourne and Montreal were the easiest. I might get all the kids to be Mark Weber and race in Melbourne just to be patriotic!

All I’ve got to do now is to actually implement the activity, which will be in two days time. All equipment are set, activity sheets (Xbox project newtons laws_wordpress) are done, other teachers have been trained, and one of the deputy principals will be visiting to see how it goes. Wish me luck!