• Gamification: Good or Bad?

    Cartesian graph showing gamification fitting in upper right quadrant where x=partial game and y=games (not play)
    Credit: Diagram by Michelle A. Hoyle
    Image: Deterding et al’s (2011) situating of gamification as being partially game-like and being more gaming than playing.

    Earlier this summer, I signed up for Coursera’s new gamification course, presented by Kevin Werbach of the Wharton School at the University of Pennsylvania. In this brief reflection, I consider what makes gamification ‘good’ or ‘bad’ for me. I’ve included links back to the videos I’m referring to here, but you’ll need to be registered with the course in order to view them.

    If you know me, you’re probably aware that I generally have a negative opinion of gamification, even though it can be easily and persuasively argued that my research examines how to gamify higher education. My negativity doesn’t stem from the use of game elements or game design techniques in non-game contexts in theory. It arises from the actual implementation.



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  • PR: Press On or Play the Ostrich?

    Photo of sandy dune with person buried upside down to waist in sand
    Credit: Photo by blakeimeson under an Attribution-NoDerivs 2.0 Generic license

    Image: Should I be the person hiding my head in the sand?

    In response to the Sussex TLDU RUSTLE article on my World of Warcraft research and teaching, I received an e-mail early Friday morning from someone in the University of Sussex’s press and communications team. In fact, that e-mail notified me the article had been published. (-:

    The author was inquiring if I were interested in any publicity or media work, because they thought my work might have external appeal. This was somewhat propitious. The day before, as part of Vitae South East’s female researcher’s Springboard workshop, the guest presenter discussed the importance of proactively promoting one’s work (apparently men do, but women often don’t). She stressed how one should take any and all opportunities offered to do so.

    Are we inclined to not view things we do as significant enough to tell others? She outlined how male colleagues regularly feed her department’s press coordinator a steady stream of pictures and stories, but the women didn’t. Are we reluctant to apply for awards and jobs? Or, when we do, do we more honestly assess ourselves but also under-assess? She also had stories about how men promoted themselves on their academic CVs, with one even including under “research activities” a list of journals he reviewed for. I know that wouldn’t have occurred to me to include!

    Like her, I’m not naturally inclined to boast about my work or accomplishments. While I’ve applied for and won awards in the past, it’s often been because someone has forced me to do so. Left to my own devices, I’d play the ostrich and hide—or the rabbit and run. However, this is obviously opportunity knocking at my door. Should I “press on” or hide?

     
  • Connectivism and Affinity Spaces: Some Initial Thoughts

    Photo Composit: All the colours of the rainbow
    Credit: Photograph by Jake Rome (jakerome) under an Attribution-NonCommercial-ShareAlike 2.0 Generic license

    Image: Photograph composited from pieces of many other photographs: a visual affinity.

    James Paul Gee introduced the idea of affinity groups in his seminal What Video Games Have To Teach Us about Language, Learning, and Literacy (Gee, 2007). It is defined as the people associated with a given semiotic domain. That basically is a domain in which people use particular symbols or language to communicate and interact. We’re already well used to the concept, even if we don’t realize it. A given academic discipline, for example, will have its own vocabulary and, in that context, use language in a particular way, even if others use it differently in another context. It’s all about situated cognition and situated meaning. Games and their communities will have their own semiotics and constitute a semiotic domain. Members of an affinity group will have a way to recognize others who belong and to assess what counts as acceptable or recognizable within that semiotic domain.

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