Monthly Archives: April, 2013

Free Captioning Tools

Captioning tools allow uploading images and adding speech bubbles to them. I think using this tool can add a lot of fun to lessons, especially when we want our learners to create and/or tell a story.

One option would be to find images on the internet that could somehow fit into one story and then ask learners in groups to add speech bubbles to each image. Then they could compare their stories and vote for the best one.

Another option could be to ask learners to bring their own digital photos (these could be holiday photos, family photos, etc). Learners could work with their peers’ photos and add speech bubbles to them.

I am sure each teacher will come up with more lesson ideas and I would love to hear/read your ideas.

Anyway, down to the tools. To test the tools I decided to use my own photo with a simple “Hello!” message.

The first tool I would like to talk about is Speechable.

The tool is free but requires registration. However, it takes only seconds to register and you can either upload an image from your computer or type in the URL to the image you want to be uploaded. When the image is uploaded you can doodle (draw/write) on it, add a speech bubble or just add a text. For doodling there is a great selection of colours, The text box can be moved around the image and placed anywhere you like and the writing can be in any colour. For speech bubbles you can choose among four types of bubbles, size and colour of text. After saving the image, you can go back to it to edit it. There doesn’t seem to be an embed code, but by right-clicking the image you can save it onto your computer. Options for sharing in social networking sites are all in place.

The second one is SuperLame and it is a lot of fun to use.

This tool doesn’t require registration and is free. The best thing about it is that it has an onboarding (guidance) system. A little arrow at  the top of the screen guides you through the process of creating the captions. It also has an option for adding what it calls ‘Sound FX’ and I just added all the possible sounds on offer to my image to let you see what you can have. The options for sharing here are either to email the image or to save it. But I don’t think this a big problem. As long as you can save it as an image, you can upload it wherever you like.

The third one is DIYDespair
This one also doesn’t require registration and is free. All the options are on the right-hand side of the image screen. However, this one doesn’t have the fancy options of the previous one. The title and the captions can only go under the image and not onto it. But still, I think, some older learners may find the tool enjoyable. All the available options can be seen on the image below. 
The fourth site is Motivator
The name is the opposite of the third (Motivator vs Demotivator) one but it functions in the same way. No registration is required and it is free to use. But there are too many adverts on the website, so I don’t think it is very good for children in case they click on the links advertised. The options are again next to the image screen and the captions can only be placed under the image not on it. In terms of sharing, it is again either email to a friend or download. 
And the last tool is PimPamPum. It doesn’t require registration and is free to use as all the other ones. However, I didn’t create an image with this one because to create a caption you need to add images from Flickr and as I don’t have any uploaded images on Flickr and didn’t want to use other people’s images, I decided to give it a miss. But as many of you may have accounts on Flickr, I thought I will share this one with you too. I found a sample caption for you to see what can be created with this tool. I like the fact that it allows creating slideshows which makes the storytelling even easier. I hope you like it too.  
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IATEFL Interviews 10 April

Liverpool Online

I decided to spend the evening watching some of the interviews because there are quite a few that I haven’t watched and I wanted to watch at least some of them.

The first interview I watched was with Jamie Keddie whom I really like for his enthusiasm and ideas. Jamie is also the author of a very good book called Images.

Jamie starts the interview by telling a story about a seal and a polar bear and actually because he didn’t finish the story in his interview I got on his website and found the lesson plan and the video for it because I wanted to find out how the story ends. I assume that’s the whole point of videotelling (a technique which combines traditional story telling with video): making the listener want to find out what happens next. I did!  Jamie’s website has more lesson plans for any teacher interested in doing some videotelling in their lessons. The website Jamie recommends looking at at the end of his interview does have some interesting material.

Next interview I watched was with Jeremy Harmer and I love him a lot. Jeremy says that he is interested in finding out whether there is a relationship between the way people practise music and the way people practise a language. I also became interested in the question and did some Google searching. I found quite an interesting article which is written by Benny Lewis who asked about the similarity between language learning and learning to play a musical instrument on Twitter. Some of the replies are really interesting.

Jeremy Harmer refers to research which shows that the length of practice doesn’t mean much if the practice is not deliberate, i.e. involving full concentration, problem solving, involvement and engagement. If we think of that then we may actually find that when we do something because we have to do it, we do not remember much of it later. This is the case with language learning in Armenia where many teachers ask their students to memorize texts which they do just to repeat the texts in the lesson but two days later they forget what it was that they memorized. Jeremy Harmer says that a little homework which would require problem-solving could benefit a learner more than a lot of homework which they would probably do while watching TV. I totally agree!

The last interview that I watched was with Vicky Saumell. She is a teacher who encourages the use of technology in learning. Vicky talks about getting learners work published online (wikis, blogs) and getting teachers and learners from other countries to comment on the published work so that learners know that there is going to be some interaction and their work will not go unnoticed. One project that she talked about sounded quite interesting – a type of videotelling but done by learners. I actually even found the wiki that Vicky was talking about. The amount of work that Vicky’s students have done is impressive. Vicky also mentions online projects with other countries, the benefits of which I know from my own experience as we did one with a school in Uruguay last year and are doing another one with the same school in Uruguay and a school in Brazil this year.

Second Day of IATEFL Liverpool

Liverpool Onlinee
I started the day first by watching the interview with Deborah Healey who has arrived from the USA and this is her first time at IATEFL. I really enjoyed it because she was talking about use of technology and games in teaching. My cup of tea, really.

The basic point that I agree with is that teachers shouldn’t tech the classroom without thinking about how their learners will benefit from it. We should have the learner in mind whenever we incorporate technology in the lesson plan. Nik Peachy actually asked a question that I always get asked by teachers: if learners play games, how do we teach grammar? As I have already discussed in my previous posts, we can teach many things through games: grammar, vocabulary, writing, speaking, etc.

At this point I was already getting the feeling that I was at IATEFL. Next, I watched David Crystal’s plenary talk with 309 people online. Not too bad, is it? (I will not go into the plenary because by the time I decided what to blog about Graham Stanely already blogged about it). There must have been more people in Liverpool, but the online audience was also big. Unfortunately, I couldn’t participate in the online chat, which was very lively, because I had some students writing tests and didn’t want them to think that I was chatting and ignoring them, which might have been true.

Next thing to do was to get on Facebook to see what was going on. Some friends shared photos from presentations that they attended, some mentioned their own presentation. I wished them good luck. Marcos Benevides shared the link to Vicky Saumell’s presentation which was very nice, because now I might even think that I was there as well as Hakan Senturk and Burcu Akyol.

Next I read our roving reporters Sanja Bozinovic, Branca Segvic and Addeh Hovassapian’s reports on teh sessions they had attended and got a full feeling of being in Liverpool. Now I get down to teaching feeling completely happy. ūüôā Later in the evening I know that I can watch some of the sessions and some more interviews, read more reports and see more photos. 

First Day of IATEFL Liverpool – Interview with Gavin Dudeney

Liverpool Online

The first day of IATEFL in Liverpool and I am on the IATEFL online website reading roving reporter’s blog posts and watching some interviews. Actually you don’t have to be in Liverpool to be able to enjoy the conference. I know that being there is better but not knowing anything at all is worse.

I was hoping to get away from my lessons to watch the livestream of LTSIG workshops but,unfortunately, I didn’t manage to do so, which means that I will be watching the recording of the workshop. But that will do.

So the first interview I watched was with Gavin Dudeney. Gavin and his team are responsible for the online presence of IATEFL conferences and I have to say they are doing a great job. It only takes a second to log into Facebook and Twitter to know all the news related to IATEFL. It is easy to find out who is a presenter and which hotel they are staying in, where they are having lunch or what places of interest they are visiting. This sounds odd as one may think why someone would be interested in this, but, strangely enough, that gives you a feeling of being part of community and being present at the conference even when you are far away.

Gavin mentions that when 6 years ago they started the online part of IATEFL, everyone thought that people would stay at home and just watch it online, but I don’t think this will ever happen. Gavin is right in saying that the face-to-face meeting with people who you know virtually or meet just once a year is a completely different experience. For those who couldn’t go for whatever reason it is a good place to keep up with what is going on and still participate by posting comments or blogging about it. For those who did manage to go, it is a good place to organize meetings with friends after the conference as the conference hall is huge and you may actually be there for a week and never see somebody you know that is there.

Gavin also mentioned the book Digital Literacies that I have pre-ordered being on sale at the conference which actually made me want to be there just to get it because I will only get it by the end of May. But well, I suppose it is worth waiting for.

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Word Cloud Generators

Word clouds have become quite popular tools for visualizing texts. Words in the cloud are single word tags, that show how frequently a word has been used in a text which is useful for understanding main ideas or concepts. Words that are bigger in size and thickness are the ones that are frequently seen in a text.

When we hear word cloud we mainly think of Wordle, but there are many more word cloud generators that could be better or worse than Wordle. So why not give them a try?

1. Tagxedo 

The site doesn’t require¬†registration. You start by typing/pasting in a URL, or a twitter/Del.icio.us ID, a keyword in the news or RSS. Then you choose the shape, layout, font and theme and click ‘submit’. After the word cloud has been generated, you see a panel with more editing choices. When you are happy with the cloud, you can save it as JPG or PNG in different sizes or simply share it on the web.
2. ABCya!

A nice tool which doesn’t require registration. You simply type or paste in the text and it creates a word cloud. This site doesn’t accept links to articles that you would like to create a word cloud of. There is no choice in shapes but layout, font and colour can be selected. The generated word cloud can be printed immediately or saved, but in this case don’t forget to add what format you want the image to be saved as. for example, I just add .jpg after the name of the file to save it as JPG image. If no format is specified, the image doesn’t open.

3. WordItOut

The site doesn’t require registration but when you have finished creating your word cloud it asks for an email address to which a link to your word cloud is sent. You just click on the link and can either download the image or share on various social networking sites. There doesn’t seem to be an embed code but a picture can be uploaded onto any site, so that doesn’t really matter.
Font, colours and size can be customized, but there is no choice of shapes and the layout of word tags is only horizontal.

4. TagCrowd

This tool doesn’t require registration either. Word clouds can be created by either typing/pasting in a text, pasting a URL or even uploading a file which is quite handy. However, the word cloud created cannot be customized: there is no choice in font, colour, layout or shape. All word tags are horizontal on white background and of different shades of blue. The word cloud can be saved as a PDF file, but not as a picture. It can be printed and HTML code is also provided (but it doesn’t embed an image, just a list of words), to add a sample image I had to make a screenshot of the cloud.

5. Tagul

You have to register first before you can start creating word clouds, but this is not a long process. You are sent a password which you can change after logging in.
To create a word cloud, you can either enter the text you want or the URL of the text you need..Next thing to do is to choose appearance, font, colours and click ‘Visualize”. When ¬†the image appears, you can manually edit tags to get rid of articles, modal or auxiliray verbs, etc. After saving the changes, you need to click on ‘Grab and Share’. Here you can either download the image as a picture file, print, get the HTML code or the link.

6. ImageChef
ImageChef Word Mosaic - ImageChef.com
You don’t have to register with the website to be able to create word clouds. However, if you want to save your creations onto “My stuff”, you should. The site allows creation of not only word clouds but also of visual poetry, banners, sketchpads, etc. Before you start creating a word mosaic, you can choose a shape, a background and word colour and font. You need to type or paste in a text (but a small one, it doesn’t work with longer texts) and the word mosaic will be generated. You can choose the size of the image, you can share it on almost every social networking site, embed it and grab the link. By dragging the image onto your PC desktop, you can also save it as a picture file.

7. VocabGrabber

This is a very useful tool for language learners. It doesn’t require registration. All you have to do is paste in a text and click ‘Grab Vocabulary’. It creates a word cloud a screenshot of which can be seen on the left.

It also shows how many words have been found in the thesaurus and allows you to create a wordlist.

And the beauty of it is that the word cloud created is interactive. When you click on a word, the site creates a snapshot of a visual thesaurus for that word;

provides the definitions of the word;

and gives sample sentences with that word in them.

8. TagCloud

No registration required to use this site. You cannot type in a text, you only have to paste the URL to convert whatever is on the site into a word cloud. The result is a very nice looking flash word cloud that can be downloaded as a zip file. I have taken a screenshot of the cloud because it cannot be added to the blog as it is, i.e. a flash word cloud. It also provides an embed code, but it only comes up as a list of words as can be seen below.
learning resources blended approach face classroom instructionalmaterials course time online addition used state blend students content higher

9. YouAreYourWords

The site doesn’t require registration. All you have to do is to upload a picture whcih you want to be the background of your word cloud, then paste the text and choose colours from a limited range. You can also choose the font. You can then share your word cloud and/or download it as image. The product looks nice, but I am not so sure about its use in education as it is a bit difficult to read the text.

10. Wordle

This site doesn’t require registration. The downside is the size of the embeded image – it is very small. To solve this problem, you can either click on ‘print’ and then save it as a PDF file, or, alternatively, you can make a screenshot of the image after saving it to the public gallery.
Another problem with this site is getting word tags using a link. If the site, the URL of which you have pasted into the bar, doesn’t have Atom or RSS feed, Wordle cannot create a cloud. However, pasting in a text usually bypasses this problem.
Font, size, colours and word tag layout are customizable, but the shape cannot be selected.

And finally, a Slideshare user vreed17 has added a presentation with 40 ideas for word cloud use in education.

<div style=”margin-bottom:5px”> <strong> <a href=”http://www.slideshare.net/vreed17/forty-interesting-ways-to-use-wordle-in-the-c&#8221; title=”Forty Interesting Ways To Use Wordle In The C” target=”_blank”>Forty Interesting Ways To Use Wordle In The C</a> </strong> from <strong><a href=”http://www.slideshare.net/vreed17&#8243; target=”_blank”>Vreed17</a></strong> </div>

Credits:
Word Clouds generated using the article at PennState

Word Cloud Generators

Word clouds have become quite popular tools for visualizing texts. Words in the cloud are single word tags, that show how frequently a word has been used in a text which is useful for understanding main ideas or concepts. Words that are bigger in size and thickness are the ones that are frequently seen in a text.

When we hear word cloud we mainly think of Wordle, but there are many more word cloud generators that could be better or worse than Wordle. So why not give them a try?

1. Tagxedo 

The site doesn’t require registration. You start by typing/pasting in a URL, or a twitter/Del.icio.us ID, a keyword in the news or RSS. Then you choose the shape, layout, font and theme and click ‘submit’. After the word cloud has been generated, you see a panel with more editing choices. When you are happy with the cloud, you can save it as JPG or PNG in different sizes or simply share it on the web.

2. ABCya!

A nice tool which doesn’t require registration. You simply type or paste in the text and it creates a word cloud. This site doesn’t accept links to articles that you would like to create a word cloud of. There is no choice in shapes but layout, font and colour can be selected. The generated word cloud can be printed immediately or saved, but in this case don’t forget to add what format you want the image to be saved as. for example, I just add .jpg after the name of the file to save it as JPG image. If no format is specified, the image doesn’t open.

3. WordItOut

The site doesn’t require registration but when you have finished creating your word cloud it asks for an email address to which a link to your word cloud is sent. You just click on the link and can either download the image or share on various social networking sites. There doesn’t seem to be an embed code but a picture can be uploaded onto any site, so that doesn’t really matter.
Font, colours and size can be customized, but there is no choice of shapes and the layout of word tags is only horizontal.

4. TagCrowd

This tool doesn’t require registration either. Word clouds can be created by either typing/pasting in a text, pasting a URL or even uploading a file which is quite handy. However, the word cloud created cannot be customized: there is no choice in font, colour, layout or shape. All word tags are horizontal on white background and of different shades of blue. The word cloud can be saved as a PDF file, but not as a picture. It can be printed and HTML code is also provided (but it doesn’t embed an image, just a list of words), to add a sample image I had to make a screenshot of the cloud.

5. Tagul

You have to register first before you can start creating word clouds, but this is not a long process. You are sent a password which you can change after logging in.
To create a word cloud, you can either enter the text you want or the URL of the text you need..Next thing to do is to choose appearance, font, colours and click ‘Visualize”. When  the image appears, you can manually edit tags to get rid of articles, modal or auxiliray verbs, etc. After saving the changes, you need to click on ‘Grab and Share’. Here you can either download the image as a picture file, print, get the HTML code or the link.

6. ImageChef
ImageChef Word Mosaic - ImageChef.com
You don’t have to register with the website to be able to create word clouds. However, if you want to save your creations onto “My stuff”, you should. The site allows creation of not only word clouds but also of visual poetry, banners, sketchpads, etc. Before you start creating a word mosaic, you can choose a shape, a background and word colour and font. You need to type or paste in a text (but a small one, it doesn’t work with longer texts) and the word mosaic will be generated. You can choose the size of the image, you can share it on almost every social networking site, embed it and grab the link. By dragging the image onto your PC desktop, you can also save it as a picture file.

7. VocabGrabber

This is a very useful tool for language learners. It doesn’t require registration. All you have to do is paste in a text and click ‘Grab Vocabulary’. It creates a word cloud a screenshot of which can be seen on the left.

It also shows how many words have been found in the thesaurus and allows you to create a wordlist.

And the beauty of it is that the word cloud created is interactive. When you click on a word, the site creates a snapshot of a visual thesaurus for that word;

provides the definitions of the word;

and gives sample sentences with that word in them.

8. TagCloud

No registration required to use this site. You cannot type in a text, you only have to paste the URL to convert whatever is on the site into a word cloud. The result is a very nice looking flash word cloud that can be downloaded as a zip file. I have taken a screenshot of the cloud because it cannot be added to the blog as it is, i.e. a flash word cloud. It also provides an embed code, but it only comes up as a list of words as can be seen below.
learning resources blended approach face classroom instructional materials course time online addition used state blend students content higher

9. YouAreYourWords

The site doesn’t require registration. All you have to do is to upload a picture whcih you want to be the background of your word cloud, then paste the text and choose colours from a limited range. You can also choose the font. You can then share your word cloud and/or download it as image. The product looks nice, but I am not so sure about its use in education as it is a bit difficult to read the text.

10. Wordle

This site doesn’t require registration. The downside is the size of the embeded image – it is very small. To solve this problem, you can either click on ‘print’ and then save it as a PDF file, or, alternatively, you can make a screenshot of the image after saving it to the public gallery.
Another problem with this site is getting word tags using a link. If the site, the URL of which you have pasted into the bar, doesn’t have Atom or RSS feed, Wordle cannot create a cloud. However, pasting in a text usually bypasses this problem.
Font, size, colours and word tag layout are customizable, but the shape cannot be selected.

And finally, a Slideshare user vreed17 has added a presentation with 40 ideas for word cloud use in education.

Forty Interesting Ways To Use Wordle In The C from Vreed17

Credits:
Word Clouds generated using the article at PennState

Gamification Design

According to Prof. Kevin Werbach design thinking is a general approach to addressing challenges which is particularly useful in gamification. In recent years there have been a lot of discussions about the concept of design thinking and it has been stated that design thinking should be a process that businesses engage in for any purpose.

So what does design actually mean? Prof. Kevin Werbach gave us  his synthesis of different viewpoints of many people that highlights some of the major aspects of design thinking.
1. Design is purposive: it has a goal. It’s not about making something beautiful or creating a process that does a certain thing. It’s about trying to achieve some objective and everything in that process has to tie into that objective. And the design of a gamified system has to constantly refer back to achieving that goal.

2. Secondly, it’s human-centred; it is designed around people. So it’s about coming up with solutions for people, which means that we have to think about the experience people are going to have; real people who want to achieve something real in their lives. Design thinking is about pushing for the experience and keeping in mind what that experience actually looks like to people. We have to remember here that the experience of the player is not the same as the experience of the designer.

3. Third element of design thinking is balance. The idea is that we need to have a balance of¬†algorithms and creativity to address people’s experiential needs and not to miss opportunities for creativity and innovation because those tend to lie outside formulas. But we should also focus on what’s in the middle: focusing on what we do when there is some data, but insufficient data to give us a clear structured algorithm. And this often involvesabductive reasoning¬†developed by Charles Sanders Peirce.¬†¬†Essentially, this is about inference from insufficient information. So, we don’t have enough information to reach a judgement but we’ve got a rough explanation; we start with the best explanation we’ve got and then we make an inference from there. So we try and jump from there and make that abductive leap using intuition but basing it on some kind of foundation.

4. Finally, design thinking is iterative, it inherently expects that we are not going to get it right the first time, but we are going to have to try, fail, learn and try again. Thus iteration means doing the same thing multiple times but improving over time through the process. So you start with a rough prototype, then you play test it by letting some real people actually try and play with it. You observe what the experience is like, how game mechanics works, how the rules work, etc, and based on that you iterate and improve.

Prof. Kevin Werbach and his colleague Dan Hunter have developed a 6-step process for implementing a gamified system + questions and tips we should bear in mind in order to develop a people-orientated ganified system:
Step 1¬†–¬†Define¬†your business objectives. What is this system designed to accomplish? What are its goals?
Step 2¬†–¬†Delineate¬†target behaviours. What is it that you want people to do? Gamification is about encouraging people to do certain things. Thus, you need to start out with an understanding of what those things are.
Step 3¬†–¬†Describe¬†your players. Who is going to use the system? What do they like? How can the sstem respond to the different kinds of player that you have.
Step 4¬†–¬†Devise¬†your activity loops. There are two types of loops that move the action in a gamified system forward. They are engagement loops and progression loops. This is where you structure the core micro and macro level game play aspects. (to be discussed in more detail)
Step 5¬†–¬†Don’t forget¬†the fun. Fun is important. The system has to be engaging.
Step 6¬†–¬†Deploy. Use the right tools for the right job. Use the right elements and the right structure. Put them into place in the gamified system.

The first step in the gamification design framework is to define business objectives. Now, business objectives can be about anything but not about players accumulating points and badges. These should be the goals that the gamified system is supposed to accomplish. Points and badges are the way the system works; they are the intermediate step that the system puts in front of the player. So what we need to think about here is what the ultimate goals are and what will define whether the system is a failure or a success. So how to catalogue business goals for a gamified system? Prof. Kevin Werbach offers a few concrete steps to take. Firstly, make a list of all the business or other (education or health) goals you want the system to achieve. List everything you can think of and be as specific as possible. Then rank the list: number the goals you mentioned according to to their importance, trade off the ones that are in conflict against the others that are really important to you. Next step is to cut out the ones that are not really your business objectives. You should be left with the most important goals, not the means to achieve something, like badges or points, which are part of game elements. Next get rid of everything that is not an ultimate business objective. Finally, justify each remaining objective. By doing this we generate a list but we also can start to see what needs to be resolved and what needs to be play-tested through the process as the system is designed.

Step two is to delineate target behaviours. This is what you want your players to do and it is important again to be as specific as possible. And again you need to figure out what the success metrics are. In other words, what will tell you that the gamification project was a success, what will let you decide that you achieved the goals. If there are any conflicting points, do the same as with business objectives Рrank them. Finally, decide what the analytics are. What are the ways of measuring the path towards the success metrics by virtue of the activity on those target behaviours. There is a variety of different analytics to use. For example, DAU (daily average users) and MAU (monthly average users) And this is a ratio of these two numbers. The ration can tell you how engaging your site is and how many returning users there are. The second analityic is called Virality. This is the rate at which people refer their friends to your site and those come t see it. Finally, another one is virtual economy. And this is about how much activity is happening on your site, what the level of usage is and how much interaction there is. So, all of this tells us a lot about how the system is operating.

The third step is to describe your players. The basic starting point will be to learn about players’ age, where they are from, income level, etc. This would be useful for marketing strategy. Psychographics can be useful here too. What do you know about their behaviour? What do they like to buy? ¬†However, this will differ depending on who the gamified system is for: your employees or customers. But a very important aspect to learn about your players is what exactly motivates them. As a starting point what can be said about the different types of motivations that the players have? This is important because as it has been said before gamification involves motivation. Finding out what motivates players can help to create a system which will allow various forms of accomplishments. So, how to define different kinds of players in a gamified system? A solid starting point here would be Bartle’s Player Type.

Screenshot taken from Players who suit MUDs

When Richard A. Bartle was studying early multi-user dungeons, he discovered certain recurrent patterns and four broad types that he could fit players into. Although the model is debatable, it has proven to be very durable. Players may be one or two of the types depending on a system. They may also change category/type from game to game.

  • Achievers – want to overcome obstacles, to achieve something, probably get recognition for their achievements;
  • Explorers – want to interact with the world, want to see what is possible within the system, want to explore and try out;
  • Socializers – want to interact with other players (as opposed to interaction with the world), want to be in teams, want to chat, want to be part of community, for them social experience is more important than achievements;
  • Killers – they don’t just want to win, they want to destroy other players, they want to impose themselves on other people, want to be in control of the situation, want to feel that they are the ones that keep the group alive.
So, it’s important to think about how these categories can be applied to any kind of situation that is going to be gamified.
Now to the next step:¬†Activity Loops. Loops here are structures that are repetitive, recursive, branching off in different directions. Prof Werbach looked at two types of activity loops:¬†Engagement Loops¬†and¬†Progression Loops. “Engagement loops operate at micro level – individual user actions. Progression loops operate at macro level – broader structures of activity throughout the course of he game.” The engagement loop is about giving the player some reason to be motivated enough to take an action. If the motivation isn’t strong enough to lead to action, another motivator will come up until the user takes an action. As soon as the player starts doing something, they get immediate feedback, because it is important to give a clear feedback (points or badges, for example) to what the player is doing. Seeing the level of their achievement can in itself become a motivator. This is why it is a loop. The action produces feedback, the feedback becomes a form of motivation, the motivation leads to more actions. A gamified system should be designed in a way that the loop takes place. And a well-designed gamified system will keep that process moving so that each piece reinforces the other pieces.A gamified system also moves forward through so-called progression loops. Basically, these are the steps that a player needs to take to get from start to finish. But because the whole journey may seem too¬†overwhelming¬†and even scary to the player, the journey has to be broken down into smaller parts: challenges, completing which the player will eventually get to the finish line. So, this is one kind of progression loop where the player moves from start to finish through intermediate steps which are designed in a way that the player has a sense of relative ease of individual steps; the player has a sense that each task is doable and achievable. The player can see the next step and the ultimate goal seems more within reach which can also motivate.

Another way to think of progression loops is as a player’s evolution in the game, the player’s development from a newbie/novice to a master. This is typically done through rising and falling action. So the first step is onboarding: the process of getting the players to the point where they know how to play the basics of the game on their own, preferably within the game itself. Then they start moving up to a higher level and at some point they need to have a rest. If the difficulty of challenges constantly increases, it might be too challenging to complete the steps and get to finish. Players need a break, an easier task to complete after some difficult ones. Basically, the difficulty level should go up and down, up and down and then they can get a really hard task, typically called boss fight, which is a demarcation point of getting to the next level or segment of the game. This is also an opportunity to demonstrate mastery over that part of the game. After boos fight, players should get some more rest and continue their journey. The challenges should, of course, vary not to make the game boring.

So, a well-designed gamification system will have a well-structured engagement loops that ensure that feedback pushes towards motivation which pushes towards action, etc. It will also have well-structured progression loops which get the player from the early easy stage to the hardest stage of mastery through a set of processes that allow them to progress through the game.

The final elements of Prof Werbach’s gamification framework are fun and deployment of appropriate tools. It turns out that it is easy to lose sight of fun element in a gamified system, especially if there is a heavy focus on PBLs (points, badges and leaderboards). This doesn’t mean that PBLs cannot be fun, but because they are external motivators, they might not be fun at all times. A gamified system needs to be a bit more engaging than that. It should possibly have some puzzles, problems, surprises, etc. It should try to address different types of fun that players would be interested in. I talked about the types of fun in¬†a previous post.

The final step in the design process is to deploy appropriate tools. In my previous posts I have talked about the toolkit that Prof Werbach shared with us. There are about 30 tools to use and this shows the richness of the palette that a gamification designer has to work with. You can’t design the system until you have asked all the right questions and come up with provisional answers and then, after this has been done, we still need to sit down and think about the different options and tools that can be used and then pick the most appropriate ones for the aim. After this we will have to play test the system, improve and play test again. The system will need more improvements until we have a system that works for real people.

Psychology and Motivation

Now about psychology and, in particular, about motivation which are central to what makes gamification effective. Psychology needs to be discussed as people don’t entirely know what makes them do something and motivation is complicated as people are complicated. We are not motivated by the same thing all the time but we are motivated by different things at different times. So we need to think about our players, about different ways to motivate them and about how to deploy motivation in a systematic way.

Prof. Kevin Werbach mentioned two major traditions in psychology:¬†behaviorism and cognitivism. Behaviorism is about looking at behaviours, looking at what people do. Cognitivism is about mental states, what’s internally going on in people’s heads. Both of them are very relevant for gamification.

Now behaviorism says that when we look at a person we know that there are feelings , thoughts and emotions inside but we cannot focus on those internal mental states as they are not scientifically testable. So the behaviorist program is to restrict ourselves to what is external which is called the black box. The idea is what we can test is what goes in from outside and what comes out. Although behaviorism has some limitations when we focus on gamification, it is still instructive for some aspects of gamification design.

The basic notion of behaviorism is two things. One is stimulus. Something which happens externally creates a challenge, opportunity or reaction and that reaction is called response. This is when we can see or observe a certain type of behaviour and that is why this is called behaviorism in response to stimulus. This was first tested by Pavlov in what’s called¬†classical conditioning¬†where he rang a bell and got the dogs to salivate. The idea in¬†Pavlovian conditioning is that the stimulus is instinctively related to the response. So when the bell rings, it automatically produces this response of salivating whether there is food coming or not.

A more important kind of conditioning is associated with B.F.Skinner and is called operant conditioning which is about feedback loop. There is a stimulus and there is a response and based on this pattern there is learning. Subjects learn; they see the consequences of their actions and the consequences actually matter.

So these experiments have the notion that in certain cases people will respond to stimuli and will learn to make associations between two things especially if there are rewards. Observation is important here. We should observe what people actually do. If people respond to to stimulus in a certain way, we should learn something from that. Moreover, feedback loop is important. When the person involved sees some feedback,  it produces some response and a process of action. Feedback tends to motivate behavior which is very important for gamification.

Now let’s look at FarmVille which managed to create what is called an appointment mechanic. The idea is that people know that they have to go back to their farm at certain times to water their crops otherwise the crops will wither. So FarmVille got people to learn, as a matter of habit, learning to regularly check their farms This is a behavioral kind of approach which worked well for FarmVille.

Although behaviorism talks conditioning and providing rewards, some benefits that seem valuable even though they are not tangible or worth any money, rewards are still only one piece of the game mechanics. Rewards are powerful and significant in gamification but they should not be the only thing to use in a gamified system.

But why are those rewards so powerful? This is related to brain chemistry, something calleddopamine system¬†– the structure of brain associated with pleasure and learning. Our brains release and reabsorb dopamine in response to certain activities (usually things that find rewarding or just surprising. It causes a learning process and makes people want to engage in the activity. Again this doesn’t always work or doesn’t always work for everyone, but when it does work it is the hit of dopamine.

If we talk about rewards themselves, firstly we should say that there are different ways to give rewards and there are many things that can be rewarded, so effective gamification will think about what can be rewarded, what kind of behaviour the designer want to reward and what the different options are. The goal is to give players/users a set of meaningful choices and a set of options to make the system feel more engaging. Secondly, there are different categories of rewards and one typology of different kinds of rewards is called Cognitive Evaluation Theory which comes from Richard Ryan and Ed Deci. What they developed is a typology of different kinds of rewards that can be used to motivate behaviour. One distinction that they point out is between tangible and intangible rewards. The second one is between expected and unexpected rewards. If the reward just happens, it is a surprise and our brain loves surprises which means that expected rewards are not so cool to our brain. The third set of distinctions is what rewards are dependent on: whether you get a reward without even doing anything, or you get one for simply engaging in an activity, or the reward depends on the completion of an activity, or rewards can be performance contingent, when the reward is given because the task has been done well.

In designing gamification the key is to think about different possibilities for rewards  and decide on the most effective ones that will motivate players/users and will ensure that there is a meaningful and rewarding experience for those players/users.

Let’s move on to reward schedules which refer to when the reward is given as opposed to what it is or what it is based on. Behavioral studies suggest that the structuring of reward schedules has significant implications for the psychological reaction that the rewards produce. There are several possible reward schedules. One is continuous reward. It is given for every incidence of the action – it is automatic. The other kind of reward is a fixed ration reward when a reward is given when something happens a certain number of times. The third kind of reward is fixed interval reward (let’s say after each second unit of a course). The fourth category of rewards is variable rewards which is on no fixed schedule. The other three kind of rewards, although they still have some psychological value, can become predictable, and thus dull, as the brain can pick up the pattern. But this last type is the most interesting out of all of them because as we said before our brain loves surprises. However, this type of reward should not be given for doing something that nobody can do, because then it would make it unachievable and players/users may just give up before they can get this type of reward.

However useful behaviorist approach is, there are some serious limitations to it. One of the problems with it that it leaves out what people think or feel or what is going on in their heads or what really motivates them when they act in a certain way. Now game thinking, we said, is about putting the player in the centre, but if we take a purely behaviorist approach, we might move away from the notion that the player is a human being, so this focus on rewards tends to have some problems as well.

One of the problems with this kind of system is that it may be designed to manipulate people, to make them do things they may not necessarily want to do. It may become like an addiction to them, which is already not a good thing. If we can design a gamified system that may addict people on this rewards system, then that does not mean that we should. Prof. Kevin Werbach compares this kind of behaviorist approach to that of casino owners.

The second problem with this is what is called Hedonic Treadmill. The idea here is once we start focusing on giving people rewards in order to give them pleasure, we will have to keep doing it. Because if people learn to respond to rewards, they are only going to respond to them. And as certain rewards get familiar or boring, we will have to come up with new rewards: make them more interesting, more challenging. So this can put a significant burden on the designer. There are some studies which look into what actually happens when dopamine system is activated. The studies showed that the dopamine system is not really about rewards, it is about anticipation of rewards.

If a gamified system focuses too heavily on rewards, it tends to miss some other kinds of benefits that can be delivered through a gamified system. PBLs are about status and not everyone is interested in or moved by that. We do things for many other reasons: social reasons, altruistic reasons, tangible reasons; so these need to be exploited as well.

The alternative to behaviorist approach is Cognitivism which focuses on opening up the black box to find out what really motivates people to behave in certain ways. In order to understand this, we need to distinguish between different kinds of motivation and rewards. In particular, we need to think about two broad categories called Intrinsic and ExtrinsicMotivation.

Intrinsic motivation is about doing something for its own sake, not because there is any external stimuli, but because we find it rewarding, engaging, fun, or motivating. Here we are not focused on the consequences or any other kinds of benefit that we might get.

Extrinsic motivation is about doing something for some other reason rather than the activity itself. The reasons may be different: it could be money, fame or fortune; or it might be because somebody asked you to do it and you value the person so you do it for them.¬†Gabe Zichermann¬†talks about four kinds of extrinsic reward motivators which he calls SAPS:Status,¬†Access,¬†Power and¬†Stuff. Status as a motivator is what makes us think that it is cool, this is done with leaderboards in particular. Access is about getting access to something that other people don’t have: content unlocking could create the feeling of gaining access to something. Power enables users to do certain things that was a result of their activity: for example, edit other people’s posts or submit posts bypassing moderation. Stuff is about tangible rewards, real things that the user can get in response to their actions. However, motivating these are, we still need to keep in mind the problems discussed above.

The biggest danger of rewards system is that it can actually demotivate by crowding out intrinsic motivation that was already there as it acts like an extrinsic motivator. This is sometimes called¬†over-justification effect¬†and it’s a danger in any kind of system that uses rewards: a substitution effect where the intrinsic motivation goes away and is replaced by a less effective and problematic extrinsic motivation of rewards. The studies discussed in the link for ‘over-justification effect’ demonstrate this quite well.

In the 1970s Ed Deci and Richard Ryan developed the basis for Self-Determination Theory Рa comprehensive theory of human motivation which, through many studies, has shown that people are not necessarily always motivated by rewards and, in fact, intrinsic motivation is a more powerful and more effective way to encourage people to act in certain ways. 

The screenshot of Prof. Kevin Werbach’s video lecture explains the spectrum of motivational types.

Amotivation is when the users have no motivation whatsoever, they are totally indifferent to the activity.
The broader category of extrinsic motivators is in the middle.
External Regulation¬†is when users don’t really want to do something or maybe they are indifferent to it, but they do it because someone tells them to do it.
Introjection is when we take external motivators and make them our own, mainly because other people will think that I am cool.
Identification is when we take external motivators and make then our own but not because it is important what other people will think, but because we  can see some value in it. This is when it is somehow aligned with our own personal goals.
Intrinsic Motivation is when the users do the activity for the pure reason of loving it., because it is rewarding in itself. This is the strongest motivation because it takes nothing external to get them to do the activity.

Now all of these may come useful in gamification, but what we should think about is how to utilize these different kinds of motivations appropriately and how to push towards approaches that are more dependent on intrinsic motivation. Under self-determination theory, there are three characteristics of intrinsic motivation: three factors that when they are present suggest that the activity is worthwhile. One of these factors is Competencewhich is about a person’s sense of ability, the sense that they are accomplishing something, solving problems, overcoming obstacles. The sense that they are achieving something within the activity. The second one is¬†Autonomy¬†which is about a person’s sense of being in control. Users should feel that it’s them making the choices. And the third one is¬†Relatedness,¬†the sense that the activity one is doing is somehow connected to something beyond themselves that could have some meaning, sense or purpose.¬†Fitocracy¬†demonstrates this quite well.

We were offered to read two books if we wanted to learn more about Self-Determination Theory.
1. Drive by Daniel Pink
2. Glued to Games by Richard Ryan and Scott Rigby

Further reading:
David Freedman, Alfie Kohn, Sebastian Deterding

Game Elements

Now to game elements. According to Prof. Kevin Werbach, game elements are regular patterns that appear in any game. They can be extracted from a game and applied to a gamified system. When you try to create a gamified system by introducing game elements to it, what you are trying to produce is a certain kind of experience which is not the same as the game itself. The best example of a gamified system would not be the one that uses the most elements but the one that uses them most effectively.

Prof. K. Werbach has developed a framework for gamification elements in a form of pyramid which can be seen on the screenshot of the professor’s video lecture. The notion of the pyramid is that we have a few dynamics, a larger number of mechanics and even a bigger number of components.

At the top of the pyramid are the game dynamics. These are the highest level conceptual elements in a gamified system. These provide the framing for the game. So, for example,¬†constraints¬†which offer meaningful choices and limit players’ freedom;¬†emotions¬†which games can produce ( from sadness to happiness);¬†narrative¬†– the structure that pulls together the pieces of a gamified system;¬†progression¬†– the journey that the player takes;¬†relationships¬†– people interacting with each other.

At the next level are the game mechanics. These are the elements that move the action forward. Some of the game mechanics are challenges Рsome goal to reach; chance Рsomething that makes the result random; cooperation and competition to have the notion of winning and losing; feedback Рvery important for players to see how they are doing as this drives them to continue; resource acquisitions Рthings like rewards, things that can be sold/bought or exchanged.

Finally, game components are at the lowest level of the pyramid. The examples of the lowest level are examples of elements higher up. So, for example, achievements, as opposed to the general idea of challenge, giving the player some rewards attached to doing a set of specific tasks – that is the achievement; or avatars/badges – specific visual representations of those achievements, etc.

There are some game elements that are more common than others and are more influential than others in shaping typical examples of gamification. These are represented by the acronym¬†PBL¬†–¬†points,¬†badges and¬†leaderboards. However important these three are, gamification should never start and end with these three only.

Points are a way of determining how well someone is doing in the game. They can show the relative position of one player against the others or define winning. They can connect up with rewards as well as provide feedback and/or display progress.

Badges¬†are visual representations of one’s achievements/level. They are button-like graphic that go on a profile page or some place where other players can see them.¬†Badges¬†can represent anything and motivate a certain behaviour. Badges also function as credentials and they are a status symbol. (For more information about badges read¬†here).

Leaderboards are about ranking. The feedback these provide is on competition. Not to disappoint their players a number of social games have introduced personalized leaderboards where players see their name in the middle not at the bottom of the leaderboard. Another option of this is friend leaderboards where one competes against their friends not against complete strangers. Think of the leaderboard in FarmVille on Facebook for an example of this. However, learderboards can also demotivate or make them less willing to engage because of the stress they put on players.

But game elements are only a starting point for gamification. By just randomly throwing them into a gamified system, one won’t be able to make it fun and engaging. What makes the elements successful is the way they are put together and that often involves resources some of the higher level. If there is a heavy emphasis on PBLs, rewards may be overemphasized. Rewards are not the same as fun; they aren’t wrong but if they the only thing then there is a danger that the system will not generate the necessary level of engagement and may not actually draw in people with different kinds of motivation.

Further Reading –¬†MDA Formal Approach to Game Design

Game Thinking

After leaving Google the founder of Dodgeball Dennis Crowley created FourSquare which was a similar platform to Dodgeball but it was also different from it. While Dodgeball wasn’t very popular, FourSquare became really popular and we can see many people nowadays checking into places through Foursquare. What made it so popular was the fact that Foursquare was gamified, unlike Dodgeball which didn’t offer any incentives to its users whether they checked in or not. You could see where your friends checked in but there was not much else you could do. As it didn’t offer much variety, it didn’t seem to engage people as much as Foursqaure did. However, Dodgeball was very social and allowed users to compete against their friends and to see where they were. But what Foursqaure did was to create a sense of progression by implementing a concept called Mayorships. There are also badges that indicate users’ status and their progress and/or leadership. Foursqaure also built a system which made it easy to notify friends on Twitter or Facebook about one’s progress which created the sense of competition and made the act of checking in more fun. They also introduced special purpose badges and leveling up for checking in at a conference or a health club ot at an airport a few times. It is still just checking in but now it has become a more varied activity. (More on this¬†here)

A takeaway from this story is to view a business problem or a problem in any other context in the same way that a game designer would think about the challenge related to creating a game. So whatever your goal is and whatever problem you have to solve, think about that as a game. If it were a game that participants were playing, what would you do?

Start by thinking about people involved in your system as players. This means that you should build your system around your players who should be in the middle of the game, because to players the game revolves around them, it’s no way about who built it or what purpose it is supposed to serve. So your business should be built in a way that your players are at the centre.

Secondly, your players do not only need to have a feeling that the game revolves around them but they also need to feel that they are in control. So think about how to create a system where players feel that they are in control and they can make their own choices.

Finally, the goal of a game designer is to create a sense of play for a specific purpose. Play is a feeling of free motion with a set of constraints and the purpose is to get the players playing and keep them playing.

Now about some basic design rules. First of all there is the face that players need to be involved in a conceptual journey, i.e. their walk through the game needs to have a beginning, a middle and an end and ideally in some sort of progression. Basically the steps are onboarding (getting the player into the game), scaffolding (providing the necessary training) and mastery at which players feel that they have achieved and/or accomplished something. (There is a very clear example of this in Zombie vs Plants game.) Secondly, there should be balance Рnot too hard, not too easy; not too many choices, not too few choices, etc. Balance is something that a game needs at every stage. Third design rule for gamification is to take something that is not game-like and make it feel game-like by creating an integrated experience. (Read a review of Turntable.fm to get a feel for this).

While creating gamified systems it is important not to forget about the aspect of fun which is what makes playing engaging and makes us want to continue doing whatever it is we are doing. So the categories of experiences that we would create the feeling of fun are as follows:

  • winning,
  • problem solving,
  • exploring,
  • chilling out,
  • teamwork,
  • recognition,
  • triumphing,
  • collecting,
  • surprise,
  • imagining and daydreaming,
  • sharing,
  • role playing,
  • customization,
  • and just being silly.
Nicole Lazzaro, a researcher and a game designer, talks about¬†4 Keys to Fun, 4 different kinds of fun that appear in any game-like context. The first kind of fun is EASY fun which is about relaxing, chilling out and hanging out with friends. This doesn’t have to be taxing. The second category is HARD fun; fun which involves challenges, problem solving, mastery, completion, etc.The third category is PEOPLE fun which is about interacting with others, teamworking, socializing, basically fun that requires other people. Finally, serious fun; fun that is about doing something that is meaningful, that is good for the planet, for the family of the player, for the community. (More on this read¬†here.)
Four different kinds of fun and not necessarily mutually exclusive. When we think about introducing fun to a gamified system, we cannot just focus on one or two aspects of fun; we should keep all four types in mind not to miss the opportunity to engage all our players and make things fun using the other categories. (Marc LeBlanc identified 8 kinds of fun about which read here.)
To sum up this extended discussion about fun, it can be said that fun does not happen on its own – it has to be designed. Fun isn’t always easy – it can be hard and serious. Finally we should look to exploit as many kinds of fun as possible to make things motivating and engaging.
Examples of fun in non-gaming environments are:
Volkswagen’s Fun Theory with¬†the lottery for non-speeding drivers, or their¬†piano staircase, or¬†the deepest rubbish bin, or LinkedIn’s Progress Bar. And this is what gamification is about – finding fun aspects and using them to create an environment that moves people towards an objective.