Classcraft: Difference between revisions
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According to its [https://www.classcraft.com/ website] (retrieved June 2019), Classcraft Is an Engagement Management System (EMS). It {{quotation|gives educators a powerful set of tools while connecting real-life intervention with engagement data from existing content, platforms, and systems. This has a profound impact on educational outcomes that are key to student success: academic performance, classroom behavior, social & emotional learning, school climate, attendance & suspension and student motivation.}} | According to its [https://www.classcraft.com/ website] (retrieved June 2019), Classcraft Is an Engagement Management System (EMS). It {{quotation|gives educators a powerful set of tools while connecting real-life intervention with engagement data from existing content, platforms, and systems. This has a profound impact on educational outcomes that are key to student success: academic performance, classroom behavior, social & emotional learning, school climate, attendance & suspension and student motivation.}} | ||
== Basic use for classroom management == | |||
According to Bonvin & Sanchez (2017)<ref name=bonvin2017> Bonvin, G., & Sanchez, E. (2017). Social Engagement in a Digital Role-Playing Game Dedicated to Classroom Management. In J. Dias, P. Santos, & R. Veltkamp (Eds.), Games and Learning Alliance. GALA 2017. Lecture Notes in Computer Science (pp. 137–147). Springer, Cham. https://doi.org/10.1007/978-3-319-71940-5_13 - https://files.classcraft.com/classcraft-assets/research/social-engagement-in-a-digital-role-playing-game.pdf</ref>, {{quotation|Launched in 2014, Classcraft is a digital role playing game dedicated to classroom management. The objective of Classcraft is to transform the classroom into a role-playing game for the duration of the school year. Teachers can create teams and assign an avatar to students, as well as points and ‘powers’ as rewards for desired behavior. In order to acquire powers, the player must demonstrate behavior that is expected of him by the school, such as participating in class, helping other students. The students are warriors, mages or healers and they can buy and use powers that have an impact on real life. For example, a student who comes five minutes late to class may use the power called “Invisibility’. Consequently, he will not be punished by the teacher. In case if the student does not own this power, the teacher, as game-master, deducts points. A loss of too many points causes death (which means detention in school depending on the rules decided by the game-master). Students can use individual or collaborative powers. For example, mages have the most powerful powers, often benefiting their entire team. The game intends to foster collaboration within students’ teams. }} | According to Bonvin & Sanchez (2017)<ref name=bonvin2017> Bonvin, G., & Sanchez, E. (2017). Social Engagement in a Digital Role-Playing Game Dedicated to Classroom Management. In J. Dias, P. Santos, & R. Veltkamp (Eds.), Games and Learning Alliance. GALA 2017. Lecture Notes in Computer Science (pp. 137–147). Springer, Cham. https://doi.org/10.1007/978-3-319-71940-5_13 - https://files.classcraft.com/classcraft-assets/research/social-engagement-in-a-digital-role-playing-game.pdf</ref>, {{quotation|Launched in 2014, Classcraft is a digital role playing game dedicated to classroom management. The objective of Classcraft is to transform the classroom into a role-playing game for the duration of the school year. Teachers can create teams and assign an avatar to students, as well as points and ‘powers’ as rewards for desired behavior. In order to acquire powers, the player must demonstrate behavior that is expected of him by the school, such as participating in class, helping other students. The students are warriors, mages or healers and they can buy and use powers that have an impact on real life. For example, a student who comes five minutes late to class may use the power called “Invisibility’. Consequently, he will not be punished by the teacher. In case if the student does not own this power, the teacher, as game-master, deducts points. A loss of too many points causes death (which means detention in school depending on the rules decided by the game-master). Students can use individual or collaborative powers. For example, mages have the most powerful powers, often benefiting their entire team. The game intends to foster collaboration within students’ teams. }} | ||
{{quotation|The term gamification is generally used to describe the process in which one integrates aspects of play into a situation that is initially not playful. However, [the authors] argue for the use of the term ludicization, following from the idea that it’s less about “making a game” (gamify) than it is about “making it possible for a situation to be seen as ludic” (ludicize).}} <ref>Sanchez, E., Young, S., Jouneau-Sion, C.: Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5) (2016) https://doi.org/10.1007/s10639-016-9489-6 </ref> | {{quotation|The term gamification is generally used to describe the process in which one integrates aspects of play into a situation that is initially not playful. However, [the authors] argue for the use of the term ludicization, following from the idea that it’s less about “making a game” (gamify) than it is about “making it possible for a situation to be seen as ludic” (ludicize).}} <ref>Sanchez, E., Young, S., Jouneau-Sion, C.: Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5) (2016) https://doi.org/10.1007/s10639-016-9489-6 </ref> | ||
== Use for gamification == | |||
Classcraft also can be used to create various gamified environments, e.g. a learning scenarios defined in google classroom or Microsoft Office 365. | |||
An example is the freely available [https://www.classcraft.com/blog/features/codingchampions-nov-quest-of-the-month/ Coding lesson plan] by Lenny Dutton. | |||
== Links == | == Links == | ||
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=== Other | === Other === | ||
* Sanchez, E., Young, S., Jouneau-Sion, C.: Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5) (2016) https://doi.org/10.1007/s10639-016-9489-6 | * Sanchez, E., Young, S., Jouneau-Sion, C.: Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5) (2016) https://doi.org/10.1007/s10639-016-9489-6 | ||
Revision as of 17:43, 10 July 2019
Introduction
According to its website (retrieved June 2019), Classcraft Is an Engagement Management System (EMS). It “gives educators a powerful set of tools while connecting real-life intervention with engagement data from existing content, platforms, and systems. This has a profound impact on educational outcomes that are key to student success: academic performance, classroom behavior, social & emotional learning, school climate, attendance & suspension and student motivation.”
Basic use for classroom management
According to Bonvin & Sanchez (2017)[1], “Launched in 2014, Classcraft is a digital role playing game dedicated to classroom management. The objective of Classcraft is to transform the classroom into a role-playing game for the duration of the school year. Teachers can create teams and assign an avatar to students, as well as points and ‘powers’ as rewards for desired behavior. In order to acquire powers, the player must demonstrate behavior that is expected of him by the school, such as participating in class, helping other students. The students are warriors, mages or healers and they can buy and use powers that have an impact on real life. For example, a student who comes five minutes late to class may use the power called “Invisibility’. Consequently, he will not be punished by the teacher. In case if the student does not own this power, the teacher, as game-master, deducts points. A loss of too many points causes death (which means detention in school depending on the rules decided by the game-master). Students can use individual or collaborative powers. For example, mages have the most powerful powers, often benefiting their entire team. The game intends to foster collaboration within students’ teams.”
“The term gamification is generally used to describe the process in which one integrates aspects of play into a situation that is initially not playful. However, [the authors] argue for the use of the term ludicization, following from the idea that it’s less about “making a game” (gamify) than it is about “making it possible for a situation to be seen as ludic” (ludicize).” [2]
Use for gamification
Classcraft also can be used to create various gamified environments, e.g. a learning scenarios defined in google classroom or Microsoft Office 365.
An example is the freely available Coding lesson plan by Lenny Dutton.
Links
Bibliography
Cited with footnotes
- ↑ Bonvin, G., & Sanchez, E. (2017). Social Engagement in a Digital Role-Playing Game Dedicated to Classroom Management. In J. Dias, P. Santos, & R. Veltkamp (Eds.), Games and Learning Alliance. GALA 2017. Lecture Notes in Computer Science (pp. 137–147). Springer, Cham. https://doi.org/10.1007/978-3-319-71940-5_13 - https://files.classcraft.com/classcraft-assets/research/social-engagement-in-a-digital-role-playing-game.pdf
- ↑ Sanchez, E., Young, S., Jouneau-Sion, C.: Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5) (2016) https://doi.org/10.1007/s10639-016-9489-6
Other
- Sanchez, E., Young, S., Jouneau-Sion, C.: Classcraft: from gamification to ludicization of classroom management. Education and Information Technologies, 20(5) (2016) https://doi.org/10.1007/s10639-016-9489-6
- Sanchez, E., Piau-Toffolon, C., Oubahssi, L., Serna, A., Marfisi-Schottman, I., Loup, G., George, S.: Toward a Play Management System for Game-Based Learning. Lecture Notes in Computer Science series, Vol. 9891. (2016) 484-4893.