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Games in everyday life

Aim Promote team work, leadership, engagement with the module content …whilst having fun …. with a little healthy competition Rules e. g. 1 Teamwork is essential - scores are based on the overall average points for a task by a team e. g. 2 Plagiarism and cheating will result in a points penalty Point scoring Students provided with a list of point scoring activities at the start Bonus activities also posted on Study. Net throughout the year

Collecting Stars- Attendance

Score Board – Race track BEGINNER APPRENTICE WIZARD

CLINICAL SIMULATION

Clinical Simulation

Demogra phics 70% completed the feedback form 60 students 85% GENDER 74% aged between 1925 years

Simulation Data 100% Found the simulation scenarios a valuable learning experience Agreed the session & pre-work encouraged teamwork 100 % very effectively (55%) or effectively (45%) the session was effective in helping to 98 Agreed % integrate theory and practice

Gamification Data What I liked about Leader. Board? TEAMWORK MOTIVATION COMPETITIVENESS ENGAGEMENT

Gamification (Qualitative) Data “we found we sort of completed each other like a circuit” “It brought out the best among group members” oked competitiveness among colleagues which I think pushed us all to do our best” “made doing the workshops more enjoyable” “made us work as a team more so than without the LEADERBOARD” I worked harder as I didn’t want to let my group down and so I learnt more ” ought the competitiveness that we may all have lost during college… I loved it”

Gamification (Qualitative) Data How I would change or improve Leader. Board………………. . No chang e Prize s More chance to score points Set point scheme Individu al Scores

WINNERS

References • Hamari, J. , Koivisto, J. , & Sarsa, H. (2014, January). Does gamification work? --a literature review of empirical studies on gamification. In System Sciences (HICSS), 2014 47 th Hawaii International Conference on (pp. 3025 -3034). IEEE. • Domínguez, A. , Saenz-de-Navarrete, J. , De-Marcos, L. , Fernández-Sanz, L. , Pagés, C. , & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380 -392. • J. H. Jung, C. Schneider, and J. Valacich, “Enhancing the motivational affordance of information systems: The effects of real-time performance feedback and goal setting in group collaboration environments”, Management Science, 56(4), 2010, pp. 724 -742.

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