{"id":2990,"date":"2014-01-17T17:03:03","date_gmt":"2014-01-17T23:03:03","guid":{"rendered":"http:\/\/blogs.acu.edu\/adamscenter\/?p=2990"},"modified":"2020-07-06T11:13:09","modified_gmt":"2020-07-06T16:13:09","slug":"what-can-we-learn-from-games-about-feedback","status":"publish","type":"post","link":"https:\/\/blogs.acu.edu\/adamscenter\/2014\/01\/17\/what-can-we-learn-from-games-about-feedback\/","title":{"rendered":"What can we learn from games about feedback?"},"content":{"rendered":"<p dir=\"ltr\">A Faculty Focus <a href=\"http:\/\/www.facultyfocus.com\/articles\/teaching-and-learning\/dont-students-use-teacher-feedback-improve\/?campaign=FFA140117article\">article<\/a> published in January 2014 discussed a study which suggests that not that many students take advantage of faculty feedback to improve their work. \u00a0The article argues that, though students are not blameless for ignoring professor\u2019s feedback, instructors could also use some improvement in the way they provide feedback, as feedback not carefully given may be too overwhelming, underwhelming, inconsistent or even contradictory.<\/p>\n<p dir=\"ltr\">According to Dr. Jane McGonigal (author of <a href=\"http:\/\/www.amazon.com\/Reality-Is-Broken-Better-Change\/dp\/0143120611\">Reality is Broken<\/a>), good feedback happens to be one of the reasons games are addictive. Games provide great feedback so that gamers \u201cfail early, fail often\u201d, as Dr. James Langford would say. \u00a0Good feedback pushes gamers to the very edge of their skill. \u00a0Gamers get to experience the joy of growth in their skill in an immediate and often enjoyable way. \u00a0Exactly what do game designers to create great feedback? \u00a0And what kind of things can educators learn from game design? \u00a0Here are some ideas that may help you improve the feedback you give:<\/p>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Great feedback has \u201cintensity\u201d.<\/strong> \u00a0In good games, feedback comes in visual (things happen on screen), quantitative (scores) and qualitative formats. \u00a0One thing we can learn from this principle is that it may benefit students to connect your grades (quantitative) with feedback (qualitative) . \u00a0It is also a great idea to connect your feedback consistently to your learning outcomes and assessment instructions.<\/p>\n<\/li>\n<\/ul>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Great feedback has \u201cvariety\u201d.<\/strong>\u00a0 Most feedback in instruction comes in written format. \u00a0It may be a great idea to increase the variety of format. \u00a0\u00a0Use voice or screencast to actually show students your comments or suggestions. \u00a0This will work pretty well for the grading of written assignments. \u00a0\u00a0Many applications allow you to \u201cscreencast\u201d as you show on the screen where you would expect a student to make improvements.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Great feedback has \u201cimmediacy\u201d.<\/strong> \u00a0In games feedback comes immediately and gamers are very well informed all the time of what they have done right or wrong. \u00a0To translate that to the design of instruction, educators may also benefit by giving feedback sooner. \u00a0Online testing is a good way for students to get feedback immediately. \u00a0With standardized testing, they can see the results immediately after they complete a test, what the correct answers are and where they made mistakes. \u00a0Waiting too long may cost you the loss of student interest in learning where their mistakes are.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Great feedback has \u201cmotivation\u201d.<\/strong> \u00a0In games, feedback improves \u201ca powerful sense of control\u201d and \u201cself-efficacy\u201d for learners (McGonigal, 229). \u00a0\u00a0In the design of instruction, try thinking of ways to accomplish similar results. \u00a0What if you design your course in a way that students can actually use your feedback to improve their assignment and thereby change their grades as a result? \u00a0Yes, that would be \u201cgaming\u201d the system, but in a good way.<\/p>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p dir=\"ltr\">Share with us if you have some great methods to provide feedback to benefit students.<\/p>\n<p>&nbsp;<\/p>\n<p dir=\"ltr\">Reference:<\/p>\n<p><em>Reality Is Broken: Why Games Make Us Better and How They Can Change the World.<\/em> (2011) (Reprint edition.). Penguin Books.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A Faculty Focus article published in January 2014 discussed a study which suggests that not that many students take advantage of faculty feedback to improve their work. \u00a0The article argues that, though students are not blameless for ignoring professor\u2019s feedback, instructors could also use some improvement in the way they provide feedback, as feedback not [&hellip;]<\/p>\n","protected":false},"author":3961,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[42246],"tags":[],"post_folder":[],"class_list":["post-2990","post","type-post","status-publish","format-standard","hentry","category-instructional-design"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts\/2990","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/users\/3961"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/comments?post=2990"}],"version-history":[{"count":2,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts\/2990\/revisions"}],"predecessor-version":[{"id":2992,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/posts\/2990\/revisions\/2992"}],"wp:attachment":[{"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/media?parent=2990"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/categories?post=2990"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/tags?post=2990"},{"taxonomy":"post_folder","embeddable":true,"href":"https:\/\/blogs.acu.edu\/adamscenter\/wp-json\/wp\/v2\/post_folder?post=2990"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}