.
Gamification
Revision Notes
Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto
Hi Mel, great stuff here! Very immersive idea to
bring students into the world of The Circle. Here's
some feedback/ideas:

- I like the first two links you posted - gets the
students into character right away and immersed in
the storyline.

- Fantastic that you are getting Chaffey employees
involved! Maybe you can even have them post
flyers or other media that students have to find
there at the Career Center.

- You can possibly add fictitious characters that
communicate with students at various points via
Twitter or other media.

- Related to my comment to Jamie, the "Levels"
are more like "Challenges/Quests/Missions," which
are more "binary" (complete or don't complete)
than a progressing scale in which you're moving up
levels based on your accomplishments. It's OK to
use the word "Levels," but I just wanted to point
out the semantic differences.

- Will they be using an LMS or somewhere else to
post/share their presentations? An idea would be to
have them all collaborate on a shared wiki space or
Facebook page for their "Circle."

These are just some ideas. Great job so far, and
looking forward to seeing more!
What has changed and why?

Gamification and Game-Based Learning
The games and game design from the game-based learning lessons are becoming tasks in the
gamification of the course. As a result, the first, second, and third challenges are being integrated
into the world of the fourth challenge.

Recent Integration of Challenge Four and Challenge One
I continue to add active links to my gamification work in progress.

The biggest current changes involve incorporating Challenge One into Challenge Four. This change
required further development of the game world including music, visuals, directions, and other
aspects, so the use of Bad News now appears as a Circle World training exercise.  

Future Integration of Challenge Two and Challenge Three
I will also be incorporating the video game challenge and the game design challenge into the world of
the fourth challenge.

Additional Plans
I continue to think about opportunities for incorporating characters as suggested by our professor
in the feedback below. I love the idea of incorporating characters, and I am certain that I will do so.
At this time, I am working on deciding if the characters will be directly from The Circle and/or new
characters. Although I would like to incorporate the major characters and use images of the actors
playing the characters, I am concerned that the actors are too famous and incorporating them will
make it more difficult for players to suspend disbelief. As a result, I may incorporate new characters,
minor characters from the movie that played bigger roles in the book, and/or characters from the
book that did not appear in the movie at all. I will definitiely incorporate Chaffey College employees
into this gamification process. I hope that at least one or two will play characters and others will
appear as themselves.

I will be using Canvas to bring different elements of the gamification together; as suggested by the
professor, I will likely have the students collaborate on wikis. I may use the Canvas groups option,
the Canvas Wiki tool, and/or other resources.
Original Challenge Plan:

Viewing Aspects of English
1B (Advanced Composition)
Through the Lenses of The
Circle

Gamification Overview:

Each player will join the world of The
Circle. The story will follow the player from
joining the Circle as a member of the
public, to getting an entry level job at The
Circle, to helping build community at The
Circle, to working on a disinformation
campaign at the Circle, to evaluating a
specific Circle project, to joining the elite
group of employees known as the Gang of
40 (specifically reflecting individual student
career goals), to working as a Gang of 40
member on a specific project, to
challenging the Circle as a brave
whistle-blower or supporting The Circle as
a loyal Circler (with consideration of
privacy, creeping authoritarianism, and
other issues)



Bringing The World of The Circle to Life

Please click here to review my work in
progress (incorporating film wallpapers,
other film materials, and other resources
to try to reflect The Circle world)

http://www.writingintheie.info/TheCircleGame.html

(A limited number of links are active right
now.)

Recent Planning: This weekend, my
husband and I visited a location in Los
Angeles (near the Annenberg Photography
Center) where The Circle was filmed. I
took a few pictures and filmed short video
clips for possible use in the class Circle
game world. Last week, I also spoke with
the director of the Chaffey Career Center;
the Career Center counselors will be
supporting members of the Circle
community. Also, one of the Chaffey
College librarians will assist.



Grade Level(s) and Subject Area(s):
English 1B: Advanced Composition  



Lesson Duration: the entire semester (The
provided list of tasks is tentative and will
evolve over the semester based on the
needs and progress of the students.)



Learning Objectives: (Objectives Are
Directly From Chaffey College's course
outline of record for English 1B):

A. Evaluate college-level materials, from a
variety of sources, for main idea, thesis,
and deductive reasoning

B. Recognize inferences, inductive and
deductive reasoning.

C. Analyze evidence in support of claims.

D. Draw and articulate sound inferences
about the intention of the writer, based on
observations of diction and style (including
mood, tone and figurative language).

E. Comment on the effect of diction,
metaphor, connotative and denotative
language.

F. Recognize the influence of style and
voice on purpose.

G. Determine both stated and unstated
assumptions
Distinguish between fact and opinion,
based on an understanding of the nature
of
the "fact".

H. Identify and analyze the structure of
arguments, evaluate their validity, and
refute
objections, identify common fallacies of
language and thought.

I. Construct sound arguments by avoiding
logical fallacies, supplying sufficient
support for claims, using outside sources,
employing correct citation and
documentation, and using various diction
levels and stylistic approaches.

J. Identify and analyze the structure of
arguments underlying the texts read.

K. Write essays (totaling at least 6,000
words) that effectively employ such writing
strategies as analysis, synthesis, and
summary, and that emphasize such writing
tasks as causal analysis, advocacy of idea,
persuasion, evaluation, refutation,
interpretation, and definition