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by vj gibbins on Apr 05, 2018 at 10:16 AM
I began using 3DGL in January 2015 ... well, that's when my first course using 3DGL started. I began learning about gaming and using 3DGL in May of 2014. I spent 8 months learning about the platform and wrapping my head around the theory and pedagogy of flipped classrooms and game-based learning. I began my PhD studies in game-based learning in Nursing (I am a Registered Nurse and a Faculty Lecturer in Nursing at my University).

3DGL spoke to me and seemed like not only a cool idea, but perhaps, the answer to the struggles I had. I was an instructor for the senior practicum course - the last course nursing students take prior to graduating with a 4 year bachelor's degree. The course comprised of a 4 week-long theory and lab intensive seminar focussing on the students' specialty practice area they were going to for the following 8 weeks of clinical practice under the supervision of an RN in practice - their preceptor.

I was the pediatrics instructor at the time. So my class of 18 included students going to pediatric: medicine, surgery, oncology, cardiology, and pediatric ICU and neonatal ICU. To make things "fun" for me, I usually also had 2 or 3 students going to adult areas as well. The challenge I had was that each of those areas has unique issues and new learning for each student. So how do I create an intensive seminar course that meets all of their needs equally and allows me to spend quality time with them during our face-to-face time in class?

3DGL allowed me to create quest streams for each specialty practice area. The learning that the students needed to do in preparation for their senior preceptorship was done online in 3DGL and during our face-to-face time I was able to focus on broader issues that pertained to all of them, concepts such as informed consent, advocacy, dealing with bullying (lateral violence) in the workplace, etc.

I KNOW that 3DGL was effective and enjoyed by the students in my classes! My evaluations and the course evaluations were always exceptional with comments like, "I learned more from those quests than I have in other semester-long courses" or, "Every course should be taught this way!"

Not everyone loved the quests or the idea of student choice in learning. Some students wanted to be told what to learn and what would be on the test so they could just study that. This differentiated the active and passive learners and helped me to see who needed more immediate support to be successful in the course and in their degree - because in nursing, as with other professions, the degree is just the first step in a career that requires a commitment to life-long learning.

My teaching has evolved since then. I teach new courses that I have created that focus on helping struggling students who have failed or been withdrawn from clinical practice courses for concerns about patient safety. While it is true that not everyone can or should be a nurse, and certainly not everyone who begins nursing school can or should or will finish successfully; there are those who just need a little more help connecting the theory to practice to enable them with the knowledge, skills, and critical thinking they need to be successful. To that end, the courses I teach now are 6 week long intensive simulations. Every class students arrive in the lab and we begin with shift report. Then the students go to their assigned manikin's bed space in our simulated hospital lab rooms. Beyond the skills and tasks that nurses perform like IV starts, catheters, and dressing changes, which for the most part can be taught to anyone, the RN needs to be able to think, interpret, and make clinical decisions. So each simulation has embedded triggers that should prompt the student to assess further, take an action, and report their concerns appropriately. They are asked to anticipate new orders and to initiate nurse-driven interventions. Each simulation has been created with real case scenarios levelled for the year of the student and the complexity of the units they are likely to be on in their next clinical learning course.

Here is why I am sharing that last part with you all in this forum. These courses have been created based upon a similar theoretical and philosophical underpinning that 3DGL and game-based learning pedagogies are built upon. That students learn through experiences that allow them to make choices and to go back and try again when they do not get it right the first time. As with the mastery learning principles inherent in 3DGL - that a quest is returned with feedback until it is acceptable, in these simulations, when students miss a key assessment finding or fail to take the appropriate priority action, the manikin (simulator) is able to cue them. For example, if the immediate care provided for the patient (manikin) with low oxygen levels was that the student raised the head of the bed, applied oxygen, and instructed the patient to do deep breathing and coughing exercises but neglected to listen to the lungs to assess for changes in air entry or quality of breaths, then the manikin can be made to cough and have audible wheezes, thereby cueing the student to go back and try again.

During debriefing, these fail and try again moments are discussed in a way that allows the student to reflect on their practice as well as their thinking and discover new ways to think about how they think IN practice.

So I see a great deal of similarity and overlap of the pedagogy of game-based learning and questing with the pedagogy of simulation. I wonder if others have used 3DGL or other game-based learning methods and / or simulations (high, medium, or low fidelity simulations)?
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by stephmccabe86 on Feb 27, 2018 at 08:03 PM
I'm looking forward to playing this game and learning more about its features. However, I'm pretty worried that the site isn't actually active --Like will there be a reason to learn it?

I need more information ASAP!
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by Mrh2d2 on Oct 09, 2017 at 09:50 PM
It's interesting to read what others have posted. This is a dynamic forum that has real users posting real successes and issues. I'm excited to create my first quests and get students moving in gamelab.
Thx!
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by spikethehedgehog on Sep 12, 2017 at 07:16 AM
I would like to use the repeatability feature of Rezzly, but I don't want the quest to repeat based on time. Is there a way to allow students to repeat the quest a certain number of times? I would like them to complete the quest up to three times or for a total of 60 points (20 points each).

I've now had two times (in three days) that this would be a great option for my class. The first instance was for Reading Counts points. They need to earn 40 points per term, but I'd like them to move forward in 5 or 10 point increments. The second instance was in a side quest. I listed several options for ways students could complete the quest, so I'd love for them to be able to do the quest more than once. That way they can write a poem, create a music video, build a newspaper, etc.
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by Madsen on Sep 03, 2017 at 10:33 AM
The number of things a teacher has to do to open their course is ridiculous. I have wasted so much of my time jumping through hoops like this one. The only real reflection I have done is how else to deliver this course.
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by tinytim0 on Aug 31, 2017 at 01:17 PM
Too many things to sign up for, and I don't like the adds on this site. To much money is being thrown around with this really cool idea. I'd like for everything to be a little more centralized. I also don't know that this has all the functionality I'd want. I really don't like the seat limit either. This is a wonderful program, but it's very far from perfect. I'd end up spending some $500/year, for what I need because of the restrictions my school is under which makes using this program terribly inconvenient, but I love the idea and really want to use it badly!
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by Sunflower421 on Aug 30, 2017 at 02:25 PM
I just was told I am unauthorized to post yet I am signed in.

I will try again.

I am annoyed with having to sign up for so many things in order to complete quests. I hope this is something I do not need to do with my students.

I do like the idea of quests and I have enjoyed and learned from some that I have done but feel there are issues that need to be resolved with the site to make it more reliable.
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by dschou on Aug 23, 2017 at 12:23 PM
I teach in a university teacher education program. I love using 3D GameLab, and so do my students. I use this program primarily for teaching undergraduate and graduate instructional technology courses, and it works great. Students feel a little outside their comfort zone at first because they are used to doing things a certain way, which I think is beneficial, as teaching often requires us to step outside our comfort zones. By the end of the semester, every student reports having a positive experience with the program. It just works so well to gamify the curriculum.
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by Schmelzzy on Aug 18, 2017 at 08:37 AM
I new that gamers could be intense in how immersed into gaming that they could get, but I never saw it as an addiction until this Ted Talk. I was also impressed to see that 45 percent of gamers are females. That is just an astonishing number.
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by spikethehedgehog on Aug 17, 2017 at 09:25 PM
My partner teacher and I have been researching gamification and platforms all summer. Today we made the decision to go with Rezzly. I'm so excited to get started building our quests. It's been a long path to get here and now the work is really starting.

What's your best tip for introducing the kids/students to Rezzly? My students are 8th graders. Some will be 13 and some won't. How can I make the start run smoothly?
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by Schmelzzy on Jul 22, 2017 at 09:05 AM
Wow! I thought as I sat watching this older gentleman speak of paradigm shift of education. I was expecting to be bored out of my wits and was not expecting a takeaway at all. However, when Jim started speaking it all came together. Motivation, feedback, and paradigm shifting stood out to me during his video.

Students do not currently have a motivating factor in the classrooms that they are in (for the most part). I do feel like students need to work toward more than a grade and there has to be something that makes them want to do that. In life, we do not go to our jobs because we have to (think deeper here at what I am saying). We want to go to our jobs because at the end of the week there is a paycheck and with that paycheck we get what we want and need. In a game we complete a level to get the reward to get what we want and need. Currently in classrooms we complete work to get a grade and it goes nowhere from there. I could spend a while speaking on this, but alas I shall move on so that I can get through the rest of my quests (motivation to get to what I want).

Feedback is crucial in education and is something that is still almost nonexistent. As an educator, I find myself failing at this on a yearly basis. I take the work home and spend hours grading deep into the night and by the time I am done I forgot the first paper I even graded. Worse off, after handing back the work (remember grading deep into the night) the students glance at the work and stow it away. So much for effective feedback. With gamification the feedback is instantaneous or they cannot move on and that becomes a motivator.

Last is the paradigm shift that is standing in the way of becoming a professional in the eyes of the community. We are not being seen as innovators when our students come home and have nothing that has excited them or motivated them throughout the day. This is what the community see. It does have to start with the community though believing in educators and supporting the movement away from the traditional classroom into an innovative classroom that supports students to excel by providing motivation to want to excel.
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by Schmelzzy on Jul 20, 2017 at 07:39 PM
As I go through The Academy I have a lot of hesitation as this program seems to have been huge during 2010-2013. It is now 2017 and I am hoping with all of my might (especially with the $245 coming out of my own pocket) that this is not a outdated gamification system. I went back and forth with Rezzly and Classcraft. I even tried to reach out to Rezzly on Facebook and did not get a response back. I did get a response back from Classcraft. I ended up forking over the money because of the Quest Armory and the hopes that I will be able to use some of it in my classroom without having to invent everything on my own.
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by mrs.s on Jul 18, 2017 at 10:15 AM
I look forward to utilizing this program with my students. I truly believe they will enjoy questing!