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The research behind the NMC Horizon Report: 2013 Higher Education

Edition is jointlyconductedbytheNewMediaConsortium(NMC)and

theEDUCAUSELearningInitiative(ELI),anEDUCAUSEProgram.TheELI’s

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Citation

Johnson,L.,AdamsBecker,S.,Cummins,M.,Estrada,V.,Freeman,A.,and

Ludgate,H. (2013).NMC Horizon Report: 2013 Higher Education Edition.

Austin,Texas:TheNewMediaConsortium.

The NMC Horizon Report: 2013 Higher Education Edition is made possible via a grant from HP.

HP creates innovative technology solutions that benefit individuals,

businesses, governments, and society. The HP Sustainability & Social

InnovationteamappliesHP’sglobalreach,broadportfolioofproducts

andservices,andtheexpertiseof itsemployees tosupport initiatives

in education, healthcare, and communities around the world. As the

world’s largest technology company, HP brings together a portfolio

that spans printing, personal computing, software, services, and IT

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Cover Photograph

The Illinois MakerLab in the College of Business at the University of

Illinois (http://publish.illinois.edu/illinoismakerlab/). Photo courtesy of

CollegeofBusinessatILLINOIS.

InsideFront and Back Cover Photograph

TheEnergy.Environment.ExperientialLearningprojectattheUniversity

of Calgary (www.ucalgary.ca/eeel/). © Photo by Tom Arban. Image

CourtesyofPerkins+Will.

Designbyemgusa.com

The NMC Horizon Report: 2013 Higher Education Edition isacollaborationbetweentheNewMediaConsortiumandtheEDUCAUSELearningInitiative,anEDUCAUSEProgram.

he gamer culture is growing to include a substantial sector of the world’s population, with the age of the average gamer lowering each passing year. A 2012 survey conducted by the Entertainment Software Association

showed that the age demographic of game players in the U.S. is split in almost equal thirds with people ages 18-35 representing 31% of gamers. As tablets and smartphones have proliferated, desktop and laptop computers, television sets, and game consoles are no longer the only way to connect with competitors online, making game-play a portable activity that can happen in a diverse array of settings. Game play has traversed the realm of recreation and has infiltrated the worlds of commerce, productivity, and education, proving to be a useful training and motivation tool. While a growing number of educational institutions and programs are experimenting with game-play, there has also been increased attention surrounding gamification — the integration of game elements, mechanics, and frameworks into non-game situations and scenarios. Businesses have largely embraced gamification to design work incentive programs and mobile apps that engage employees through rewards, leader boards, and badges. Although still in its nascent stages, the gamification of education is gaining further support among researchers and educators who recognize that games stimulate productivity and creative inquiry among learners.

OverviewThe popularity of digital games has led to rapiddevelopment in the video game industry, facilitatinginnovations that have broadened the definition ofgames and how they are played. In the past, game-play could only be conducted via game consoles anddesktop computers, while the number of competitorsdepended on the number of controllers or people

physicallypresent.Whenthegamesindustrybegantoincorporate network connectivity into game design,they revolutionized game-play by creating a vastvirtualarena,whereusersfromallovertheworldcouldconnect,interact,andcompete.

The Internet offers gamers the opportunity to joinmassively multiplayer online (MMO) role-playergames,suchas“WorldofWarcraft,”andtobuildonlinereputationsbasedontheskills,accomplishments,andabilitiesof theirvirtualavatars.Whateverthescenario,online games enables strangers to build camaraderieandsocialnetworks inmereminutes,andtocompeteinapublicforumwhererecognitionishighlydesirable.

Advancements in mobile technology further expandopportunities for game-play, allowing participants toengageanytimefromanyplace.Anyonewhoownsasmartphoneortabletcanbecomeagamer.Freemobilegames abound, and the most popular have becomewidelyusedoutletsforsocialinteractionandconnectingfamily and friends, such as“Words with Friends” — amodern take on Scrabble. Social networking featuresofmobilegamessupporttheprevalenceofgameplayinaculturethatisincreasinglyconcernedwithstayingin touch and being connected all of the time; in thissense,theappealofonlinegamesisnotjustaboutwhoisplaying,butwhoinone’spersonalnetworkisplaying—andwinning.

Gamification,orthenotionthatgamemechanicscanbeappliedtoallmannerofproductiveactivities,hasbeenemployedsuccessfullybyanumberofmobileappandsocialmediacompanies;oneofthemostwellknownisFoursquare—itsrewardsystemencouragespeopletocheckintolocationsandaccumulatepoints.Ultimatelythe goal is to collect enough points to be recognizedthrough badges like“Super User,”“Local,” and“Mayor,”

NMC Horizon Report: 2013 Higher Education Edition20

GamesandGamificationTime-to-Adoption Horizon: Two to Three Years

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whicharepublic-facingdistinctionsthatcanbepostedonsocialnetworkingsites, suchasFacebook.UsersofFoursquarealsobenefitfromtangiblerewards,includingfreegoodsandperksfromfrequentedestablishments.Thenotionofincentivizingusersisnothingnew;rewardprogramswereinitiallyimplementedbytheairlineandhospitality industries, and continue to be huge drawsthatattractandretainconsumers.

It is not uncommon now for major corporations andorganizations, including the World Bank and IBM, toconsultwithgameexpertstoinformthedevelopmentand design of large-scale programs that motivateworkers through systems that incorporate challenges,level-ups, and rewards. While some thought leadersargue that the increasing use of game design in theworkplace is a short-lived trend that yields short-termburstsofproductivity,companiesofallsizesinallsectorsarefindingthatworkersrespondpositivelytogamifiedprocesses.Game-likeenvironmentstransformtasksintochallenges,rewardpeoplefordedicationandefficiency,andofferaspaceforleaderstonaturallyemerge,whichlendsitselftomyriadapplicationsinhighereducation.

Relevance for Teaching, Learning, or Creative InquiryThisyear,gameplayinthesphereofeducationisbeingviewedthroughanewlens.ReferredtoasGame-BasedLearning in previous editions of the NMC Horizon Report, this field of practice has expanded far beyondintegratingdigitalandonlinegamesintothecurriculum.The updated reference, Games and Gamification,reflectstheperspectivethatwhilegamesareeffectivetoolsforscaffoldingconceptsandsimulatingrealworldexperiences,itshouldalsoincludethelargercanvasofgamercultureandgamedesign.

Research has long indicated that video games helpstimulatetheproductionofdopamine,achemicalthatprovokeslearningbyreinforcingneuronalconnectionsandcommunications.Furthermore,educationalgame-playhasprovento increasesoftskills in learners,suchas critical thinking, creative problem-solving, andteamwork. This idea is the basis of the relationshipbetween games and education. By exploring theway people engage with games — their behaviors,

mindsets, and motivations — researchers are gettingbetteratdesigningadaptivegamesandeffectivegameframeworksthattransformlearningexperiences.

Inthecontextofhighereducation,whenstudentsareexpectedtothinkcritically inordertosolveproblems,game-likesimulationscanbeleveragedinanydisciplinetoreinforcetherealworldapplicationsofconcepts.AttheIEBusinessSchoolinMadrid,forexample,studentsarelearningthecomplexitiesofglobaleconomicpolicythrough a game called“10 Downing Street” (go.nmc.org/street).Inthissimulation,studentstakeontheroleoftheBritishprimeministerandworkwithkeyfiguresincludingPaulKrugman,MargaretThatcher,andMiltonFriedmantocometoanagreementthatwillaffectthe

well being of the national economy. In teams of six,students engage in debates to determine the mostviablepolicyoption,whichisthenputintopracticeafterageneralelection.Scenarioslikethisonedemonstratethepowerofgamestomimicpressingissues,requiringstudentstodohigher-levelthinkingandexerciseskillspertinenttotheirareaofstudy.

Anotherfeatureofgamesuniversitiesareexperimentingwith is badging, a system of recognition that allowsstudents to accumulate documentation of their skills,achievements,qualities,andinterestsinavisualpublic-facing format. Launched in September 2011, MozillaFoundation’sOpenBadgesproject(go.nmc.org/badges)is a free online platform for designing and collectingbadges in portfolios that can be viewed by peers,professors, and potential employers. Mozilla’s OpenBadgeshassparkedconsiderablediscussionabouthowto recognize informal learning experiences, especially

21Time-to-AdoptionHorizon:TwotoThreeYears

Game play has traversed the realm of recreation and has infiltrated the worlds of commerce, productivity, and education, proving to be a useful training and motivation tool.

thosethatcannottypicallybeconveyedthroughcredithoursorgradepointaverage.

Advocates of open badging systems point to theegalitarianqualityofasystemwheretherulesareclearandtheplatform’sabilitytoexplainmuchmoreintheway of accomplishments and goals than a collegetranscript.PurdueUniversityhasdevelopedtwomobileapps, Passport and Passport Profile (go.nmc.org/passport),thatintegratetheMozillaOpenInfrastructuresoftware(go.nmc.org/zonbp).Thebadgingsystemwasadopted by Purdue in order to identify skills that arenotrepresentedbyastudent’sdegree,andtoprovideeducators with another outlet to recognize studentaccomplishmentandconceptmastery.

As game play continues to be a major focal pointof discussions among educators, some believe thatgamifiedlearningismerelyatrend,andcarriesthedangerof immediately disenchanting students if executedpoorly. To negate this challenge, more universities arepartnering with organizations and companies skilledin game design to develop and integrate games thatare relevant to the curriculum and to students’ lives.Games and gamification in education include a broadset of approaches to teaching and learning, and whenimplemented effectively, can help with new skillacquisitionwhileboostingmotivationtolearn.

Asamplingofapplicationsofgamesandgamificationacrossdisciplinesincludesthefollowing:

> Architecture. SimArchitect is a simulation gameand social connection site for architects, developedby IBM Center For Advanced Learning. Players areissued a request for proposal by a fictitious clientand must respond, conducting meetings with theclientandteamandthenproposingasolution. IBMcreated a performance scorecard that evaluates theplayer’scommunicationwiththeclient,architecturalmethods,andmore:go.nmc.org/ibm.

> History.TheHistoricalWilliamsburgLivingNarrativeprojectattheUniversityofFloridaisanefforttocreateaninteractivefictionalgameinwhichthegeography,culture,andcharactersofearlyWilliamsburg,Virginia

will be brought to life. Functional maps show theearlyarchitectureofhistoricbuildings,andinteractivescenarios with characters like George Washingtonand Patrick Henry allow students to participate indiscussionsofthetimes:go.nmc.org/wil.

> Nursing. The University of Minnesota’s School ofNursing has partnered with the Minnesota HospitalAssociationandatechnologycompany,VitalSims,todevelop web-based interactive games that engagenursing students with real-life scenarios.With initialversionsofthegamealreadycompleted,healthcareeducatorsarelookingforwardtoimplementingthesedigitallearningtoolsin2013:go.nmc.org/serious.

Games and Gamification in PracticeThe following links provide examples of games andgamificationinuseinhighereducationsettings:

Global Social Problemsgo.nmc.org/cjqogThe Global Social Problems, Local Action & SocialNetworksforChangeprojectatSt.Edward’sUniversitypositionedlearnersintheroleofsuperheroestotacklelarge-scaleglobalsocialproblemsatlocallevels.

HML-IQgo.nmc.org/freAt the Henry Madden Library at California StateUniversity,Fresno,studentsplayagamethatisbuiltintoBlackboardcalledHML-IQtoorientthemselveswiththeavailable library resources and how to use them. Topscorers are awarded gift cards to the library’s coffeeshop upon completing each level. The games werecreatedwithopensourcetoolsincludingSnagit.

Open Orchestrago.nmc.org/canarMcGill University’s Open Orchestra simulation gameuses high definition panoramic video and surroundsound to provide musicians with the experience ofplayinginanorchestraorsinginginanopera.

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Queen’s University “Exergames”go.nmc.org/exergameA professor at Queen’s University in Ontario, Canadais involved in a collaborative study that explores how“exergames” — or video games that require physicalactivity—improvethewellbeingofteenagersafflictedwithcerebralpalsy.

Social Media Innovation Questgo.nmc.org/sljsmiAt the Fox School of Business at Temple University, aprofessordesignedhissocialmedia innovationcourseas a quest in which students earn points for bloggingand engaging in social media activities. They areawardedbadges,andthosethatexcelearnaplaceontheleaderboard.

The University of Bahia’s Games and Educationgo.nmc.org/gamesaThe University of Bahia’s Games and Educationinitiative,basedintheBrazilianstateofBahia,supportscollaborative,scholarlyresearchalongwithpublicationsabouteducationalgames.Oneoftheirmissionsistoaidindevelopinggamesthatsimulateteachingscenarios.

University of Washington Business Simulationsgo.nmc.org/fsbThe Foster School of Business at the University ofWashingtonpartneredwithgamedeveloperNovelInc.totakereal,complexscenariosfrommajorcompanies,including Starbucks and Nike, and turn them intoenterprisesimulationgames.

For Further Reading Thefollowingarticlesandresourcesarerecommendedfor those who wish to learn more about games andgamification:

Game Based vs. Traditional Learning — What’s the Difference?go.nmc.org/xwidb(Justin Marquis, Online Universities, 16 August 2012.)Taking a deeper look at gamification and its potentialoutcomes raises concerns for some. Authenticity,

studentengagement,creativity,and innovationareallareasthatareaddressedinthisarticle.

Gamification in Education: What, How, Why Bother?go.nmc.org/ykgum(Joey J. Lee and Jessica Hammer, Academic Exchange Quarterly, 2011.) Educators at the Teachers Collegeat Columbia University outline the fundamentals ofgamification and explain how game mechanics andframeworkscanincreasethemotivationtolearn.Theyalso point out the challenges and risks that may arisewhenimplementingagamifiedmodel.

Motivating Students and the Gamification of Learninggo.nmc.org/gamhie(ShantanuSinha,The Huffington Post,14February2012.)Thepresidentof theKhanAcademyexploreseffectivewaystointegrategamemechanicsintoeducation,andmakesthecasethatgameshelplearnersbyprovidingthemwithreal-timefeedbackthattheymayotherwisenotreceive.

Taking a Cue from Video Games, a New Idea for Therapygo.nmc.org/taking(Hayley Tsukayama, The Washington Post, 17 October2012.) Games could play a positive role in supportingwarveteransbyprovidingpositive,practicalgoals.Thishas implications for many higher education areas ofstudy,includingpsychology.

Where Does Gamification Fit in Higher Education? go.nmc.org/uvedg(JimmyDaly,EdTech Magazine,30November2012.)Thisarticle covers the foundational ideas of gamificationand outlines the elements of games that have beenleveragedtoengagestudents.Italsoincludesadetailedinfographic based on research conducted by the MITEducationArcade.

Time-to-AdoptionHorizon:TwotoThreeYears