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Justin Leites - Schools & Social Gameplay

Presenter: Justin Leites, Vice President of Games, Amplify Learning Social features are more difficult to implement in a school context given the need to protect student information and privacy, and given the potential for bullying and other misbehavior. But given the importance of social features for both engagement and learning, we have invested in platform tools which enable those features within, across and around games. Schools using our games do always have the option of turning off social features. Inasmuch as any set of social interactions create additional opportunities for misbehavior, this is, at least initially, an attractive option especially for schools wary about educational gaming more generally. But given the importance of social aspects of gaming to the learning experiences, we hope very few schools will actually do this, and so have begun offering coaching and other forms of support for implementing such features.

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Justin Leites - Schools & Social Gameplay

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  1. Schools & Social Gameplay Justin Leites Amplify Games

  2. Social is important (duh!)

  3. Lots of ways to be social • Competitive (leaderboards, multiplayer, first to find or do) • Collaborative (problem-solving, mentoring, group/team play, synchronous/asynchronous) • Sharing (user-generated content – in-game & out; rate & review; anecdotal/documentary) • Communal (hanging out, messing around & geeking out; belonging)

  4. With whom? • Anonymous/non-anonymous – U.S. as compared to Korea • Walled gardens – Safe – Face-to-face as well as virtual – Esprit de corps – Part of an “actual” social life • Travel the world! – “real” learning/apprenticeships

  5. Oversight/Control • Walled gardens • Moderation (pre and post) • Flagging • Community managers • Codes of conduct

  6. What are the real fears? • Bad things will happen and they will end up in the newspaper • Social learning games are “new” and thus especially prone to unintended consequences • Schools are already hard to manage and more social interactions in more (virtual) places adds complexity

  7. How we are responding • Getting permission from the boss” • “Boots on the ground” • Students as grass-roots advocates • Showcase/Success Stories

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