Gamify Classroom Learning with Claude AI for Student Engagement

Outline

This assumes a 60-minute session. If this session is assigned a 90-minute time slot, additional hands-on and sharing will be included to extend the value and boost confidence of attendees even more.

1. Introduction to Gamification and Claude AI (5 minutes)
Content: Brief overview of the concept of gamification in education and introduction to Claude AI as a tool for creating classroom games.
Engagement: Start with a quick poll or question to assess the audience’s familiarity with gamification and AI tools.
Process: Facilitator-led discussion with audience participation through polling.

2. Demo: Designing a Simple Game with Claude AI (10 minutes)
Content: Live demonstration of how to create a basic subject-specific game using Claude AI.
Engagement: Participants follow along with the demo and ask questions in real time.
Process: Audience interaction through questions and following the demonstration on their own devices (if possible).

3. Hands-On Activity: Create Your Own Game (20 minutes)
Content: Attendees work individually or in pairs to design their own classroom games tailored to their subject area using Claude AI.
Engagement: Peer collaboration and facilitator guidance as participants create their own games.
Process: Participants engage in hands-on game creation. The facilitator provides support and circulates to answer questions.

4. Customization and Differentiation Techniques (10 minutes)
Content: Explore methods for customizing games to accommodate diverse student needs, learning styles, and classroom environments.
Engagement: Group discussion where participants share ideas for differentiation and customization of their games.
Process: Participants share ideas in small groups and discuss how to adapt the game for different learning needs and subjects.

5. Peer Review and Feedback (10 minutes)
Content: Attendees present their game designs to peers for quick review and feedback, focusing on engagement and educational value.
Engagement: Small group peer reviews with guided feedback prompts.
Process: Participants briefly share their game concept and receive feedback from peers using a structured rubric or checklist.

6. Final Q&A and Wrap-Up (5 minutes)
Content: Summarize key takeaways, provide resources for future learning, and answer remaining questions.
Engagement: Open floor for any final questions, with the facilitator addressing concerns and providing additional guidance.
Process: Facilitator wraps up the session by answering questions and offering resources for continued use of Claude AI in the classroom.

Supporting research

Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. This book explores the cognitive and educational benefits of games, laying a foundation for the role of game-based learning in education.

Salen, K., & Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. This resource discusses the principles of game design, applicable to educators designing interactive and engaging learning activities.

Gee, J. P. (2003). Game-Based Learning in Education: Theory and Practice. This work supports the use of games in education, showcasing how they engage students and enhance learning outcomes.

Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Papert’s research into constructivist learning through technology strongly supports the creation of interactive learning environments, which aligns with gamifying educational content.

NMC Horizon Report: 2019 K-12 Edition. The report highlights the growing trend of using AI and gamification in classrooms to foster more engaging and adaptive learning experiences. Available at: Horizon Report.

McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World. This book underscores the power of games to drive engagement and improve learning, aligning with the session’s focus on using games to enhance classroom experiences.