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Got Game? The Seven Essential Gamification Elements for Learning and Engagement

  • 16 Jul 2015
  • 5:00 PM - 8:00 PM
  • CMC Mercy, 2001 Vail Ave, Charlotte, NC 28207


  • Please join us as a guest for an evening of stimulating thought, good food and professional company. Let us introduce you to our group and share why we would love for you to be a part of it!
  • Join your other members and their guests for an evening of great food, networking and information. You can add paid guests.
  • Chapter member's can bring one guest per year for free to a monthly chapter meeting.

Registration has officially closed for Thursday's meeting (July 16th) due to our deadline with the caterer.

However, if you are interested in attending the presentation without the meal option, please email your name to info@atdcharlotte.org and we will register you for the presentation portion of the meeting.

Thank you!


Michael K. Thomas, Ph.D.
Assistant Professor, UNC Charlotte
Dr. Florence Martin 
Assistant Professor, UNC Charlotte

Many researchers have noted that harnessing elements of video game systems in the entertainment industry have yielded impressive results for learning. Video games are intensely motivating and incorporate elements such as levelling systems, rapid feedback, narrative, identity play, zones of proximal development, and experimentation with the epistemic frames of experts. Games are also increasingly sophisticated, ubiquitous, and are being used in the areas of training (corporate, military, etc.).  While for some the term “simulation” might be more palatable than “games” the term “gameification” has gained traction in the training world. The idea is that existing training systems may be made more game like with the incorporation of certain elements. This presentation will overview seven of these elements and how they may be mapped on to existing principles of instructional design.

Michael K. Thomas is an assistant professor in Instructional Systems Technology in the Department of Educational Leadership at UNC Charlotte. He holds a double major Ph.D. in Instructional Systems Technology and Language Education from Indiana University, Bloomington. His research focuses the cultural dimensions of technology implementation in learning contexts and what this means for the design of technology-rich innovations for learning. Three key questions with respect to this are (a) What are the central concerns of teachers, trainers, and other stakeholders regarding the implementation of technology in learning contexts? (b) What do they do to continually resolve these concerns? and (c) In what ways does culture play a role in the design and implementation of technology-rich innovations? He is particularly interested in video games and gamification in learning environments. He has expertise in qualitative research in general and grounded theory in particular. Before joining, UNCC, he taught instructional technology and research methodology at the University of Oklahoma and the University of Wisconsin-Madison. He has also been an ESL/EFL teacher in New York City Public Schools.

Dr. Florence Martin (Florence.Martin@uncc.edu) will provide an overview of the Instructional Systems Technology Program at UNC Charlotte. This will be a 10 minute presentation that precedes the main presentation that will be delivered by Dr. Michael Thomas.

Florence Martin is an Associate Professor and Program Director of the Instructional Systems Technology program at the University of North Carolina, Charlotte. She received her Doctorate and Master's in Educational Technology from Arizona State University. Previous to her current position, she taught at University of North Carolina Wilmington, Walden University and Arizona State University. She also worked on instructional design projects for Shooolini University, Viridis Learning, Maricopa Community College, University of Phoenix, Intel, Cisco Learning Institute, and Arizona State University. Her research focuses on designing and integrating online learning environments (OLE) to improve learner motivation and engagement to achieve effectiveness in learning.

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