How can I get students interested in playing Classcraft?
Many students will be excited to play Classcraft because they’re already interested in gaming. However, others may need more of an incentive to play.
Fortunately, teachers can use several strategies to increase student buy-in with Classcraft.
Create motivating powers
Powers in Classcraft can be meaningful to all students because they provide real-life privileges that help them in class, such as getting extra time on an exam or being able to eat in class.
Teachers should customize the game’s academic and personal powers so that they’re meaningful for their particular group of students. Identifying what would help students most, or what the “pain points” of the class are, can make a huge difference in getting them invested in playing Classcraft.
Incorporate student ideas
One way to ensure Classcraft is meaningful to students is to ask for their input on the customizable aspects of the game, such as the academic and personal powers, random events, pledges, and even the behavior presets.
Academic and personal powers should offer students benefits that they care about. The best way to determine what will help them is to ask.
Some teachers also create Google Forms where students can submit ideas for random events. This is an excellent way to add random events that students find fun, and seeing their ideas pop up onscreen is special for them.
Additionally, you can help students reflect on their own behavior and understanding of what a positive, successful classroom looks like by asking them for ideas for behavior presets (eg., “What happens in class that’s disruptive or negative? What are good things that should happen every day?”).
You can also have them create ideas for pledges by asking them what would help get them back on track if they’re struggling (eg., forming a study group, one-on-one time with the teacher, etc.).
Emphasize the team dynamic
Some students aren’t interested in video games but do respond well to the team dynamic that happens in sports or other extracurricular activities they may be involved in.
For them, the idea of being a “team player” may be more relatable and meaningful, and this may prompt them to take a leadership role, encouraging their teammates to be accountable for their actions, as their behavior affects the whole team.
Taking time to build team spirit and a community in the classroom can help student relationships to flourish.
Add a physical element
Lastly, teachers may choose to add a physical element that corresponds to the game — for example, allowing students to spend Gold Pieces (GP) on real prizes, like pieces of candy or fun supplies (erasers, pencils, etc.).
Teachers can create their own system, where certain prizes cost certain amounts of GP.
To allow students to “spend” GP on these prizes, teachers can simply use the white -/+ button to remove GP at the appropriate time.
Although this is a supplemental way to use GP (not built into the game itself), removing GP will not remove any gear that students have purchased.