Showing posts with label #Gamification. Show all posts
Showing posts with label #Gamification. Show all posts

Tuesday, June 17, 2025

AI Supports Esports in Education

As an avid tech nerd, gaming enthusiast, and digital native, I have always been one to test new technologies, push the boundaries, and make sure students can see the uses of technology in their everyday lives. I used ChatGPT when it was first showcased, and had it create a list of reasons why scholastic esports were important to use in school. Gaming, computer science, and AI all blend nicely together in the world of education. Then, a few years later, I found that same prompt and prompted ChatGPT to update my prior request. It gave me two different options this time, and in much more of my own voice. Below are the two different prompts. Let me know in my social media polls which one works best!

Image of the Author as an action figure, holding steam deck with additional esports tools, titled Esports Educator. Made with Chat GPT's image creation tools. a

Response 1: 

Why Esports Belongs in High Schools: An Instructional and Engagement Powerhouse

After nearly two decades in education—spanning classroom teaching, instructional leadership, and higher education support—I’ve seen firsthand the transformative power of student engagement. One of the most impactful and often overlooked tools to reach today’s learners is esports. Whether students are competing at a high level or casually connecting in a club environment, esports offers high schools a dynamic platform for instruction, inclusion, and innovation.

A New Pathway for Engagement

Not every student connects with traditional extracurriculars. Esports offers a new, highly relevant option—one that speaks their language. As someone who’s built both a computer science pathway and a scholastic esports program from the ground up, I’ve seen students who struggled to find their place suddenly light up when handed a controller or asked to lead a strategy session.

Esports clubs provide an entry point that feels familiar and exciting. Students engage not only in gaming but also in teamwork, leadership, and communication. I’ve coached students who started off shy or academically disengaged and watched them grow into confident leaders, shoutcasters, analysts, and even aspiring coders.

Inclusive by Design

Unlike traditional sports, esports is inherently inclusive. It doesn’t discriminate by physical ability, gender identity, or socioeconomic background. I’ve seen students who might otherwise be sidelined become integral members of a thriving community. In our club spaces, students with IEPs, English language learners, and those from diverse backgrounds came together over shared goals and mutual respect.

Casual players are just as important as competitive ones. Whether they're helping moderate a Discord server, creating team logos, managing social media, or simply enjoying the community, there’s a role for every student.

Real-World Skills in Action

In my time as a NASEF Fellow, Mentor, and now Community Leader, I’ve helped other educators tap into the full educational potential of esports. When structured intentionally, these programs teach far more than gameplay. Students learn:

  • Communication and Collaboration – Every match is a team effort. Students learn to give and receive feedback, resolve conflicts, and adapt strategies in real time.

  • Digital Literacy and Tech Fluency – From streaming and shoutcasting to hardware troubleshooting and software configuration, esports cultivates essential 21st-century skills.

  • Critical Thinking and Decision-Making – Strategy, adaptability, and analysis are core to gameplay—and all transferable to STEM fields and beyond.

And let’s be clear: esports isn’t “just gaming.” It’s broadcasting. It’s event planning. It’s graphic design. It’s business. It’s coding. In my time as Director of Secondary Services at Harrisburg University, I worked to align dual enrollment and workforce development programs with the kinds of real-world skills esports fosters. The career connections are already there—we just need to build the bridges.

A Culture of Belonging and Well-being

There’s also a social-emotional side to this work. Esports clubs give students a safe, welcoming space to be themselves. They form friendships, build community, and find a sense of purpose. During some of the most isolating moments of the pandemic, our esports program became a lifeline—students kept showing up not just for the games, but for each other.

Looking Forward

High schools should embrace esports not as an afterthought, but as a cornerstone of modern student engagement. When structured thoughtfully, these programs blend learning, community, and fun in ways that are hard to replicate elsewhere.

Whether you’re running a varsity program or just starting a casual club, esports is more than just an extracurricular—it's a future-ready, student-centered instructional tool. And it works.

Friday, April 30, 2021

Infusing Learning with Among Us!

 Using Games in the Classroom

With over 350 million copies downloaded worldwide, it's no wonder Among Us has become popular in the education realm. Educators have created engaging Google Slides to incorporate everyone's favorite cooperative game! Knowing this, I just had to try it in my classroom. I would like to say this game may not be appropriate for all levels, as it has an ESRB Rating of 10+, because of cartoon violence and in-chat messaging. 

After being inspired by another NASEF Fellow, Angelique Giana (Edutopia Article), and her lesson on persuasive arguments in the classroom while using Among Us!, I thought I can do this in my SAT Prep Course! And of course, carving out time in my Exploration of Game Design course was a no-brainer. Using Ms. Gianas' slide show I talked about persuasive arguments and framed the game as a learning and practicing guide. For SAT Prep, we used SAT words instead of the common names for places in the game. The Med-Bay became the Infirmary, Weapons became the Armory, a corner in the walkway became a Juxtapoint. 



Ideas for other Classes: 
Spanish, French, or any Foreign Language Class - Introduce Colors in Espanol have players play while speaking only in Spanish or French or any other foreign language, create prompts and questions to type or speak out loud if virtual on Zoom. 

EL Class - Engage your English language learners to create a safe space to practice asking questions for certain experiences, "Where is the cafeteria?" etc. 

Computer Science: Build the game around the Imposter being a bug in a game. And the crewmates are the coders who need to fix the bug. Once the game is introduced and the map decided upon, students can draft pseudocode to communicate where the imposter has struck and then all communication in the game has to be written in the pseudocode, until the coders lose or the bug is fixed. Another fun practice is to have students create their own pseudocode for communicating in the app during gameplay. Students could collaboratively create a pseudocode list, to figure out how to ask simple questions, like locate(body) and locate(color) to ask where a character who had died was found.  

CS: This could also include working out a UML chart for a character. Then dive into the characteristics of each student's player creation. Then play out the game for some in-class fun. Build mods in this CS Lesson by Jeffrey Wile, and have students practice coding!

The Plan

The game is played with 10 players at a time, so in large classes, student leaders will have to be chosen to create a lobby and share the code with students in their group. While in a remote learning setting, sending students into break-out rooms can help create a private discussion area while students play. You can have them chat in the game or un-mute and discuss who they think is the Imposter during the game. 

In Hybrid online students can set up a lobby and play while in class students can do the same. If you have an off-number students in the class can play with those online as well to keep all engaged.

In-person you can break students into teams of 10 to play with a student leader. 

Make sure all students agree on the stage settings and have downloaded the game on their mobile devices. If there is a lag between games, remember that some students will and should opt for the free version download on mobile platforms, which requires a video to play between each game.



Reflection

With using Among Us during a remote learning setting I had more participation than I could have ever asked for! Students were attending those days in record numbers and playing together and with me. The gameplay was engaging and gave us all a good laugh. It connected us and bonded us as a class in the virtual environment. Many times students would come in and ask if we could play again, so I would say it was a hit! It was just like Heads-Up 7-Up, from my elementary days!

Sunday, February 21, 2021

Epic Educator Math Breakdown

I have the privilege to be given an Epic Support a Creator Code! What am I going to do with it?

The Idea!


A lesson in finances, percentages, and goal setting! I’m sure I could break this into a 4-5 part task problem set for my students and there would be some fun in that! To be honest I am working hard to find funding for my class and club. So when the Epic Creator Code Sign-Up happened I was more than thrilled that I qualified! Using my Creator Account I can host private matches in Fortnite for my students, and I am also learning from the best (Mr. Steven Isaacs) on how to implement Fortnite Creative in my Game Design classroom. I just finished up the free 2-hour course on Epic's Learning Website this past week! (Link Below!)


This “Epic” Photo made by the 1 and only NASEF Fellow Mr. Larios!!  (@ArtifOLO)


The creator account status lets me do a lot! But it also allows my friends, family, and followers to help support the important work I am doing. For every 10,000 V-Bucks Purchased my creator account is funded $5.00. Once I have $100 within my account I can “cash-out”. I also can receive 5% of all sales in the Epic Games Launch Store! So for games purchased for the PC through Epic Games, I get credit as well. 

If I reach $100 or more all of those funds will be donated back to the William Penn Cybercats Club.


What can be learned? 

A. So as a math teacher I thought how can we learn from this?
B. How many users need to purchase in-store currency for me to get to $100?
C. How many games need to be purchased for me to earn $100?
D. How many followers on my accounts can I count on to help me get to this fund?




A: This has real-world marketing skills and mathematical breakdowns for goal setting in funding! We can also add in some linear optimization if there is an algebra extension on this problem!

B: This has a few answers so let’s look at 2 different scenarios, the extremes!

Scenario 1:
10,000 V-Bucks (Plus 3,500 Bonus) on the Fortnite Store is $79.99.
If I get $5 per 10,000 V-Bucks and I need to reach $100 to cash out, that means:



20 people need to purchase 10,000 V-Bucks.
$1,599.80 in profits for Epic Games and I get $100 of that, so I’m making 6.25% of those sales.

Scenario 2:
1,000 V-Bucks on the Fortnite store is $7.99
10,000/1,000 = 10 people for 1k each




200 people need to purchase 1,000 V-Bucks.
$1,598.00 in profits for Epic Games and I get $100 of that, so I’m making 6.26% of those sales.

C: Games are purchased online through the Epic Games on PC range from small indie games at $4.99 to regular big-name games at $59.99. So if we go by the middle cost of $29.99 per game, if I get 5% back as a creator, how many of these games would need to sell before I could cash-out?

D: I am social media savvy in my book, so I’d say if 10% of my followers on Facebook use my creator code that would be about 150 users, and if Twitter uses it, then 230 users, TikTok 100 users, and Instagram 35 users. (Yes I am mildly popular, with no reason as to why.)

I feel 515 people could be counted on to make the purchase and help support our club!

Total I only need between 20-200 people in my life to purchase a game from Epic Games Launcher or purchase V-Bucks in Fortnite! That would get my students $100 for gaming equipment and maintaining the club! Who can I count on to help us?


For educators interested in using Fortnite Creative, take the free online course at Online Learning - Unreal Engines and earn the "Teaching with Fortnite Creative" Badge!


Fortnite Creative Educator Training Badge


Also, keep an eye open for the awesome Teaching with Fornite Creative Workshops through the Games 4 Change Professional Programs!




Thursday, February 6, 2020

Constant Change

As I started my 13th year, I was naive and hopeful.  Yet again I was starting with a mostly new group of students, and adding another course to my repertoire, AP Computer Science A.  I also finished up my second master's, a MsEd in Instructional Technology Specialist, which added to my PA State Certification.  I have always wanted to teach students about computers, it was originally my reason to go into teaching, now I am living that dream.

2nd Master's Degree

IT Specialist Certification

Having added the AP CSP course in the 2018-2019 school year, helped our school achieve the 10th Annual AP District Honor Roll, which also shocked our surrounding community.  (See the Article here: Surprising Results for York County AP Honor Roll)  But I did not want to just stop with computer science.  I grew up playing video games, and as an avid gamer, a lot of my graduate work incorporated gaming to learn, gamification and video games in the classroom.  Through this research and willingness to learn, I found help from some amazing places.

AP CSP Added last year to increase
our student AP experiences

My co-worker, Nicholas, and I decided it was time to do more, and we became Class Advisers for the incoming freshmen, the Bearcat Class of 2023.  We also are still co-advising the Video Game Club.  Over the summer we attended the CS For All PA Summitt, which helped us discover the great program, NASEF, which started the process to become a part of a sanctioned High School eSports League.   Though we have some hiccups in setting up our online games, there has been a lot of interest in the club and eSports team.  Check out the William Penn Cybercat's Facebook Page for more info on what the students are doing.

The new Cybercat Student Leaders.
My PIC, Nicholas Naugle and I
on Twin Day.

Some other projects I am excited about working on include partnerships in my community and abroad have brought on new opportunities. The biggest one involves helping build a former student's student-driven eSports and Video Game community, the BEAST Initiative Push.  Through this partnership, students will have more opportunities to build and be a voice in the eSports community in York. 

Cybercats playing on the Occulus!

I also have a good idea of what to do next with students who are not going to compete in the eSports competitions, and just want to game with friends at school.  Finding the organization VGC USA and it's founders right in South Central PA have opened up the possibility for more gaming learning, volunteer experiences, and career exploration for the Cybercats. 

Cybercats Gaming Together.

Finally, I would like to share where I have been finding more inspiration in gamification, and gaming to learn in everyday life from the Podcast, Professor Game.  I have ideas galore and studies to back-up my desire to game and play games in the classroom.  I am thinking to start by creating a new card game for my students to play when we learn about congruent triangles.

My Gaming Information Folder.

All of these great resources have just fallen into my lap and I wanted to make sure I shared them with others who are looking for similar information.  This blog started as a way for me to share mathematical experiences, but now is morphing into my entire educational experience including my push of educational boundaries to include video games.

Monday, October 8, 2018

CS Education

I started my Undergraduate work, at Saint Vincent College, in Computer Science and Business to teach high school students about computers.  After a round with C+ Programming, I decided that it was not for me, I did, however, enjoy my Calculus class immensely and decided to change to Mathematics Education as my Major.  Upon college graduation, I started teaching at an urban high school in 2007 and taught all Algebra 1 courses during my first three years, then Geometry, then Algebra again, Algebra 2, and now Geometry for the past 4 years.  While creating course material that I felt was relevant for my students I came upon some teaching material involving Scratch Coding.  From there I have found a love for computers and computer education again.
Saint Vincent College,
Latrobe, PA

I recently just finished coursework to complete my Plus 30 to advance the tier placement in my career, I had my Masters in 21st Century Teaching and Learning, through Wilkes University, completed in 2011, and did not realize the potential to having more credits under my belt.  I have been working hard to update my learning, and personal style to teaching, through courses in multiple ways, first through Learner's Edge where I completed a set of courses that gave me a certification (from their own personal certifications, not a PA State Cert.) in the area of Information Technology Specialist.  Through this set of courses, I decided it would be wise to get the state certification work on my Plus 30 and my eventual Plus 60 while adding more weight to my own personal learning with a second Masters in Informational Technology Specialist.

Bearcat in College
I am currently re-enrolled and going through Wilkes University where I have found the professors and learning modules very inspirational in my own teaching.  I have taken lesson plans and re-created them through use of more online and computer-based learning.   I have used Desmos, Geogebra and even Google Apps to enhance the learning in my classroom.  Through my journey, I have figured out that Computer Science is definitely going to take my own teaching and my students farther than I could have imagined.

Bearcat Teacher
I am starting this school year teaching AP Computer Science Principles and went through a training to learn how to process through the new course.  This will be a big step for me to take towards my goal of implementing more computer science in my school and will make for a huge learning opportunity for not only my students but myself.  In our building, we also created another new course using the text, Where Will I Ever Use This? Volume 1: Algebraic Modeling, using Excel to teach Algebraic Concepts.  The overall goal for our high school is to start creating learning academies within our building.  We have a Freshmen Academy, Performing Arts Academy and a Safety (First Responders) Academy, the academy I would like to start, you guessed it, Computer Science.



I would like to incorporate more courses in gaming, video game development, (since I am one of the Video Game Club advisors for my school) coding language, and possibly the AP Computer Science A one day.  I never thought that switching majors in 2004, would afford me the opportunity to still end up teaching and learning more about the passions I have in my life, computers and technology.

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