 Hello everyone and welcome to our Moodle Academy webinar, Introduction to Gamification. I'm Mary Cooch, Education Manager at Moodle HQ and with me today I have Vasilis Pallilis who is the Director of Wide Training Academy Wide Services and Dr Mark Glyn who is the Head of the Teaching Enhancement Unit at Dublin City University. The three of us together are going to be talking to you about various aspects of gamification. So we will each take an aspect of gamification and talk for about 10 minutes. We'll have questions in between our talks and then hopefully plenty of room for discussion afterwards. I'm going to be talking to you about the background, the history of gamification, what exactly it is. I'll pass over to Vasilis who will talk about the practical aspect, the setup of gamification and then Mark is going to give us some real life examples of how gamification is used in Moodle courses in an organization. So let's begin. So I am going to talk to you a little bit about what gamification is and the background or the history to it. And in actual fact, if you've joined the course because attached to this webinar is a course and please do go through the activities in the course and get your gamification badge. Then attached to the webinar in the course is a course pre-check and the course pre-check asks the question, how long have teachers been gamifying learning for about five years, all the way up to for a very long time and you're asked to give your answer. It doesn't count towards the final badge, don't worry, it was just a question. And looking at the quiz results so far, I'm pleased to tell you that most people realized that actually teachers have been gamifying learning for a very long time, even though the internet is not that old and even though the term gamification is not that old. So actually teachers have been gamifying their learning for ages. Now, in the 1960s, I was a pupil in a elementary school, primary school as we call it, because I'm that old. And then our teacher, he would gamify our learning by every Friday, we would have a race to see who was the fastest person to fill in their multiple times tables, and we'd be awarded with a chocolate bar. And that was gamification, even before the term was invented, and before we started using it online. We're now going to be talking about gamification online, particularly but it's important to realize that it isn't only about online, and it isn't only actually about learning. So if we take a look then at how could you define gamification. Whenever I define something, I always like to first of all say what it is not. So in my mind, gamification is not video games you see here. If you can see, there is a screenshot of two people with video controllers playing a game. So it's not online games, although you can use games in a gamified course. That's not the main purpose. That's not what it's about. What's more is gamification about what we call serious games. So serious games. For instance, this screenshot shows someone in a medical environment, an operation. Again, you may include them, but it's not gamification many people think gamification means gaming and games. It's not, nor is it a role play or some people call it cosplay as these. This screenshot shows two people a man and a woman. I think this is it cosplaying flowery costumes. I would love to know what they're doing, but certainly this is not the main purpose of gamification. So what is gamification then gamification is I'm going to give you what I see as some key words that describe the gamified elements of a course. Gamification is involvement. This is a screenshot of some people in synchronized swimming. So when you're in a gamified course, you feel involved. You feel engaged participating. Gamification is about choice. So you feel that you have a choice in where you take your learning through the course. This is a screenshot of four paths which are leading to the same house. Similar to that gamification is about control. This is a screenshot of someone, a woman who is telling us she's doing it her way. She feels she is in control. I'm not going to smile at the words choice and control because although you feel in a gamified environment, you have a choice and you're in control. Actually, it depends on how the teacher or whoever has set it up. How much choice and control you have. But it's important that you feel you have the power. Gamification is about rewards. This is a screenshot of a dog who is being given a little reward by his owner. And in a gamified environment, you will have rewards, maybe short rewards like badges at each stage as you progress. Maybe you will have a large reward at the end such as a certificate. Gamification, of course, we want it to be fun. That's the idea. This is a screenshot of a little dog who's having fun with a water hose. And so if it's not fun, you know, I would be slightly worried you won't enjoy it. Gamification also involves progress. This is a screenshot of many, many steps heading up to your final destination. And much of gamification involves you feeling that you are reaching different levels or experience points or going up a ladder. Similar to that, gamification is accumulation. This is a screenshot of some piles of coins, gold coins. And again, you can in some gamified courses or other environments that gamify, get treasure or sometimes you call it stash or feel that you are building up resources. Personalization can be another aspect. So this is a screenshot of a little girl who has personalized her hands by colouring them in different colours. Often in a gamified environment, you might be able to personalize your avatar, for example, create your own identity. Adaptability. This is a screenshot, I think, of a chameleon who is adapted to his background. And so there is that element that it will adapt to what you want, that there is an element of adaptability. You might be surprised to see this because actually here is a screenshot of a little boy with a laptop and his grandma and a cat and maybe the little boy is teaching his grandma and the cat how to use the internet. We, of course, are studying gamified courses in Moodle, but gamification doesn't have to only be or doesn't have to only involve learning. There are other aspects in gamification or places where gamification is used that aren't learning at all. For example, in the sphere of marketing or business, this is a screenshot of a neon light outside a restaurant or a bar, or as we say in England, a pub, calling for happy hour, happy hour being by two drinks and get one free. So of course it's going to motivate you to go into that bar or pub and buy more drinks. So gamification is not only learning in courses. So, those are some key words or elements that I've given you to explain it. One of the most popular definitions, I think, is the use of game elements and game design techniques in non game contexts. And this is quite an old definition and it's one that many people use. And if you look at it, non game context, well, what could be more of a non game context than having to learn, I don't know, statistics or philosophy, or the subjunctive in French. So it's definitely a non game context. But the idea of gamification is that we can improve motivation by using game elements. And the some of the words that I gave you before are elements of online gaming. So yeah, you will have in online games you will have this idea of progress and going up different levels. You will have accumulation gathering treasure or stash. You feel you have a choice where you go. Please can everyone new to themselves. You feel that you are able to personalize the situation. Now, in Moodle, as Vasilis will explain to you shortly, in Moodle, Moodle has certain features and activities which you can use to be able to add these game elements. Apologies for the many words on this slide. This slideshow will be shared with you at the end of the webinar. And of course you'll be able to watch the recording afterwards as well. So in brackets, after each of these elements, I've added the names of Moodle activities or features which can help you achieve this. So for example, if you want to give them a choice, you can use the standard choice activity, or a contributed plugin group choice. Where I've added a star or an asterisk, that is for contributed plugins. That means it's not a standard Moodle element, but your admin, if you ask them nicely, may be able to add it. If you want to get, well, activity results block is a standard feature already to show to get an element of competition. There are plugins such as contributed plugins are level up completion progress, and so on. You can personalize the experience by filter codes, it allows you to people to see their own names as they're working through the course, and others. So I'm not going to focus on those because that is Vasilis is Vasilis is section, but ideally such elements and such Moodle features would increase motivation in your course. But and this is a very big but caveat, which is one of my favorite words, you have to be very careful about this, you need to know your learners, because you cannot just take a course which has not been very well received, gamify it, and then everyone will be very motivated and your grades will improve, because we need to consider what's behind the motivation. So extrinsic motivation. For example, you there we have here a footballer or a soccer player. He's playing because he wants to win a cup a trophy. He's extrinsically motivated. He might not even like the sport, but he has a goal, if you excuse the play on words, you might be coming to this webinar. He might not really like Moodle or gamification but your boss says you have to do it for your professional development. Maybe you might get a promotion. That's extrinsic motivation. Whereas the boy on the right is playing because he likes football. He doesn't mind if he doesn't win anything. He's intrinsically motivated. Maybe you are learning something as a hobby, simply because you want to for the joy of learning extrinsic motivation. And you need to be very careful when you gamify a course. You might like to look at some of the links in the course later, and this fancy name cognitive evaluation theory. It's basically telling us that if your learners are highly intrinsically motivated, if they're going to do all those activities anyway, they won't thank you. They might gamify it by adding giving them badges as soon as they type their name. They might even feel patronized, and it might have the opposite effect of what you want. So use your rewards wisely and think very carefully about whether gamification is right for you. And to help you think carefully about that and to help you make the right decisions and in fact how to gamify your course. Of course, we are going to pursue. And we're going to pass on in a moment, not just yet, but pass on to Vasilis. So in a moment after we've checked out the chat, Vasilis is going to talk to you about setting up a Moodle course. And he's got an example, which is the course that we are in. And then Mark will talk to you about how it's actually been used in the real world. So it's time. I'm just going to check the chat. Feel free if you want to watch everything and then discuss afterwards, we should have plenty of time in the second half also to answer any questions. So I'm just going to wait briefly to see if there are any questions or queries now. And if not, then I'm going to pass over to Vasilis. Okay. Martin has says, is there a good way of telling how much gamification is just right. If you don't know your audience yet. That's an excellent question, actually. I've always found this is perhaps not the answer you want. I've always found that sometimes it's a question of trial and error. If you don't know your audience. If you didn't know my audience at all, I probably wouldn't embed. I probably wouldn't start with a gamified course, but I'm very interested to know perhaps what Mark Glenn, or Vasilis, what their thoughts are on that. I'll just quickly mention to Omid. Yes, gamification can use, can work for adult learners, if it's the right kind of learners. If we have time in the second half of the session, I'll give you an example of how gamification work for me as a very old student who doesn't really like gamification or badges or special treasure, but it worked very well. So maybe we can come back to that. Is there anything that Mark, you would like to respond. Thanks, Mary. Just with regards to the gamification of learners that you don't know. The first piece, an example of a country later on is gamification for student orientation. And so we knew the typical students that would be dealing with that would be coming into the university. But we obviously didn't know them all in detail in the entire cohort. And that still worked out well, but I would say start off small would be the advice that I would give start off nice and gentle until you get to know your audience. Kash says, are there any standard models to implement gamification? I'm not sure there are standard models. There might be good practices. Vasilis or Mark, either of you have any thoughts on that? Not yet. I believe that at the end of our presentation, so it would be these questions more helpful. Okay, I agree with Anna, who's actually said I think that some elements of gamification are often used, even without realising that they are gamification elements, such as restrictions that can be used for personalisation. Yeah, you might be gamifying your course already and not actually knowing it. And just one final one before Vasilis moves on to his session. Katharina says, you adjust how much gamification is right according to the age of the learners. Personally, I wouldn't go necessarily by the age of the learners. I would go by the type of the learners really, you know, knowing your learners and whether they'd be into that. Of course, we would expect children more into gamification than adults. It depends on the subject and it depends on the motivation and other aspects too. Mark Lynn has said there are several examples in the literature of using gamification and suggested principle, as opposed to models. There's a long list of suggested literature in Mark's section in the course which will be opened up at the end of this webinar. So please go on and read those from Mark as well in his session. I'm going to pass over to Vasilis. If you'd like to share your screen and talk to us a little bit about the practical aspect of it. Thank you, Mary, for the opportunity to participate in this course. I am Vasilis and I am the director of Wide Track Academy, which is the training sector of wide services. I am the only premium model partner in Greece and Cyprus. Together with Jan Tsarapoglu, the company's director, we have designed many training programmes for model. Among them is gamification with model, which is already five years old. I believe that in this programme I present a pedagogical way of creating a gamified model course that could work in the context of an asynchronous blended or flipped classroom. I will show you how I have gamified the gamified topic of this model course explaining what I expect to gain from this process. Let's start with the forum history of gamification. Both for the perspective of pedagogical theories and from the perspective of gamification, the forum is a great tool since it promotes collaboration. Now about the description. I always ask my learners to create a detailed description for its model activity. Guidance is a competence that an instructor must have within a machine, but from a gamification perspective providing feedback is crucial to move things forward. Information about the condition of completion, the activity and personalisation in the way of participation, text or video recording can either meet educational requirements or be considered gamification elements. Ratings differentiate things somewhat. In the context of an educational perspective it is a peer assessment process, while in the context of gamification it is a point. Cooperation versus competition, one of the best structures of gamification. If we want a complete competitive element, we would add within the forum activity the results block functioning as a leaderboard. I did not want to show the actual names here, so I have anonymised them and I have just put the block inside the forum to show the functionality. I hope those of you who got involved in the process had fun and those of you who were recognised as the most active players by the community and certainly the hidden reward. The glossary on gamification. Glossaries are also great tools, since it can be used for several reasons. For example, the topic of this glossary could be considered as a problem solving activity. It requires some research and requires a justification, how for a possible solution can be transferred to education. Problem solving is its educational process, also accepted in the context of gamification and games, of course. Now let's focus our attention on the block RSS feed, which is updated every time there is a new entry to the glossary and keeps the last five of them. At the first glance, it looks like an update of the glossary, but in the gamification perspective, it is an achievement. The reward that a learner will get after adding an entry, something like Antish Warhol's 15 Minutes Eternal. The publicity that the entries gain may act as a motivation for some of the learners to add new entries, thus enriching the glossary with benefits, of course, for the whole community. The group choice activity serves all, I think, the gamification elements. As a component, it serves the creation of teams, according to the participants' needs and interests. In the aspect of mechanics, serves the cooperation. In the framework of dynamics, serves emotions, could be important for the narrative, the structure that creates the coherence of the gamification system, and finally improves relationships. After you were informed about the RADOS model of players, you could participate in this choice activity to select the appropriate group for you. Of course, before starting the group choice, we needed to create the groups that will appear in the activity. Let me tell you that you can always visit it and see the distribution of the participants for each group. Give a moment to reflect on this distribution and think about how you could set up an educational process that covers all groups. The needed differentiation to engage each group, the activities that are suitable as meeting points for all groups and so on. The last activity in this topic is a feedback activity. In modular, teachers are using this activity to collect data from their students. If the analysis page is visible to the students, the activity can be very helpful for them, since they can know at this point how they are doing. This feedback increases their willingness to go further. This particular feedback is under visible groups mode. This means that your choice will be counted in the total sum of choices of the selected group. The analysis page is shown so you can see what activities are selected for each of the players group. I suggest you view the result and check if your choices are similar to the choices of the other members of your group and determine if there are differences between the choices of your group and the other groups. In this feedback activity there is just one question and you are asked to select the activities you prefer to find inside a module course. I believe that different kinds of duers will select different combinations of these activities, but I am not sure if I have added the appropriate activities or that I have created the appropriate description for this. So, you will act as testers for this activity. I promise that if that shows some kind of relation between duers groups and activities, I will inform you through this file. Completion progress. I think that the progression bar is the most gamified tool of all we have used until now. It shows us feedback. The progress bar is a real-time feedback about performance. There are also messages explaining what you need to do to fill this bar further. Although this feedback does not force you to do anything, it psychologically creates a dynamic that makes people more likely to progress. This bar includes a process with various little steps from the beginning to the end, which enables you to move forward to complete this objective. Although there is not a direct message from the system, there is this psychological draw of wanting to progress to the end of the bar. Completion. This is the final point of the bar, the achievement of completion. If you look at the bar and you think how close you are to completing this task, you want to achieve 100% completion. I showed you a few things and I tried to integrate them in the educational context and in the context of gamification. Hopefully, I managed to create a topic that attracted you and you got to actively evolve in it. Generally, there are dozens of activities and blocks in Moodle. I am sure that you can think of ways to use them to serve your educational goals and increase students' engagement. In our white services, white training gamification with Moodle programme, a participant has to create his own course in Moodle and combine it with gamification elements. On this slide, you can see some of the gamification elements they used, level up, group toys, rank, block, game plugin, stash plugin, H5P and so on. This is the end of this presentation. Thank you for your attention and I hope that it was useful for you. Thank you very much, Vasili. If you would like to stop sharing your screen, I will take a quick look at the chat and then we are going to move on to Mark Glenn giving us some case studies. Okay, we've got some great comments about people's favourite plugins and thanks to Mark for sharing the links there. So group choice is very popular, level up is very popular, the completion progress block, all of which you've mentioned there. And I do very much encourage you, if you haven't already, go into the course where this webinar lives and go through Vasili's gamified activities so you can see how it works in real life. I'm going to pass over to Mark now because I do very much want us to have time for a discussion afterwards as well. So if you'd like to tell us about real life use of gamification, Mark. Thanks Mary and thanks Vasili and I can definitely recommend going on a second Mary's recommendation to go on the gamification course done by Vasili. It's excellent and it really does do what Mary was saying show you to you in practice, which is what I want to do here now is go through a couple of examples where we have used this and using each of the elements that Mary went through earlier on within Moodland are many, many ways you can do it. But I just want to share with you four or five quick examples. So on the screen here, you'll see how we've used it for signposting students for telling them where they are again with their progress. In this case, what we decided to do was to show using a label very simply using a label to see if they've achieved a completed one, two, three or four activities. And we changed the label depending on how much of the activities that they had done. We had combined this with the progress bar, but we didn't want the progress bar being so complex that there are so many different squares within it. We wanted to keep it as simple and do it on a step by step basis. We also wanted to use graphics that were aligned with the course and the layouts and the theme of the course rather than just the boxes of the progress bar. But we used to do them together very, very well. The next elements that I want to go through is we use one of the features of H5P is interactive video as you will all well know. And we use a feature within H5P within the interactive video. And it is called crossroads and cutting a long story short. What we had done was gave the students a video and in this case it was a nursing video. The nurses, the training nurses are presented with a patient with a particular criteria and then they're presented with these crossroads. A question which asked them to make a choice as to what their next decision is, what their treatment is. And then the cursor will move to the point in the video that corresponds to the treatment choice that they made. So the video in question was actually about 12 minutes long, but the students journey throughout the video depending on the choices was actually only about two and a half minutes. So that was quite a useful way to use the gamification essentially allowing the students to choose their own pathway through it based on their own knowledge. Now that is a video version of what I've used several times in the past of the lesson tool within Moodle where you can put in the navigation buttons within the lesson tool to allow them to move to different pages. We just used a H5P in this case because we had it all embedded within the one video, the entire answers within the one video. Excuse me, the next one I want to bring to you is the freedom to fail, that feature of gamification allowing the students to fail with no consequence. So from a gaming perspective, we've all done it. We've all played Candy Crush where we've died infinite amount of time. So we played Mario Brothers where we've died infinite amount of time, but we can just start back again and with little or no consequences. In this case, the education context, we had provided the students with practice quizzes. So the screen is divided in two here. You'll see the practice quizzes were on the left. There was eight quizzes, one for each of the eight topics. There was 25 questions for each topic and they had unlimited attempts to do these questions. And once the topic was open, it was available for the students to do with many times if they're like no consequences score as high or as low as they like. We just wanted them to learn from the quizzes. And then at the end of the semester, we presented the students with one quiz. And it was made up with four questions from each topic. So remember, there was eight questions so that the final quiz is 32 questions. And they were only allowed one attempt. But each of the attempts are sorry, each of the questions were pulled from that database of 25 questions across the eight different topics. So they weren't seen the questions for the first time. So again, we used the excellent quiz features functionality within Moodle to control the opening time. And we gave them choice going back to one of the elements that Mary said as to when they complete the quiz anytime between Monday and Friday. But the quiz was like once they started it, if they started on Monday morning, they had half an hour to finish it. If they started on Thursday evening, they had a half an hour to finish it. We gave them choice, but we also had flexibility in there as well. Sorry, we removed flexibility because they only had a half an hour to do the quiz. So freedom to fail was a feature that went down incredibly well with the students. And the last example, excuse me, but I'm going to split it in two. The last example I touched on earlier on is our student orientation. So we had, well, we all had online orientations recently because of COVID, but we've even now moved to hybrid versions of online orientation of orientation, where we have certain amounts online and certain amounts face to face. So using functionality within core Moodle, we had issued badges when they had completed certain stages of orientation. We gave them the orientation before they even registered. So once they accepted their place, we actually were able to share content with them that they engage with before they even set the foot on campus. When they got to key stages, we gave them badges. We asked them to complete quizzes to test their knowledge of the videos. And then we sent them on scavenger hunts, virtual and physical scavenger hunts, and we were giving them rewards. And we also had discussion forms of which they had to participate in them in their communities and in their groups, and then respond to particular tasks, again, through the discussion forms, and through the activity completions. They had to complete one post and reply to three posts. Again, all core Moodle functionality. And of course, the last thing then we were able to give them a giveaway prizes, whether put them into raffles when they had completed activities, or whether we just revealed QR codes or discount codes for the university canteen. So all of that was managed through Moodle and we gamified the entire process. But we took it to another level and excused upon, we used a level of plus plugin integrated into that student orientation process. And for those that are not familiar with the level of plugin, it allows us to allocate points to particular activities. And I won't go into each one of the details as to what you can do, but I would highly recommend this. Because what it allowed us to do is to quantify the engagement that the students were making within the course. Because we had several different sections within the orientation, and we opened it up where they could engage with any section. We wanted to be able to see how much they engage with it. And we identified key stages within it. And this is what's in the bottom of the screen where I said, at the very start with no engagement, they're on zero points. Just for logging in and doing some minimal stuff to get to 20 points, a little bit more engagement through getting 10 points here, five points there and so on. They move up to be an explorer at 120 points and so on and so forth until they have the complete course done and fully engaged with their 600 points. So we were able to see how many students engaged, but also what depth of their engagement, how many points they had got. And we were able to prove to management that we had over 75% engagement with student orientation. And anybody that's involved in orientation in their own institution, getting 75% engagement with anything is an achievement. But particularly something that is potentially as boring as student engagement where you're listening to somebody at the bottom of the lecture theater, talk about fire exits and how to manage your registration and everything else to go with it. So for me, those particular examples were using our examples of the elements that Mary touched on. Every one of them gives you a huge opportunity to increase student engagement and get them involved. And there's some brilliant stuff in core model, but as we've put in and I see the chat going, like nobody's business here in the corner, you can add to it by adding in some great plugins that have been mentioned already. So that's it Mary, thank you. Great. Thank you very much. Yes. So we've, we've about 10 minutes to go through some questions before we do though. I would like to point out that that this webinar as I said it lives in a in a course on Academy. And I know quite a few people have already joined in the discussions in the course. And this this gamification course on Boodle Academy is not going to end today it's going to be there all the time. Please if we don't get to your question in the chat, or if you're watching the recording, please go and ask your questions in those discussion forums there because it is an ongoing continuing course and discussion and also I love answering questions so I will be there for you there. So let's take a look at some questions here. I wanted to point out one of the things you mentioned was the freedom to fail, which I think is really important, you know, absolutely. Although what you did then say Mark, we've all played Candy Crush and Mario. No, no Mark, I've never played Candy Crush or Mario Brothers, but maybe the rest of you have. Now then we've got some questions about level up. Thanks Rob for putting in the link to level up plus and talking about I can you use level up with the grade book. Thanks also to Rob for answering that. So Akash is asking what are some good practices to gamify a course to be done by a learner individually and that's really interesting because, you know, we often think about a course where you've got lots of people and you can put them into groups and the competition but what if you're just on your own. You know, and if it's a self paced course where you're on your own, a bit like this one on Moodle Academy but either of you have any thoughts on that. I see you've unmuted yourself. Thank you. Yes, I saw this question and I love it. Courses are most of the common courses. In this case my opinion is that to follow the three F's of Gabby or the Nicole Lazaro for elements of fun. One of these is the hard fun that it's the appropriate for a self paced course. Challenges, overcoming obstacles, problems solving, mastering, completing something. These things are fun because we reach a point where we have accomplished something. We overcome a situation that is something that a self learner, individual learner can self compete if I can use to this expression. Thank you. Interestingly, talking about gamification in a course where it's an individual, Martin asked a question earlier, are quizzes fun though or are they a chore? A pub quiz is fun, but a course quiz isn't unless it's the Space Invaders Game Course Quiz. There is a plugin called Quiz Venture which allows you to do that, but I did want to pick up on something I mentioned earlier. In terms of I'm not a gamification person but I did join a course, it was a Moodle course I didn't realise it until I joined to help me with my Russian studies. And they had literally hundreds of quizzes, grammar quizzes that you had to go through and you had to get full marks or you had to start all over again. I thought, I'm not going to do this, this is no fun, but they had the completion progress block and what happens is when you pass the quiz, it goes green and the more quizzes you pass, the greener it goes. And I was really motivated to get the whole block green. Although I went through the quizzes again and again, and I think that worked perfectly even though I wouldn't call myself a fan of gamification or badges, and I was on my own and I was basically competing against myself in that environment. So I'm not saying whether it was fun or not, but it achieved the goal and it motivated me to continue. We've got time for maybe just a couple more questions. If you, Mark or Vasilis, can see any in the chat, you're very welcome to answer them. I'm just scrolling through now. Is there anything else? Yes, I have a question. Who can gain the reward, the famous reward. And this is a good question. That is a good question, because this activity is hidden and will be on the course page after gaining an 80% I think of ratings, of grading in the forum. What is, why this is important because I have given the permission to students to all of the participants to rate these activities. This was not just a teacher activity. And I think that is something that is, as always says, an educational procedure and then gamification process, peer assessment for the left hand and what is in gamification, the peer assessment is points, points, points and so on. So if every someone of us rates with five stars or the others points, all of you, all of you will gain the famous reward. This is not something that it's a reward for the whole community, a gift for the whole community. Thank you. If I may marry you mentioned their escape rooms being an interesting development. We drew a hybrid of Google, Google slides and also Moodle. We had built our staff development around escape rooms. Our staff development week was based on the escape rooms last year and it went again down very, very well. So it was good virtual escape rooms we built. Yes, thank you. I was actually going to mention exactly the same thing about escape rooms and about I watched the presentation where you were talking to that too. It's something I personally haven't explored, but I think it's really interesting. And as a languages teacher previously and still in my heart, I know in language learning they use escape rooms quite a lot as well. Right. Any other, sorry, Mark, go on. I was just going to say we had embedded the new functionality of Moodle. We had embedded in different clues around the room for them to escape. So it had to find out all of the new functionality that was available for the coming academic year. And once they'd watched those videos or answered those questions or read those pages, they got clues to escape from the room. So it worked very well. And Olga is just asking if we can she can find some information about escape rooms. So maybe if you'd like to put something in the chat there, as I'm just going to move on to talking as we coming up to the hour. And as I said, please ask any questions we didn't cover, go into the forum in this course and ask them and we can respond there. But we'd love you to get more involved in Moodle Academy by we have a get involved course it's linked to from the front page of Academy where you can suggest topics. The reason we're doing this gamification one is because it was the one that had the most suggestions. Also, if you feel you have some knowledge, why not contact us to contribute. You get a presenter's badge as well, and maybe to contribute to the courses as Vasili's and Mark have done with this one. So that will be great if you could do that. And please as well spread the word about Moodle Academy. If you complete the activities in this course you will get a badge you can get other badges to all the webinars are recorded for people who aren't there at the time. Tell others about it. And if you're an educator in particular at the moment, and you're quite experienced in Moodle, do you are are you ready for the MEC quiz to see if you would be ready to take that. At the moment we have a program a certification for educators, but we are working during 2022 on a similar programs for administrators and for developers as well. So are there any final questions are some great links. Thank you. And links to some other webinars, virtual tours. It would be good if we could make a library of various methods used to gamify our courses. Yeah, please go in and make some suggestions in the course there. I'm going to end the webinar now. And thank you everyone for attending it's been great and don't go away. Do come back into the course and start discussing in there, which would be really good.