Learn More Hear what teachers are saying about their experiences in their classrooms.
Hear what teachers are saying about their experiences in their classrooms.
When the computer was first introduced to my grade 5 class, I thought to myself, “What a useless thing,” and quickly dismissed it. Obviously, I was wrong. I quickly learned not to dismiss new ideas without giving a second thought as to how they could impact my life. That idea still holds true today when I look at new ideas that come and go in the field of education.
Gamification and specifically Classcraft has been one of those amazing ideas. After reading about it and discussing it with a colleague, I decided to jump in. Gamification has always been present in our classrooms in some form since childhood, and Classcraft takes it to a whole new level.
My students took to the game right away. Participation, while always good in my classes, really shot up, with quieter children taking chances at answering questions or jumping in to protect teammates in the event of someone losing HP. Minor behavioral issues faded away slowly, and the kids really enjoyed the daily events and randomness of what would pop up on the screen.
Overall, Classcraft has had an immense effect on my classroom. It’s an easy way to start off classes on the right foot, and it allows kids to work together and help make decisions that can benefit the team as a whole rather than the individual. The foundation of teamwork and the ability to simply realize that education can be fun and rewarding, which Classcraft helps build, will no doubt continue to serve the children as they move ahead in the future.
I found Classcraft pretty close to the end of the school year, and you might think that would be a disadvantage, but it was actually really good timing. It’s often hard to keep 5th graders engaged even when things are “normal," but the last three days of school are even worse. They know it’s almost over, and they begin to get lazy … even the star students! I introduced my students to Classcraft with four days left in the school year, and it had the effect of a shot of adrenaline.
Instantly, they cared again and wanted to do well because Mr. Peoples was offering quadruple XP! My shy student was suddenly directing her teammates on strategy and helping them choose their characters. My troubled child was polite and attentive, even giving praise to other students when they earned XP. The rest of the year went by with no problems whatsoever, and I was even able to get my students to help me tear down the room in preparation for summer. All for a little extra XP. I am incredibly excited to start the next school year with Classcraft.
I’ve also been pretty successful using Classcraft at home with my own children. The possibility of earning XP and new powers that will earn them privileges and treats has made it so much easier to keep them off the video games and TV and to read more and care more about avoiding the summer slump. Plus, giving my son a big XP boost is definitely cheaper than paying him to mow the lawn!
Classcraft has revolutionized my classroom. The game mechanics play a significant role in student engagement, both in the classroom and outside of the classroom. The game creates a perfect blend of teamwork and collaboration within the groups/teams but also provides an element of intrinsic motivation to individuals to work hard to earn more gear for their avatars, level up, and earn more powers. I can’t tell you how many times my students were discussing among themselves about not forgetting their homework, studying for tests, and going the extra mile to complete some challenges that I created for them to earn extra XP.
Since my implementation of Classcraft, my students have had fewer reminders to stay on task, a higher rate of completed work, and a renewed passion for learning.
I had a student in my Computer Engineering that was struggling with the material. As a caring teacher, you do all that you can for students, but they still have to drink from the water. And as you may know, the students who need it most don't like to admit they do not know, ask for help, or come for tutoring.
After one young man fell in battle and dealt splash damage to his party for the second time, they rallied around him and forced peer tutoring on him. He was destined for a D; he earned a B.
I have been stalking Classcraft since the very beginning or so. As an ex-gamer myself (I have a family now, no time to play … for now bwouah ah ah ah), the idea was so appealing to me, I HAD to use and integrate it into my classroom. I teach English to students with learning disabilities, and I was sure it would enlighten them as well.
The game was easy to integrate, and after a couple of weeks, it had become a second nature. The students liked it and were really enthusiastic. They made teams right away, signed everything, and got into it in a blink of an eye! They liked most of the game, how to use the powers and earn experience points (XP). Students are always eager to attend the class to get more XP and see what happens with the ‘Event of the Day’. It brought a lot of positivity to the classroom, academically and socially. It’s now a huge part of my planning, and I couldn’t teach without it.
I am beginning my 25th year of teaching; after 22 years of elementary, this year will my 3rd year of middle school. When I went to a technology conference in February, I heard about Classcraft and I thought, 'Wow! This would be something students would really be interested in playing.' When I returned home on Friday, I immediately went to the website and started looking into how to play the game. On Monday, I introduced the game to my students. When I brought the website up to show the students the avatars and explain the rules that I had set up, they got really excited.
When we started playing, I noticed that I was not having as many students tardy to class, as many late assignments, or assignments not turned in. The students also started doing a lot of peer tutoring because they wanted the points in Classcraft, and they did not want to let their teammates down. The teams were starting to really work well together by the end of year. This year, I will have a prize for the team with the most points and the individual with the most points in each class.
We're a BYOD (Bring Your Own Device) school, and computer management is not always easy. Students always want to be online to check for email or look at their Facebook accounts as soon as they get in class.
Class management improved as early as the third period that I used Classcraft. Behavior also improved, and free time on the computer is now a reward for good behavior. Furthermore, students were waiting for the daily random event and were ready to begin class. They were eager to work to gain experience points and use their powers, like eating in class. Students were keeping their lunches to eat in my classroom, and some even asked me if they could bring take-out from a restaurant.
I knew that Classcraft was a hit when one of my female students asked me why the other teachers didn't use Classcraft in their classroom!
Classcraft has become an integral part of our classroom program because it's helped us to better organize the classroom and allowed me to evaluate learning skills in the process. It is a great way to involve all students in fun and engaging activities, both in groups and as individuals.
Initially, we created class groups to help manage class material organization and clean-up. The class management system occurred when some challenges resulted in students randomly falling in battle. This caused batch damage (usually), which resulted in many students being assigned jobs from the Book of Lament (eg., plug in devices to charge, answer the phone for the day, stack the chairs, fill a friend’s water bottle). No one ever worried about the Book of Lament responsibilities because they were simple tasks to complete, and all students helped each other complete them anyway.
We played challenges using ClassCraft that we created as a class. Some of the challenges were related to goal-setting homework or in-class exploratory activities (such as being an active group member). We would start a ClassCraft challenge, and players would do their best to complete their challenges (some of which were used for Learning Skill evaluations, too). Students were never penalized if they performed poorly in a challenge. They just earned fewer points, but they always won to some degree. Performance challenges always resulted in great peer dialogue related to how to improve student performance on the same task next time (group reflective practice).
I am a proud user and ambassador of Classcraft, and I am always willing to share my experiences with others as well as find innovative ways to use Classcraft in the future.
I can’t actually remember how I found out about Classcraft, but I was hooked immediately. I signed up and started thinking about how I would use Classcraft in my classes. Since there was only the English version available back then, I decided to use it in my ESL classes, and we had a blast.
The thing is, lots of people ask me why I’m such a big fan, and I always answer with the same reason: because it challenged me to think about the way I teach. When I had read through the powers, I wasn’t sure about using a cheat sheet, giving students extra time, etc. But why not? There’s no reason why you shouldn’t reward students when they’re working hard … and those powers are REAL rewards. Yes, they do need to pass a test, but why not do it extra motivated or with a little power? Seeing silent students find the courage to speak up because they can earn extra XP, or watching students smile when they get back a good result because they could ask their teacher if they were right on a test ... those moments are worth a lot, and that’s what I like about Classcraft.
Today, I’m an ambassador for Classcraft, and I’m proud of it. I’ve worked hard on the Dutch translation, and I’ve started my quest to tell people about Classcraft in Belgium, a country where there’s always room for an extra adventure! Even an adventure that has nothing to do with chocolates or waffles …
Reviewing for AP exams is always difficult. Although the desire to score well on the exam is a motivator, many students are so worn down from the year of rigorous curriculum that they lose steam during this critical review period. Enter Classcraft. With the introduction of this amazing program in my AP Biology classroom this year, students had a renewed energy. The atmosphere during review sessions was alive with competitive enthusiasm. I had two students who struggled the entire year with the material and would become frustrated when they did not do well. ClassCraft made learning fun for them again.
During our first review session, I had students come up to the front of the room to answer review questions, drawing out different biological processes using the white board. For each part they answered correctly, they earned points. At the end of the session, the team with the most points received XP in Classcraft. My two frustrated students quickly went from an attitude of "What's the point? I won't do well anyway" to jumping out of their seats to cheer on their teammates and stifle their desire to blurt out answers to help. And they weren't the only ones! The class was so lively that other teachers and administrators walking the halls stopped and gathered at the doorway to observe the action. Needless to say, I was absolutely thrilled.
One student asked why we hadn't been using ClassCraft all year (I had just discovered it, unfortunately so late in the year). Another student asked if I would be using it the whole school year next year, and that I really should if I wasn't already planning on it. The level of student engagement and motivation when using Classcraft is reason enough for any teacher to try it in their classroom.
I am a middle school teacher of gifted math and science in North Aurora, Illinois. I had tried to gamify my classroom in 2012-2013 but got bogged down by all of the data collection and tracking it required. My students loved the idea, but I wasn’t able to sustain it. When I read about Classcraft, I thought that it sounded too good to be true. I had been looking for an all-in-one platform that offered all of the aspects of a gamified classroom, and Classcraft did not disappoint. My students love the user interface, engaging characters and powers, and the daily events. I loved the increased participation level and the motivation it gives students.
As we played over the first couple weeks, I saw some ways that the game could be improved for our classroom. The customization that is offered through the game was extremely helpful. Students were able to suggest events, and I could tweak how many points they got for various things. If there wasn’t an option for a change, I was able to share that idea using the online forum. Many of the ideas presented on the forum have been implemented this year. It is great to see how much the input of users is valued.
The improvements to the game this year excited my students. The pets and character customization will help drive students to keep logging in and being engaged throughout the week. I’m excited to see what other improvements Classcraft will have in the future!
I have been teaching Chinese for about 10 years and have always been concerned about my students’ behavior, as well as getting them to participate and learn efficiently. I am also a teaching instructor who helps teachers when they have trouble. When I discovered Classcraft, I was thinking, “This is a little crazy,” especially in an educational system where innovation is not always seen as positive.
The result was so much better than my expectations. I am still amazed by the radical change in my students’ behavior. Since using Classcraft, they’ve learned how to work as a team and depend on each other. They all want to participate in a positive way. They run to come to class and are always happy to do a preparation or assignments. They feel they are involved in an adventure. They don’t see it only as a game, but much more as a fun and positive way to study and help each other while accepting risks and consequences.
My students’ reactions are so positive that some parents, who were sceptic at first, became convinced very quickly. They see their children spending time sharing knowledge. Even the dean of my school wants to see Classcraft with her own eyes.
The improvement is priceless, considering the little time needed to put it in place during class. I am so convinced by this concept that I am extending it to most of my class groups. It has been such a success that students I don’t even know want to come learn Chinese and play Classcraft. This experience overall is a great way to make learning interesting and fun, and students never get bored.
I discovered Classcraft by chance from an article on a gaming website. As an avid gamer myself, I am extremely interested in integrating video games in my classes as both my undergraduate and postgraduate thesis was on using video games to teach the English language. I tried Classcraft in my Grade 7 English class, and to my surprise the kids were extremely excited from the very first day until the end! My lessons became much more interactive, engaging, and fun. Classcraft enabled me to insert role-playing game elements into my lessons, and it turned my assignments, homework, assessments, and quizzes into fun quests and missions. One of my best moments from implementing Classcraft was seeing one of my most disengaged and socially awkward students working together with his teammates to complete quests. As a result, I saw a jump in grades and the quality of work among my students. I look forward to playing Classcraft with my Grade 8, 9, and 11 students. I’m also looking forward to conduct CPDs (Continuous Professional Development) to introduce Classcraft to the rest of my colleagues.