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A A E441 Final Presentation

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Please refer to powerpoint slides once you have reviewed the two games and have posted your comments.

Please refer to powerpoint slides once you have reviewed the two games and have posted your comments.

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  • After instructions have been read, presentor gives the cue Go! Other co presentators stand by at the respective groups to assist.
  • Picture depicts that video games promote literacy.
  • Like reading and writing, video games fall into a semiotic domain that involves a set of ways/ activities of doing things, thinking about things, valuing things and interacting with other people (social practices) It is multimodal- images, words, sounds, music, movement and body sensations interact with one another to create meanings
  • Effective video games offer strong identities - allow players to think in different roles - project their values and desires onto the virtual character by making use of the resources provided by the designer Players become producers and co-design the games with unique actions and decisions
  • By Jon Hurdle PHILADELPHIA | Fri Jan 9, 2009 8:56pm EST PHILADELPHIA (Reuters) - The U.S. Army, struggling to ensure it has enough manpower as it fights wars in Iraq and Afghanistan, is wooing young Americans with videogames, Google maps and simulated attacks on enemy positions from an Apache helicopter.
  • The Singapore Armed Forces (SAF) has been capitalising on Modelling and Simulation (M&S) technologies for its simulation and training systems since the early 1980s. The primary focus in the initial years was on the training of soldiers, operators, gunners, pilots and commanders as individuals, or as members of combat teams. Last updated on 24 Apr 2010
  • Required level and nature of involvement. should assess whether the videogame player is passive or active. In some games, the computer plays the game while the participant watches the results. In computer-moderated games, the computer provides the environment for the game to occur and presents decisions or questions to the player at key points during the game. The computer then reveals the consequences of the decisions made by the player
  • Information and rules. Some games allow the player to have a range of knowledge and information about past experiences with the game. Others provide minimal amounts of information to the player. Part of the strategy may involve the player’s response to this lack of information. Rules and player participation in setting rules may vary among games
  • To be verbally said: For example, the ability to choose different solutions to a difficult problem and be able to see the effect of those decisions they have on a fictional game allows students to experiment with problem-solving in a relative safe virtual environment


  • 1. Presented by Amy, Nitthiya, Puvan and Sumathi
  • 2.  
  • 3.
    • 1. First log in.
    • 2. Under links,Click on Ray and Tombscape 2 .
    • 3. Read the instructions on what you are required to do for each game.
    • 4. As you play reflect on 2 questions:
    • What are the advantages or disadvantages of the games in terms of developing literacy?
    • How would you use the game/games as a teaching tool in your class?
  • 4. “ Playing video games helps develop sophisticated operational, cultural and critical literacy skills.” ( Sun , 1996) Disagree? or
  • 5.  
  • 6.
        • Gee, J. P. (2007). What video games have to teach us about learning and literacy.
    • Video gaming is multimodal ; another vehicle or tool
    • Meanings are created
  • 7.  
  • 8.
    • Develop and
    • educational tools
    • Create a and control as players become active and reflective participants
    • Allow among affiliated people which develops language and social skills
    • Encourage players to relationships, strategies and skills; how each action would impact on future actions and other players’ actions
    • Learners could bring along e.g. social class, gender, interests, motivations
    cognitive, spatial coordination skills real sense of ownership interaction think about multiple real-world identities Powerful
  • 9.
    • video games offer strong identities
      • allow players to think in different roles
      • project their values and desires onto the virtual character by making use of the resources provided by the designer
    • :
      • words are linked to the experiences, actions, images or dialogues whereas schools are unable to situate meanings in real contexts all the time
    • Generate processes
    • Enhances
    Effective decision-making problem -solving ability Situated meanings
  • 10.
    • Science teachers struggled to get students to learn literacy and numeracy
    • Students commented, ‘We did literacy and numeracy at school and we've never had to use it since.’
    • Modified a popular computer game, Neverwinter Nights, published by Atari and produced by Bioware.
    • $25 million was spent on the game
    • 94% of the students achieved key skills
  • 11.
    • Students were invited to pick a character and go on a quest in which they have to make decisions about what to take and how to progress using mathematics and their literacy skills .
    • For example, before they set off in their ship they have to fill it with the things they are going to need. This requires them to calculate the area of the ship and how much they can manage to bring.
    • Those who faced difficulty to progress in the game would come knocking on the staff room door and wouldn't let the teachers go until they were taught how to overcome them
  • 12.  
  • 13.  
  • 14.  
  • 15. http://news.bbc.co.uk/2/hi/technology/5398230.stm
  • 16. http://www.reuters.com/article/idUSTRE50819H20090110
  • 17. http://www.mindef.gov.sg/content/imindef/publications/pointer/journals/2006/v32n4/Evolution_of_Modelling_and_Simulation_in_the_Singapore_Armed_Forces.print.html?Status=1
  • 18.
    • A quote taken from Youtube:
    • ‘… some 9 year old are still afraid of their own shadow, not to talk about a gun. I am 16 and I love violent video games, love them nice and gory.. When I was 15 I was let to shoot a real  gun at a firing range for the first time, and there they said I'm a natural. I did not let them help me with anything, I knew how to handle a gun.. which I learned from games…’
  • 19.
    • Only entertainment .
    • Clash of CONFLICTS with schools’ ideal of learning.
      • Important knowledge/ information should be related to intellectual/ academic disciplines.
    • discourse of media has an influence over ignorant, passive viewers/ players especially the young audience
    • Lead to violence and obesity
    • Simply bad influence .
  • 20.
    • Exposure to violent media will reinforce and increase aggressive behaviour
    • Some gamers find it difficult to distinguish between real and fantasy
  • 21.
    • Objective
      • Be clear of the learning outcomes
    • Assess the content:
    • Select games with no undesirable themes, language and animation
    • Evaluate the demands of the game e.g. instructions, skills and prior experience required
    • Aligns with the syllabus
    • Required level and nature of involvement:
    • Active or passive gaming
  • 22.
    • Information :
    • Amount of information given vs. prior knowledge of the game required
    • Progressive learning:
    • Range and options in difficulty levels for all learners
  • 23.
    • Create opportunity for play
    • Curriculum time may not be sufficient for the use of computer games. Provide alternative places and time for students to play the game (e.g., at home or in an internet café).
    • Create a community of practice for students. They can learn how to move on to higher levels in the game, from one another.
    • Look out for opportunities to facilitate learning, like subtly providing hints on some skills pertaining to a subject.
  • 24.
    • Watch Video Clip
  • 25.
    • “ Video and computer-based games represent one technique that may be available to educators, however care should be taken that enthusiastic use of this tool does not displace other more effective techniques.”