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Talk given at the EduTech 2009, Milano, Italy

Talk given at the EduTech 2009, Milano, Italy

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  • Los elementos interactivos son aquellos con los que, como su nombre indica, puede interactuar el usuario a través del personaje principal del juego: Objetos a través de acciones como usar, examinar o coger. Otros personajes a través de las conversaciones.

Edutech2009 Edutech2009 Presentation Transcript

  •  
  • Outline
    • Introduction about games, learning
    • Issues to address for applying videogames
    • Examples of educational videogames
    • <e-Adventure>
    • Examples of application of <e-Adventure>
    • Integrating specific games devices in the learning flow
  • Can be the games used as a didactic tools?
    • What is the potential of videogames in education?
    • Other questions
      • How to use videogames in education?
      • What can be teach using videogames?
      • When to use videogames?
      • Where videogames will be played?
    • Videogames are very expensive. It is the use of educational videogames cost-effective?
    • What is the role of the teacher when videogames are used?
  • Learning and motivation
    • Highly motivated students learn better
    • Difficult to obtain student attention
      • 10 minutes myth
    • Theory of “Flow”
      • The reason (kids) don't like school is not that the work is too hard, but that it is utterly boring (Seymour Papert)
  • Games and motivation
    • Games are …
      • Highly interactive
      • Engaging
      • Fun to play!
    • But also …
      • Are difficult to learn
      • Include complex rules that the user need to discover by playing
      • Are very complex to master
  • Games characteristics
    • Basically, a game is an abstract world where some goals should be obtained following some rules
    • Fun elements
      • Conflict and challenge
      • Fantasy and curiosity
      • Perception of the advance
      • Progressive difficulty
      • Feedback
  • Teachers point of view
    • “ A game can be didactic, but is something to do in your free time. In any case it is not compatible with the every day school routine in an average school.”
    • “ I have previously been a believer in using comercial games –COTS-. However, although COTS bring so many advantages on the motivational side it just makes it really difficult to get started (hardware, license issues, time-to-get-started, off-topic elements). Great teachers can use COTS with great results but for mainstream teaching I fear it will be too difficult.”
    Obtained from “The Games in Schools Community of Practice Report” D. Robertson . European Schoolnet 2009
  • Identified problems
    • Difficult for teachers to identify what is pedagogically relevant (possible connections between game and curriculum)
    • Difficult to promote educational potential of video games in the teaching profession
    • Lack of time and resources needed to become familiarized with the game environments and to develop pedagogical scenarios adapted to the curriculum
    • Difficult to concentrate exclusively on the relevant elements of a game due to number of functions that can distract users
    • Considerable effort that teachers should deploy to ensure that students are in step with game instructions
    • Technical access and usage problems of hardware/software.
    Obtained from “The Games in Schools Community of Practice Report” D. Robertson . European Schoolnet 2009
  • Virtual Leader http :// www.youtube.com / watch?v = OsEIzNukHcc
  • Objection!
  • Civilization
  • Brain Training
  • E-learning platforms
    • e-learning platforms are very common in many educational institutions
      • Moodle, Blackboard
    • e-learning infrastructure can be used to deploy and integrate the educational videogames in the learning flow
    • Web-based
    • Driven by standards & specifications to guarantee interoperability
    • Desktop applications
    • Closed products, do not tend to reuse
    Virtual Learning Environments Educational Games
  • <e-Adventure>
    • Authoring environment for the production of point-and-click adventure games & immersive learning simulations
  • <e-Adventure>: main characteristics
    • Reduce the development and maintenance costs
    • Involve the instructors in the design and development
    • Focus on adventure videogames
      • Story is more important than action
    • Games are packed as a Learning Objects using the “de facto” standards
      • IMS Content Packaging
      • IEEE Learning Object Metadata
    • Videogames can be automatically deployed in an e-learning platform
      • Moodle
      • BlackBoard-WebCT
  • <e-Adventure> educational features
    • In-book games
      • To provide factual knowledge to the student
    • User tracking and assessment
      • the relevant situations can be detected and included in a report that can be used for auto evaluation or assessment purposes
    • Adaptive games
      • The designer can include an adaptation profile for changing the behaviour of the game (e.g. initial state)
    • Produced games can be stored in a repository of educational contents
      • AGREGA Spanish Ministry of Education central repository for learning contents
    • Teacher as a game producer? Web 2.0?
  • Hematocrito
    • In collaboration with the Complutense Medical School
    • Practical work in an interactive simulation with game elements
    • Tested with 75 actual students with promising results
  • Computer Science Training!
    • Integrating LMS with portable game devices (Nintendo DS)
    • The game is played in the NDS but it is configured from the Moodle platform
    • Moodle receives the outcome of the game for evaluation purposes
  • CS Training!
    • Types of games
  • CS Training!
  • More about <e-Adventure>
    • Mobile devices are everywhere with new powerful capabilities
    • <m-Adventure>
      • Export the games for mobile devices
      • Same editor y different devices
  • Other <e-ucm> initiatives
    • Integration of platforms and virtual worlds
    • Moodle provides services for the multiverse world
  • Discussion
    • Games are not the silver bullet but can be a very powerful educational resource if included in the learning flow
    • Include the teacher in the loop
    • Simplify the task of the teacher
      • Facilitating the integration of games in Virtual Learning Environments, just as another learning resource
      • Include automatic assessment for game-based learning activities
    • Next steps …
      • It is necessary to identify good practices in using games
      • Domains
      • Success stories
  • Thank you!
    • Any Question?
    • Baltasar Fernandez-Manjon
    • [email_address]
    • More info
    • http://www.e-ucm.es/publications/articles.html
    • Don’t forget to try out the <e-Adventure> platform!
    • http://e-adventure.e-ucm.es