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Serious gaming serious learning


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This presentation is part of TELL training to teachers of EFL and teacher trainers from Vietnam

This presentation is part of TELL training to teachers of EFL and teacher trainers from Vietnam

Published in: Education

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  • 2. What bridge? Digital immigrants & Digital Natives(Prensky, 2001) Teaching styles & learning styles (Becker 2006) Formal learning and informal learning Surface Learning & deep learning Students’ Intrinsic & extrinsic motivation Direct instruction & Inductive teaching style Linear modes & inclusive, collaborative modesNo single theory, different ways of learning &teaching
  • 3. Behaviourist Model of gaming Behaviouristic = repetitive associations to contiguous stimuli (pattern) for reinforcement  Logical presentation of content  Requirement of overt responses  Feedback right/wrong and optional score Consolidates grammar, vocabulary, spelling Often disconnected from learning experience See MingoVille (5-13 y-o) – Sequitur, Hotpotatoes Precursor of digital games (reinforcement – PC=tutor) Little interaction & reflection on learning
  • 4. Cognitivist/ConstructivistModels Cognitivist tenets are  Symbol manipulation and transformation  Direct instruction and practice (behaviorism) Constructivist tenets are:  Puzzlement is stimulus for learning  Interaction with the environment/task problem  Social negotiation with others  Personal evaluation and scaffolded reflection to solve problems and advance knowledge (hunts, murder mysteries, simulations)Some MMORPG used in (socio) constructivistapproaches: , The Sims 3 , (9-16)
  • 5. In a nut shell (Jonnassen, Wilson & grabinger, 1993) Behaviourist game design Constructivist game design No extraneous information  Natural complexity and content of language Simplifies comprehensibility  Avoids oversimplification Reconstructs/replicates knowledge  Present multiple representation / Abstracts instruction perspectives experience  Real world contexts Focuses on acquiring skills  Engages reflective Prescriptive sequences of practice instruction  Offer open learning Supports individual learning environments
  • 6. The situated perspective Knowledge not an object, memory not a location Social interaction and negotiation in new situations Learning happens in authentic contexts Bridges the artificiality of classroom learning to real-life situations Knowledge construction through participation In given communities with specific  Culture, Language & Tools
  • 7. Games characteristics(Prensky, 2001) Goals and objectives Rules Conflict, competition, challenge and opposition Interaction Outcome and feedback The representation of a story Some games and virtual environments used in education  MinecraftEdu, (widely used in primary, secondary education)  SecondLife, (soft and hard sciences)  WoW (wow in Schools wiki)  Atlantis Remixed (9-16 y-o)  Civilization V
  • 8. Gee’s Affordances (foreword in Reinders2012)A good game design include: Well-ordered problems Tools (and other players) to solve problems Learning by negotiating, building, sharing, Copious feedback to prepare for next stages, higher level Next stages have new challenges (ZPD – cycle of expertise) Playing & Learning through social interaction and mentoring Two way narratives Reach standards in different ways Easy design so gamers can become designers(See Jonassen 1994)
  • 9. Challenges for educators Opportunity or disruption? – mechanics of gameplay Learning to play versus learning language Requirements (hardware and human resources, time) Institutional buy-in Curriculum Integration (alignment goals- assessment)  feedback, on-going assessment, formative vs summative Needs more research & practice, check livebinders See Stephen Thorne’s IATEFL 2012 Keynote Read this post of teacher of German using WoW
  • 10. Further Readings: Becker, K., (2006) Games and Learning Styles, Academia.Edu [online] Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Jonassen, D.H., Wilson, B.G., Wang, S., & Grabinger, R.S. (1993). Constructivist uses of expert systems to support learning. Journal of Computer- Based Instruction, 20(3), 86-94. Kkorthagen F.A.J., (2010) Situate Learning Theory and the Pedagogy of Teacher Education: Towards an integrative View of Teacher Behaviour and Teacher Learning. Teaching and Teacher Education, 26 (pp98-106) [online] Lave, J., & Wenger, E., (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press Prensky M.,(2001) Digital Natives, Digital Immigrants. On the Horizon, MCB University Press, Vol. 9 No. 5, October 2001 Reeve J. K. (2010) . Constructivism and Its Application to Game-Based Learning [online] Reinders, H. (2012) Digital Games in Language Learning and Teaching, New Language Learning & Teaching Environments. Basingtoke, England: Palgrave MacMillan Young, F. Y. (1993). Instructional Design for Situated Learning. Educational Technology Research and Development, 41 (1), 43-57.