Game Informed Learning & Teaching Michael Begg Learning Technology Section College of Medicine & Veterinary Medicine University of Edinburgh

But Games are immersive And immersion is active not passive Narratively rich And emergent Responsive environments Players are consequential agents Games are replayable and are replayed And communities grow around them

Games are immersive

And immersion is active not passive

Narratively rich

And emergent

Responsive environments

Players are consequential agents

Games are replayable and are replayed

And communities grow around them

Playing, Stories and Learning We begin, grow and end through our stories Be good and the stories persist after you end! Play is pleasurable engagement Our sense of play evolves with us Play is more hard than easy Play implies striving to succeed

We begin, grow and end through our stories

Be good and the stories persist after you end!

Play is pleasurable engagement

Our sense of play evolves with us

Play is more hard than easy

Play implies striving to succeed

Process of engagement Player adopts a character role Player enters an environment containing goals, challenges and puzzles Player adopts the required vocabulary Player uses lessons learned to inform approach to future challenge

Player adopts a character role

Player enters an environment containing goals, challenges and puzzles

Player adopts the required vocabulary

Player uses lessons learned to inform approach to future challenge

Process of engagement Student adopts a character role Student enters an environment containing goals, challenges and puzzles Student adopts the required vocabulary Student uses lessons learned to inform approach to future challenge

Student adopts a character role

Student enters an environment containing goals, challenges and puzzles

Student adopts the required vocabulary

Student uses lessons learned to inform approach to future challenge

Game Environments Multiple streams of immediate feedback Compelling sense of immediacy Adaptive and responsive Motivation is intrinsic

Multiple streams of immediate feedback

Compelling sense of immediacy

Adaptive and responsive

Motivation is intrinsic

Game Based Learning Knows all of this! Persists in the idea that IT has to be a game Consequence; Extrinsic motivation, expensive, costly, platform issues Undermines the playful, explorative, rich stuff of learning itself

Knows all of this!

Persists in the idea that IT has to be a game

Consequence;

Extrinsic motivation, expensive, costly, platform issues

Undermines the playful, explorative, rich stuff of learning itself

Game Informed Learning Considers learning and teaching to have the potential to be playful Makes use of professional narratives Maintains intrinsic motivation Contextualizes learning activity Does not insist that the product is a game

Considers learning and teaching to have the potential to be playful

Makes use of professional narratives

Maintains intrinsic motivation

Contextualizes learning activity

Does not insist that the product is a game

Virtual Patients “ The concept of virtualisation is an extremely powerful one. It involves any mental operation that leads from the here and now, the singular, the usable for once-and-for-all, and the solidly embodies to the timeless, abstract, general, multiple, versatile, repeatable, ubiquitous, immaterial, and morphologically fluid… It is through the consideration of the virtual as potential that the mind puts together representations that can act upon the world” Marie-Laure Ryan, Narrative as Virtual Reality

“ The concept of virtualisation is an extremely powerful one. It involves any mental operation that leads from the here and now, the singular, the usable for once-and-for-all, and the solidly embodies to the timeless, abstract, general, multiple, versatile, repeatable, ubiquitous, immaterial, and morphologically fluid… It is through the consideration of the virtual as potential that the mind puts together representations that can act upon the world” Marie-Laure Ryan, Narrative as Virtual Reality

Remind me why we might need this? Opportunistic learning is not an option* Student access to patients is increasingly problematic Indicators of competence are presently hard to measure Requirement for increased validity of assessment of complex cognitive processing Rehearsal, reinforcement, thin-slicing Virtual Patients * General Medical Council (1993). Tomorrow's Doctors. UK, General Medical Council.

Remind me why we might need this?

Opportunistic learning is not an option*

Student access to patients is increasingly problematic

Indicators of competence are presently hard to measure

Requirement for increased validity of assessment of complex cognitive processing

Rehearsal, reinforcement, thin-slicing

Game Informed Virtual Patients character and context Narrative emergent consequence and agency Individual experience Choice Replay value Moratorium See Also: Begg, M., D. Dewhurst, et al. (2005). "Game Informed Learning: Applying computer game processes to Higher Education." Innovate 1 (6).

character and context

Narrative

emergent

consequence and agency

Individual experience

Choice

Replay value

Moratorium

See Also: Begg, M., D. Dewhurst, et al. (2005). "Game Informed Learning: Applying computer game processes to Higher Education." Innovate 1 (6).

Labyrinth

Labyrinth: Game Informed Context Consequence Realism Feedback Replayability

Context

Consequence

Realism

Feedback

Replayability

Labyrinth: Flexibility Client delivery Flexible counters Audio / Video Session Capture Open Source Growing CoP

Client delivery

Flexible counters

Audio / Video

Session Capture

Open Source

Growing CoP

Labyrinth: Usage UG Clinical Skills Simulation Prep Student Projects Professional training Context for KB VP based curriculum Assessable?

UG Clinical Skills

Simulation Prep

Student Projects

Professional training

Context for KB

VP based curriculum

Assessable?

But what about teaching?

EEK! Is that the time? Stories and games are fun The processes of learning and play seem very similar Reframing our teaching approaches to accommodate GIL may … Why does formal education remove us so far from our natural inclination to play and tell stories anyway?

Stories and games are fun

The processes of learning and play seem very similar

Reframing our teaching approaches to accommodate GIL may …

Why does formal education remove us so far from our natural inclination to play and tell stories anyway?

Thank You Play with me, daddy. Tell me a story