Game-based Learning in Higher Education 2012
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Game-based Learning in Higher Education 2012

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A scan of game-based learning penetration of the higher ed market as of Spring 2012.

A scan of game-based learning penetration of the higher ed market as of Spring 2012.

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Game-based Learning in Higher Education 2012 Game-based Learning in Higher Education 2012 Presentation Transcript

  •  A  SCAN  OF  GAME-­‐BASED  LEARNING  IN  U.S.  HIGHER  EDUCATION      Spring  2012    by  Anne  Derryberry  Analyst,  Sage  Road  SoluHons  Producer/Designer,  I’m  Serious  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 3Table  of  Contents   SecHon  1:  General  Overview  of  Gamed-­‐based  Learning  (GBL)   SecHon  2:  Status  of  GBL  in  U.S  Postsecondary  EducaHon  –        Spring  2012   SecHon  3:  Conclusions  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 4 GENERAL  OVERVIEW  OF   GAME-­‐BASED  LEARNING  (GBL)   SecHon  1  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 5Learning  Games  Are  a  Subset  of        Serious  Games   Computer   Games   Games   Serious  Games   Learning   Games  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 6Many  Industries  and  Disciplines  Use  Serious  Games  to  Reach  Audiences   MarkeHn g  & AdverHsi   Govern The Apply Group ng   ment   predicts that ate   between 100 and C orpor g   Train in EducaHon   135 of the Global s   PoliHc Work Fortune 500 will pla have adopted Perso ce/   od   Produ nal   a l  Go *games for Health cHvit y   Soci care   learning* by the end of 2012, with Journalism   the United States, y   Emergency   Militar United Kingdom and Services   Germany leading the way.
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 7Pedagogic  ApplicaHons  of  Games   The Cognitive Process DimensionThe Knowledge Dimension Remember Understand Apply Analyze Evaluate Create Factual Knowledge List Summarize Classify Order Rank Combine Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose Appropriate Meta-Cognitive Knowledge Execute Construct Achieve Action Actualize UseRed  =  dimensions  of  knowledge  and  cogniHon  supported  by  games  Based  on  work  of  Dianna  Fisher,  Extended  Campus  –  Oregon  State  University,  ©  2005  (h`p://oregonstate.edu/instruct/coursedev/models/taxonomy/#table),  which  is,  in  turn,  based  on  the  work  of    Lorin  Anderson,  et  al.,  to  revise  Bloom’s  Taxonomy  for  21st  century  students  and  teachers.      
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 8From  Learning  Games  to  Game-­‐based  Learning  •  A  single  game  or  several  games  applied  to  a  course  or  specific   learning  goal  is  a  good  start,  but  doesn’t  address  wide-­‐spread   need  –  or  opportunity.  •  Moving  from  “pockets  of  innovaHon”  to  systemic   implementaHon  requires  different  thinking.  •  Game-­‐based  learning  embraces  the  ecosystem  surrounding  the   intersecHon  of  pedagogy  and  serious  games.      
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 9 Game-­‐based  learning     has  enough  trac&on  that  it  is  being   tracked  by  market  research  firms.    
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 10Ambient  Insight’s  8  Types  of    Pedagogically-­‐defined  Learning  Products*  •  Self-­‐paced  eLearning  courseware  •  Digital  video,  text  and  audio  reference  •  CollaboraHon-­‐based  learning  •  Social  learning  •  SimulaHon-­‐based  learning  •  Game-­‐based  learning  •  CogniHve  learning  •  Mobile  learning   *Ambient Insight, 2011 (www.ambientinsight.com/Resources/Documents/ AmbientInsight_Learning_Technology_Taxonomy.pdf)
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 11For  EducaHon  Sector,  GBL  Really  Means  K-­‐12  In  HED,  GBL  Just  StarHng  to  Gain  TracHon    •  Some  simulaHon-­‐based  learning  –  mostly  medical  simulaHons   and  business  simulaHons  (McGraw-­‐Hill,  SimVenture)  •  Some  classes  are  being  offered  in  virtual  worlds  like  Second  Life   and  AcHve  Worlds.  •  “[Game-­‐based  learning  is]  not  in  wide  use  in  higher  educaHon.”     -­‐Sam  Adkins,  Ambient  Insight.  From  Industry  Gamers  interview,   8/18/11.  (www.industrygamers.com/news/   serious-­‐games-­‐mobile-­‐driving-­‐a-­‐renaissance-­‐in-­‐edutainment/)  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 12Horizon  Report*  Maintains  Its  ProjecHons  on  Time  to  AdopHon   2011   2012  <  1  yr.        Electronic  Books   <  1  yr.    Tablets          Mobile  Apps      Mobile  Apps  2-­‐3  yrs.    Augmented  Reality   2-­‐3  yrs.  Game-­‐based  Learning          Game-­‐based  Learning        Learning  AnalyHcs  4-­‐5  yrs.    Gesture  CompuHng   4-­‐5  yrs.  Gesture  CompuHng          Learning  AnalyHcs        Internet  of  Things   *The  NMC  Horizon  Report:  2012  Higher  Educa&on  Edi&on   www.nmc.org/publicaHons/horizon-­‐report-­‐2012-­‐higher-­‐ed-­‐ediHon  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 13 Knewton (an adaptive learning platform developer) says game-based learning is one of six “new technologies” that result in more effective learning solutions. (http://www.knewton.com/digital-education/) Knewton is deployed at ASU, Penn, SUNY and others.
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 14 STATUS  OF  GAME-­‐BASED  LEARNING   IN  U.S.  POSTSECONDARY   EDUCATION  TODAY   SecHon  2  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 15We’re  SHll  Early  on  the  AdopHon  Curve  for  GBL  in  HED  
  • Game-­‐based  Learning  Ecosystem  for  HED     Is  StarHng  to  Form   •   Games   •   Learning  standards   •   Badge  system   •   IntegraHon  guidelines   •   Repository   •   ADA   •   CreaHon  tools   Learning  Community   Students   Faculty  •   Developers   InsHtuHon   •   Legislatures  •   Publishers   •   FoundaHons  •   Internal/External   •   Industry  associaHons              consultants   Technology  Infrastructure   • Access    ŸDistribuHon  plaqorm    ŸSocial  Media     ŸBadge  system  ŸLMS    ŸAnalyHcs   Anne Derryberry, Sage Road Solutions LLC 2011, rev. 2012
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 17Who  Is  Using  GBL  In  the  Curriculum  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 18University  Research  Centers  Exploring  GBL  •  Educa2on  Arcade  at  MIT  -­‐  www.educaHonarcade.org      •  Games,  Learning,  Society  at  the  University  of  Wisconsin-­‐Madison  -­‐ www.gameslearningsociety.org  •  Center  for  Game  Science  at  University  of  Washington  – www.centerforgamescience.org/site/  •  Games  for  Learning  Ins2tute  at  NYU  –  h`p://g4li.org/about  •  Ins2tute  for  Simula2on  &  Training  at  University  of  Central  Florida  – www.ist.ucf.edu/index.htm  •  Center  for  Transforma2ve  Media  at  Parsons  The  New  School  for  Design  – h`p://ctm.parsons.edu/    
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 19University  Research  Centers  Exploring  GBL  •  Interac2ve  Communica2ons  &  Simula2ons  at  University  of  Michigan  –   h`p://ics.soe.umich.edu/  •  GAMeS  (Games,  Anima2on,  Modeling  and  Simula2on)  Lab  at  Radford   University  -­‐  h`p://gameslab.radford.edu/    •  3D  Game  Lab  at  Boise  State  University  -­‐    h`p://3dgamelab.org.shivtr.com/    •  Serious  Games  Center  at  Purdue  –     h`p://social.educaHon.purdue.edu/game/about/  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 20  Many  Commercial  Entertainment  Games     Are  Used  as  Learning  Tools     Game   DescripHon   ApplicaHon   Angry  Birds   Players  use  a  slingshot  to  launch  birds  at  pigs  staHoned   Physics,  Math,  History,  e.g.,   on  or  within  various  structures  with  the  intent  of   h`p://ilearntechnology.com/?p=3970   destroying  all  the  pigs  on  the  playing  field.       Spore   Player  controls  development  of  a  species  from   Biology,  Life  Sciences,  EvoluHon,  e.g.,   microscopic  organism,  through  development  as   h`p://wiimedia.ign.com/wii/image/ intelligent  and  social  creature,  to  interstellar   arHcle/100/1003849/spore-­‐ exploraHon  as  a  spacefaring  culture.   hero-­‐20090715110445707_640w.jpg       CivilizaHon   Players  a`empt  to  expand  and  develop  their  empires   World  History,  diplomacy     (series)   through  the  ages  from  the  ancient  era  unHl  modern   and  near-­‐future  Hmes.   www.techieteacher.org/2010/   02/civilizaHon-­‐project-­‐step-­‐3-­‐and-­‐ more.html     EVE  Online   Massively  mulHplayer  online  role-­‐playing  game  in   Economics,  Finance   which  players  discover,  explore  and  dominate  a   www.w.com/cms/s/0c3c18fe-­‐ science-­‐ficHon  universe  by  forming  corporaHons,   fc03-­‐11db-­‐93a4-­‐000b5df10621   trading  with  other  players,  making  alliances  and     ba`ling  for  supremacy.   SimCity   A  city-­‐building  simulaHon  game.  Player  manages  city   Management,  Urban  planning,  Resource   resources  to  keep  ciHzens  happy  and  city  thriving.   management     h`p://oirt.rutgers.edu/games/ simcity.html  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 21343  CerHficate  and  Degree  Programs  in  U.S.  for  Game  Design/Programming  301 undergraduate, 42 graduate programsIn 45 states (and D.C.) •  California  –  54   •  Minnesota  –  14   •  Texas  –  24   •  Massachuse`s  –  13   •  Illinois  –  20   •  Arizona  –  10   •  Florida  –  18   •  Michigan  –  10   •  New  York  -­‐  15   •  Pennsylvania  –  10  From Entertainment Software Assn., 2011. http://www.theesa.com/gamesindailylife/schools.asp
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 22 CONCLUSIONS   SecHon  3  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 23Game-­‐based  Learning  in  HED  –    A  “Green  Field”  Opportunity  •  Growing  consumer  fascinaHon  with  games  is  driving  accelerated   interest  in  using  games  in  and  for  learning.  •  AdopHon  of  games  for  learning  is  in  its  early  stages.    •  While  universiHes  and  colleges  are  adding  courses,  curricula  and   programs  to  teach  game  design  and  development,  very  few  are  using   game  principles  to  improve  teaching  and  learning  experiences.  •  Pockets  of  innovaHon  are  beginning  to  emerge  related  to  technology   tools,  plaqorms  and  Htles.  As  yet,  there  are  virtually  no  examples  of   systemic  insHtuHonal  adopHon.  •  There  is  a  wide-­‐open  opportunity  to  “flip”  the  conversaHon  from  a   focus  on  producing  digital  assets  to  leveraging  the  moHvaHonal  and   engagement  elements  of  games  and  gamificaHon  to  promote   student  retenHon,  progress  and  compleHon.  
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 24InsHtuHonal  ConsideraHons  for  Broad  Scale  AdopHon  of  Game-­‐based  Learning  Include…  •  Learning  content  takes  many   •  Feedback  system  (aka   forms,  e.g.:   “GamificaHon”  or  “Behavior   •  Scavenger  hunts   MoHvaHon  System”)   •  Drill-­‐and-­‐pracHce  games   •  Profiles   •  e-­‐Learning  w/  game  dynamics  as   •  Badges   part  of  design   •  Awards/incenHves   •  Immersive  simulaHons   •  Leaderboards   •  Alternate  reality   •  Social  media  plaqorm   •  Augmented  reality/locaHon-­‐ •  CommunicaHons   based  services     •  CollaboraHons  •  Mobile  access   •  LMS  integraHon  •  Technical  support    
  • Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 25“Leveling  Up”    Game-­‐based  Learning  in  HED  Successful  adopHon  of  game-­‐based  learning  requires:  •  A  solid  understanding  of  the  GBL  ecosystem  •  A  deep  knowledge  of  game-­‐based  learning  on  both  a   micro-­‐  and  a  macro-­‐level  •  A  detailed  framework  for  adopHon  addressing  market   realiHes,  insHtuHonal  requirements,  partner  idenHficaHon,   technology  integraHon,  and  organizaHonal  readiness.        
  • Need  help  gezng  started?     Give  us  a  call  at  Sage  Road  SoluHons.               We  know  how  to  get  you  there.