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ETEC 510 Games and learning
- 1. Games...and...Learning Ch. 33 Lily Almaraz Carolina Bojorquez Erica Ussery Aileen Wang
- 2. Games and Play Theory Debates about gaming and its educational value. • Flow theory (Csikszentmihalyi, 1990) Optimize challenge & reach goals • -Rhetorics of Play (Sutton-Smith, 1997) "play leads to something productive“ • -Developmental Theory (Elking, 2007) Love, work, and play
- 3. Games and Play Theory -Flow theory (Csikszentmihalyi, 1990) optimize challenge & reach goals
- 4. How Flow Theory works in real life
- 5. GAMES
- 6. Games and Play Theory • -Developmental Theory (Elking, 2007) Love, work, and play
- 7. Games and Play Theory The rhetoric of play as -Rhetorics of Play • progress (Sutton-Smith, 1997) • fate "play leads to something • power productive“ • identity • imaginary By Seven Rhetorics • self • frivolous
- 8. Game Architecture - Case study Learning in the game: -Goal oriented = problem solving -Contextualized -Active, Interactive -Adaptive challenges/support -Feedback
- 9. Game Architecture - Case study -Goal oriented = problem solving -Contextualized -Active, Interactive -Adaptive challenges/support -Feedback
- 10. Assessment in Games -Stealth Assessment -Competency Model -Valid -Reliable -Evidence Model -Invisible -Adaptive -Task Model -Sequence -"action model" -Evidence Centered Design (ECD) -Competencies -Interpretations
- 11. Conclusion • A well designed games includes: o Problems to solve o Rules of engagement o Objectives or outcomes o Feedback o Interaction o Story line
- 12. Conclusion • Stealth Assessment can support instructional decisions
- 13. Conclusion • Well-designed games are a potentially powerful vehicle to support learning.
- 14. The gaming trend in the future 21st Century Gaming • Work productively • Identify and solve complex problems • Communicate effectively • Think critically • Use technology efficiently • Understand system dynamics • Engage in evidence-based reasoning
- 15. Quiz 1 Good games trigger the play phenomenon in the players ?! YES NO
- 16. Quiz 2 Good games for learning, like all good learning activities, should not be active, contextualized, and designed with adaptive challenge ?! YES NO should be active, goal-oriented, contextualized, and designed with adaptive challenge and support
- 17. Quiz 3 Principles of instructional design and problem- based learning can support and inform the design of good games for learning. YES NO
Editor's Notes
- Flow theory: It addresses the need to optimize challenge , avoid anxiety and boredom The state of mind has the same characteristics. Everyone will tend to have clear goals ,be very focused, coupled with clear and consistent feedback about whether a person is reaching these goals. 2. Require a clear and deliberate investment of sustained attention.
- http://youtu.be/GPbIYF_KFbw Part 1: end 1.06 Part 2 start: 2.25-3.08 Part 3 : 4.05-4.45
- Like this : learners will fully absorbed in the activity. Feeling of being free from risks. Piaget felt that play and imitation were core and innate human strategies for cognitive development. With play, a child could rehearse a newly formed concept to make it fit within what they already knew and understood. THUS: flow theory: halyi stated that “ game can avoid anxiety and boredom.
- Love refers to a person’s disposition to express one’s desires, feelings and emotions. Work refers to a person’s disposition to adapt to the demands of his or her physical and social worlds. Play , modeled after that of Piaget, is a person’s need to adapt the world to one’s self and create novel learning experiences.
- http://sedar-b-contextual.blogspot.com/2010/04/my-gaming-experience-using-brian-sutton.html Seven rhetorics: (the textbook didn’t have these points) Progress: progression is important because the player must feel like he is developing in the game this is so they know where they are and this motivates them to play much longer. Fate: a game is a system in which players engage in an artificial conflict defined by rules that result in a quantifiable outcome.’. Sale and Zimmerman (2003). Power: Brian believes that game cannot associate with learning. Brian states that we cannot say that play caused positive outcome. However, if the learners like to play the game, then, it’s a positive “sign” that the learner will have a good attitude towards those types of games.
- The game: Tower of Hanoi The Tower of Hanoi or Towers of Hanoi , also called the Tower of Brahma or Towers of Brahma , is a mathematical game or puzzle . It consists of three rods, and a number of disks of different sizes which can slide onto any rod. The puzzle starts with the disks in a neat stack in ascending order of size on one rod, the smallest at the top, thus making a conical shape. The objective of the puzzle is to move the entire stack to another rod, obeying the following rules: Only one disk may be moved at a time. Each move consists of taking the upper disk from one of the rods and sliding it onto another rod, on top of the other disks that may already be present on that rod. No disk may be placed on top of a smaller disk. Goal: Need to have goal that requires the generation of new knowledge Problems should have some value Contextualized: 1. Everything is asked to learn in an educational game should be relevant and contextualized that players should not have to learn something that is not used, nor use something they cannot learn.
- Diabetic Dog Game Diabetes and Insulin - About The Diabetic Dog educational game, with two related readings, are based on the 1923 Nobel Prize in Physiology or Medicine, which was awarded for discovering the hormone insulin, making it possible to treat people suffering from diabetes. - What is the disease diabetes about? - What happens to the blood sugar level when you have diabetes? - What is insulin? - What shall someone suffering from diabetes do if he/she has got a too high blood sugar level? - What shall someone suffering from diabetes do if he/she has got a too low blood sugar level?
- Work productively within diverse teams Identify and solve complex problems with innovative solutions Communicate effectively Think critically Use technology efficiently, Understand system dynamics Engage in evidence-based reasoning