18 digital game based learning - learning and teaching through having fun
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18 digital game based learning - learning and teaching through having fun






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18 digital game based learning - learning and teaching through having fun Presentation Transcript

  • 1. Gamify learning Learning and Teaching through having fun CITERS 2011 @Hong Kong University June 30 th 2011 Frankie Tam, FifthWisdom Technology Limited Clara Hui, Hong Kong Digital Game-Based Learning Association
  • 2. Gamify learning is the implementation of gaming mechanics into learning and teaching experience to increase learner engagement, motivation and fun. It is a Digital Game-Based Learning solution in which learners acquire targeted subject knowledge as well as essential generic skills. 1. Learn through playing digital games 2. Learn through creating digital games
  • 3.  
  • 4. Digital Native 數碼原居民 / NET 世代 better at parallel processing taking in information more quickly comfortable collaborating over networks very adaptive to new technologies
  • 5. Digital Native abundance of info visual connected random speed multitask game/ structure oriented
  • 6. Types of games
    • educational + learning
    • political + public policy
    • health + wellness
    • Business
    • Military
    • advertising
  • 7. When you are playing…
    • player is the center of attention
    • the game world is very responsive to your every single move
    • player is the expert
    • everything is possible, you would be the best NBA player
    • things are relatively simpler compares to the real world
    • trial and error is the best plan
  • 8. What’s so attractive about digital games?
    • it’s the learning that digital game provides
    • kids like all humans, love to learn when it isn’t forced
    • digital game provides learning opportunity every second
  • 9. Digital game-based learning
  • 10. What do they learn?
    • on the surface, they learn how to do things, like driving a car, plane, etc.
    • on the deeper levels, they take in information from many sources and make decisions quickly
    • deduce game’s rules from playing rather than being told
    • create strategies for overcoming obstacles
    • understand complex systems through experimentation
    • learn to collaborate with others
  • 11. Why digital game-based learning?
    • Digital games and technology can transform the traditional classroom into a constructivist classroom which produced improved skills of question formulating, hypothesis generation and ability to intelligently address new problems” - Salomon 2002
    • Students are more willing to learn , Moulder (2004) recounts an elementary school student once raises:
    • ‘ Why read about ancient Rome when I can build it?
  • 12. What students learn at school nowadays lack of real-life context , student are not able to apply what they learnt at school in their everyday life and thus they are not interested in the school subjects Siexas , 2000 It has been increasingly difficult to capture the interest and attention of young people especially in a traditional classroom setting. The single feed of information and step by step logics just simply can not satisfy the needs of the new generation . Prensky, Windham, 2005
  • 13. Student Survey (June 2011) Do you like playing digital games?
    • 110 primary and secondary school students
    • from 3 local and international schools
    • 88% likes playing digital games, some played for 6-10 years
    • Most of them play digital games every day for at least 1 hour
  • 14. Case Study 1: learning through playing
  • 15. Students’ difficulties in learning ESL
    • Students understand the importance of learning English.
    • BUT they think…
    • English lesson is boring
    • Vocabularies are hard to learn
    • Can’t keep up with the teacher in the classroom
  • 16. English lessons 
    • Teachers find students lack of motivation in learning English vocabularies
    • Teachers want to bring in
    • an interactive learning tool
    • Teachers have to teach form
    • one students English vocabs
    • according to the unit theme
  • 17. Design
    • Teacher provide us with the
    • curriculum vocabulary list
    • Designers and gaming professionals talk to the teachers
    • Discuss and understand the goal of the game and what the teachers want students to achieve:
    • picture + word association
  • 18. Design
    • Convenient Store
    • Customers come in looking
    • for specific items
    • Customers' desire bubble:
    • 1. Beginner levels: pronunciation + spelling
    • 2. Intermediate levels: spelling only
    • 3. Advanced levels: pronunciation only
  • 19. Game play
    • Players as a the shopkeeper and direct customers to the appropriate location
    • More items are added in each level
    • Different types of customers with different special characteristics are introduced in each level
  • 20. Game play
    • Students have to match the word/pronunciation with the correct picture
    • Reports after each round
    • showing words players
    • matched successfully and
    • words players failed to
    • match.
  • 21.  
  • 22. Applying the game in the classroom
    • 5 form 1 classes from a CMI school
    • 104 students , 5 English teachers involved
    • students are given netbook computers
    • 15-20 mins game play in class
    • teachers do recap and debriefing with the students each time
    • Approach 1: learn the vocabularies only through the game
    • (pre-test  game  post-test)
    • Approach 2: teaching before playing the game
    • (pre-test  teaching  game  post-test)
  • 23. Pre-test and post-test
    • Same test paper for both tests
    • Matching format : to test if the students can associate the
    • picture with the word
    • 52 questions in total
  • 24. Test Results (Changes in percentage) Class 1: + 5.85% Class 2: + 7.70% Class 3: + 31.78% Class 4: + 24.57% Class 5: + 36.43%
  • 25. Student feedbacks
    • Survey:
    • 91 form one students from 5 classes
    • Male: 61 + Female: 30
    • Focus Group Interview
  • 26.  
  • 27. “ it attracts me to play” “ it is nice to learn in a happy way ” “ my motivation is in the game” “ I will NOT feel bored!” “ it is easier for me to learn through games” “ we like games, so education mixing game is good”
  • 28. Teacher feedbacks
    • Total: 10 teachers
    • Did the game give your students a better learning motivation? Yes: 7/ No: 1/ Not sure 2
    • Do you think your students are learning English vocabularies from the game? Yes: 6/ No: 1/ Not sure 3
    • “ students were motivated and happy to find out more about the
    • new learning element”
    • “ students are highly motivated”
    • “ students were more concentrated” “games can a be very supportive teaching tool
    • to consolidate knowledge”
  • 29. Case Study 2: learning through creating
  • 30. Kodu game lab
    • User-friendly
    • Runs on PC and Xbox 360
    • 3D simulation environment
    • visual game creation environment
    • 20 different characters with different abilities
    • make video games without any knowledge of programming
    • High-level language incorporates real-world primitives: collision, color, vision
  • 31. Making games in the classroom
    • 2 schools; 4 classes (1 primary + 1 secondary school)
    • Computer lessons
    • Teachers teach game building techniques
    • Students create their own games in groups
  • 32. Focus Group Interview
    • Student : 'I like making my own games! And I like playing my classmates' games too!'
    • Student : 'I came across problems that I have never encountered in other lessons. And I used my own way to solve them!'
    • Student : 'We're so happy
    • having our own digital
    • games! We feel really
    • proud and satisfied!'
  • 33.
      • Teacher : 'Through game creation, students are not only learning programming skills, but also creativity, logical thinking, problem solving and other generic skills.'
      • Teacher : 'Students are eager to ask each other' opinions during the design process, they are learning together and their communication and co-operative skills are improved!'
  • 34. Conclusion We seek for advices and improvements while looking for a possible future of digital game-based learning in the Hong Kong classrooms. Thank you! Question or comments? [email_address] www. fifthwisdom.com clara@digitalgameslearning.org www.digitalgameslearning.org