Digital educational game: pedagogical design and development

Digital educational game: pedagogical design and development
Paula Hodgson, HKU
Donald Man, Showcase R & D
Agnes Fong, PolyU
1

Learning contains
Enjoyment
Engagement
Motivation
2

Enjoyous?
Engaged?
Motivating?
3

Learning through educational games
Enjoyous?
Engaged?
Motivating?
4

Educational design
Digital game-based learning can be designed through a combination of actions, including experimentation, reflection, competitive or cooperative activity, and discussion (Gros 2007).
5

Learning through educational games
Exploring procedure in conducting tasks through thinking, testing and reinforcement
Checking knowledge through playing a board game
Deepening understanding through
Inquiry and solving problems in context
6

Educational design of educational game (1)
Learning through thinking and analysis
Testing
Reinforcement through observing the skills required
7

Playing with computer-generated player
Multimedia cases
Feedback
Overall scoring
8

Exploring around the situation
Identifying key elements in solving a problem
Examining additional information required to solve a problem
9

Value of educational games
Providing learning opportunities for students developing higher-order thinking skills, such as strategic thinking, interpretative analysis, problem solving, plan formulation and execution, and adaptation to rapid change (FAS 2007).
10

Technical development of small scale educational game (1)
Content Requirements:
Procedures of the task
Types of feedback
Technical Development:
Video taping
Developing game in flash
11

Technical development of small scale educational game (2)
Content Requirements:
Question bank; multimedia cases
Types of feedback
Technical Development:
Player, computer-based player
Scoring
Programming
12

Technical development ofinquiry-based educational game (3)
Stages 1:
Understanding the content ; learning challenges
Stage 2~7:
Designing a learning game framework with students
13

Acknowledgement
Dr Josephine Csete (eLDSS) Educational Development Centre, The Hong Kong Polytechnic University
Kitty Chan, School of Nursing, The Hong Kong Polytechnic University
So, Kit Ying, School of Nursing, The Hong Kong Polytechnic University
Ken Cheung, Applied Biology and Chemical Technology, The Hong Kong Polytechnic University
17

References
de Freitas, S. and Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46(3), 249–64.
Federation of American Scientists Report (FAS) (2006). Summit on educational games 2006: Harnessing the power of video games for learning. Retrieved 18 December, 2009, from http://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23.
Hodgson, P. and Lam, P. (2004) ‘Quality management of a joint-university e-learning project: e3Learning. Global Education, July 2004: http://www.globaled.com/articles/PaulaHodgeson2004.pdf
Hodgson, P., Lam, P. and Wong, Y.-H.E. (2007) Dovetailing pedagogical and technical support with evaluation, International Journal on E-Learning, AACE, 6(3), 363–78.
Hodgson, P. Man, D. and Leung, J. (2010) Managing the development of digital educational games. To be presented in the IEEE 3rd International Conference on Digital Game and Intelligent Toy Enhanced Learning, Kaohsiung, Taiwan. 12–16, April.
Resnick, M. (2004). Edutainment? No thanks. I prefer playful learning. Associazione Civita Report on Edutainment, 1–4.
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THANK YOU!
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Digital educational game: pedagogical design and development

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