Helen Smith Serious Games
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Helen Smith Serious Games

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Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.

Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.

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  • @Beckermultimedia -thank you for this!....I will look into these authors.
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  • I feel the cornerstone book is Johan Huizinga's Homo Ludens. I also like Stuart Brown's Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. Stuart runs an Institute for Play which may be worthwhile.Eric Zimmerman helps lead an Institute of Play. Both may be ongoing resources.
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  • Thank you! That is really helpful...Someone guided me towards some excellant literature on this. As you say, the 'pure' theoretical stuff on games is really interesting...any recommendations yourself?
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  • Thanks for sharing your slides, Helen. I like the connections you make to constructivist theory. Not sure that Jane McGonigal's book helps the argument since she is more of a passionate advocate than a scholar per se. To further your inquiry I would recommend that you examine the literature of play distinct from games. It is full of insights that tend to become obscure in the discourse about interactive games.
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  • 1. To what extent do serious gamesfoster risk taking as an innovationskill? Helen Smith (PhD student-AIT)
  • 2. Barriers to risk taking in theclassroom• High stakes assessment and the fear of failure• Time• Resources• Individual skills of the teacher• Political rhetoric and controls over pedagogical practice
  • 3. Can we create a learning environment…. • That is engaging? • That engages young people in real world problems? • That allows them to see the links between global problems and science and technology? • That allows students to work creatively and collaboratively ? • That allows them to freely take risks?
  • 4. Positive educational features of computer gamesMirror constructivist learning models that students:•Face uncertainty as to outcome of the task•Recieve in time feedback•Actively construct knowledge•Can work co-operatively•Are self-regulated learners•Experience situations within the games thatresemble real-life or authentic situations.
  • 5. Some more positive educational features of computer games…Players experience ‘fun failure’ (McGonigal,2011)
  • 6. Games engage the ‘digital natives’ ofcontemporary society (Prensky,1996)
  • 7. Games allow for a state of creative ‘flow’(Csikszentmihalyi, 2003)
  • 8. Could serious games be even better?14.01.13 8
  • 9. Theories of persuasive design (Fogg,2002 and Bogost, 2007) suggest thatserious games are not value neutral andthat players are anchored in anideological position through a series ofprocessesDoes this lead to greater levels ofengagement than traditional educationalgames?
  • 10. 14.01.13 10
  • 11. 14.01.13 11
  • 12. Many serious games model the ‘Science-Technology-Society’ nexus typified bythe work of Carl Mitcham (1994, 2001)What are the implications ofclimate change?Scarce resources?What would be peoples livedexperiences?14.01.13c 12
  • 13. 14.01.13 13
  • 14. Games for Change and Games for Good Increase capacity for social innovation? Collaboration beyond the game in socially innovative practices? Real engagement in issues around science14.01.13 & sustainability? 15
  • 15. • Engaged as both creators and players of serious games? • Are more motivated Young women by the social & Serious aspects of science Gaming and technology? • Increase in serious games that touch upon the social14.01.13 position of women?16
  • 16. „I foresee games that fix our educationalsystems... I foresee games that raise ratesof democratic participation. I foreseegames that tackle global scale problemslike climate change and poverty. In short, Iforesee games that augment our mostessential human capabilities- to be happy,resilient, creative- and empower us tochange the world in meaningful ways“Jane McGonigal Why Games Make Us Betterand How They Can Change the World (2011 ) 14.01.13 17
  • 17. Why are some of our young people fearful of takingintellectual risks?*psychological disposition*a lack of cultural capital*the consequence of living in a risk averse cultureWhat might be the limitations of serious games?Could you apply the same principles of game basedlearning to a non virtual environment with the samedegree of success?What place can serious games have in the future ofeducating our young people?14.01.13 18
  • 18. Thank you for listening…Helen.Smith.fl@ait.ac.at14.01.13 19