Gameful Learning - Using games & game strategies to engage learners

1,906 views
1,831 views

Published on

Presentation on Gameful Learning at St. Edward's University. Designed for the 2011 SEU Teaching Showcase.

0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,906
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html\n Incorporates problem-solving (how to address the problem through action) and can be described as an example of action learning--i.e. you can't solve a problem alone.  You need to collaborate with experts to come to a greater understanding of the issue. \nMcGonigal focuses on the larger picture of how and why games are relevant.\n \n Asks: How can we capture the positive, emotional qualities of ludic experiences that we get from games? \n The process of leveling through games gives a sense of accomplishment, not because saving a virtual world has “value”, rather the experience of being a part of an ‘epic’ undertaking has meaning.\n By adopting a gameful approach to school (like Q2L), we take some of the best elements of game participation and apply them in ways that make education meaningful and relevant.  It changes the game of education from something that is grade-focused (external reward) to achievement-focused (internal reward).  Gameful approaches to life that involve us in large-scale (epic) pursuits can help to give our lives meaning, particularly if we engage around real-world social problems.  It is us that make the difference—and it is us that benefit from a sense of ‘fiero!’ that comes with knowing that we’ve made a difference\n
  • Extends McGonigal’s notion of gameful participation into the classroom--Jane doesn’t discuss teaching & learning per se.\n\nTeaching & learning approach that incorporates use of serious games -- computer game & game methodologies to promote experiential & discovery learning around authentic, real-world problems. \n \n--gameful learning is made possible through crit. thinking, instructor facilitation & student reflection\n\nNext: will show how research perspectives can inform *how* computer-based games might help foster gameful learning.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Game presents a possible future and immerses people in problem solving to address game probs.  Rooted in real contexts.  \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Gameful Learning - Using games & game strategies to engage learners

    1. 1. Gameful LearningUsing games and game strategies to engage learners Jason Rosenblum, & Bob Strong jasonr@stedwards.edu h/p://slidesha.re/pxCZ4G
    2. 2. What’s a serious game?• games famously resist definition (Wittgenstein)• Therefore here’s one perspective: Serious games are games that prompt experiential learning through play, in ways that foster critical evaluation and participation.
    3. 3. Why are they relevant?• Theoretical models & Research Perspectives provided by: Ian Bogost, James Gee, David Shaffer, Constance Steinkuehler, Sasha Barab, Kurt Squire & Jane McGonigal
    4. 4. Gameful Participation• McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World: Penguin Press HC.• Jane McGonigal - Real play to take action to address large scale probs. 
    5. 5. Gameful participation via Superhero Gaming• Produced World Without Oil (an Alternate Reality Game) and more recently, Evoke (Alternate Reality/Superhero Gaming)• See: http://janemcgonigal.com/• Look for her Ted Talk: “Gaming can make a better world”
    6. 6. Gameful learning with serious games• Strategy that applies “Serious” Games with Guided Experiential Participation• To Foster: critical thinking, problem solving, instructor facilitation & reflection• To Address: authentic, real-world problems• With computer games (Fate of the World or Peacemaker) and game-based approaches
    7. 7. http://fateoftheworld.net/ 
    8. 8. http://fateoftheworld.net/ 
    9. 9. http://fateoftheworld.net/ 
    10. 10. http://fateoftheworld.net/ 
    11. 11. http://fateoftheworld.net/ 
    12. 12. http://fateoftheworld.net/ 
    13. 13. Fate of the World• Designed to heighten awareness of systemic effects of environmental, political, and cultural choices on climate change. • Helps players confront the rhetorical gap between what they know and what the systems embodied in the game represent.• Relevance:  Provides experiential learning through a series of progressively harder problems, using Bogost’s procedural rhetoric• see: Persuasive Games,The Expressive Power of Video Games : http://www.bogost.com/books/persuasive_games.shtml.
    14. 14. Epistemic Games @ UWDavid Shafferhttp://epistemicgames.org/Shaffer, D., Gee, J. (2008). How Computer Games Help Children Learn: PalgraveMacmillan.
    15. 15. According to David Shaffer...An epistemic game is a game that deliberately creates theepistemic frame of a socially valued community by re-creatingthe process by which individuals develop the skills, knowledge,identities, values, and epistemology of that community (Shaffer& Gee, 2008, p. 164)Shaffer, D., Gee, J. (2008). How Computer Games Help ChildrenLearn: Palgrave Macmillan.
    16. 16. Peacemaker as Epistemic GamePresents players with the challenge of playing therole of a peacemaker...and more importantly challenges players to*think* like a peacemaker to solve a difficultproblem--peace in the Mideast.  
    17. 17. Peacemaker Pilot• Spring 2011 - Undergrad International Security & Conflict Resolution Course• Students worked in teams of 2-4, appx 5-6 teams, for appx 25 minutes.• asked to consciously role-play a leader from a particular political position
    18. 18. Peacemaker Pilot• Student teams did well--with some teams able to achieve positive ratings from both countries.• Students studied material prior to class, and were prompted to write reflections on their experience• Feedback was positive--wanted more time for play outside of class.
    19. 19. Gameful Learning with Alternate Reality Games• Enterprise Education• Simon Brookes• University of Portsmouth, UK
    20. 20. Gameful Learning with Alternate Reality Games"Alternate Reality Games for Enterprise Education - Bridgingthe reality gap between simulation and authentic experience"http://simonbrookes.wordpress.comhttp://www.vimeo.com/22688990
    21. 21. Learner as “Superhero”Clever use of technology + game designstrategies to motivate players in ways that areChallenge-Based.http://www.urgentevoke.com
    22. 22. From: http://www.urgentevoke.comMission 1, Objective: Learn
    23. 23. From: http://www.urgentevoke.comMission 1, Objective: Act
    24. 24. From: http://www.urgentevoke.comMission 1, Objective: Imagine
    25. 25. From: http://www.urgentevoke.comBlog post: Log your Evidence
    26. 26. From: http://www.urgentevoke.comBlog post: http://www.urgentevoke.com/profiles/blogs/saving-the-knowledge-about
    27. 27. From: http://www.urgentevoke.comOrigin Story: http://www.urgentevoke.com/page/quest-list
    28. 28. From: http://www.urgentevoke.comAgent Profile: Khayalethu Kuphu
    29. 29. Learning is ExperientialAn example of Gees empowerment through identity (i.e.your life) and through learner-defined play : origin story +quest + outcome.  
    30. 30. Global Social Problems• Local Action & Social Networks for Change• Undergrad Cultural Foundations course• Uses superhero gaming strategies & challenge-based learning approach.• Inspired by McGonigal’s idea of gameful action and her ARG, Evoke.
    31. 31. Global Social Problemshttp://vimeo.com/23934250
    32. 32. Three Missions• Research an issue @ Global & Local Levels• Participate online as well as at local levels to address the problem• Imagine a possible way to address the issue, incorporating perspectives learned through research and participation.
    33. 33. Peer RatingsStudents awarded “Experience Points” by peers onhow well they demonstrate heroic “Character Traits” Creativity Tenacity Perspective Clarity Cooperation Empathy Credibility Precision PersuasionA Badge-based reward system is implemented basedon individual scores
    34. 34. Technology Setup• Class site is 99% “open”, not within Blackboard• Based on Drupal “Commons”, but heavily modified• Student blog syntheses will be posted to Twitter, using the course hash tag, #globsoc• Support for group-based activities, individual blogs
    35. 35. fin. jasonr@stedwards.eduhttp://www.edtechresources.info http://slidesha.re/pxCZ4G

    ×