2011 New Media Consoritium Conference Presentation

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Copy of my upcoming 2011 New Media Center Consortium Presentation: Serious Games, Social Issues & Learning

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  • 2011 New Media Consoritium Conference Presentation

    1. 1. Serious Games, Social Issues & Learning Jason Rosenblum, Jennifer Dornan-Fish & Bob Strong, St. Edward’s University 2011 New Media Center Conference, UW Madison h"p://slidesha.re/kIQ1YL jasonr@stedwards.eduFriday, June 17, 2011 1
    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.Friday, June 17, 2011 2
    3. 3. 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.Friday, June 17, 2011 3
    4. 4. Why are they relevant? • Theoretical models & Research Perspectives provided by: Ian Bogost, James Gee, David Shaffer, Constance Steinkuehler, Sasha Barab, Kurt Squire & Jane McGonigalFriday, June 17, 2011 4
    5. 5. Real Lives From : http://www.educationalsimulations.com/Friday, June 17, 2011 5
    6. 6. Simulations : Real Lives • Relevance: Real play by immersion.  Experiential learning through role play.   • Example of Gees notion of empowering learner through identity (see: What Videogames Have to Teach Us about Learning and Literacy)(Gee, 2007).   • Build the life of a character and live that life making decisions and reaping the results of those decisions.   Outcomes for individual choices are based on statistics on which the game is based.   • http://www.educationalsimulations.com/ Gee, J. (2007). What Video Games Have to Teach Us About Learning and Literacy (2nd ed.): Palgrave Macmillan.Friday, June 17, 2011 6
    7. 7. Simulations : Real Lives • Taken from: http://www.educationalsimulations.com/Real %20Lives%20Background.doc • Database contains 200 indicators in over 4000 locations in 192 countries across the globe • Information from multiple databases, including the World Health Organization, Index Mundi, and census data with job information by region.  Friday, June 17, 2011 7
    8. 8. http://www.gamesforchange.orgFriday, June 17, 2011 8
    9. 9. Games 4 ChangeFrom:http://vimeo.com/17001067http://www.youtube.com/watch?v=seVuReHqPSI&feature=relatedhttp://ayiti.globalkids.org/game/Friday, June 17, 2011 9
    10. 10. • G4C Lab - services to support social impact game design & creation • G4C Arcade - links to games • Inspiring Digital Kids through Game Design with AMD http://www.gamesforchange.org/ourworkFriday, June 17, 2011 10
    11. 11. From their Human Rights Channel http://gamesforchange.org/channels/humanFriday, June 17, 2011 11
    12. 12. http://www.kvue.com/news/MORGAN-CHESKY-Sandra-Day-OConnor-gives-modern-civics-lesson-119806714.htmlhttp://www.icivics.org/Friday, June 17, 2011 12
    13. 13. Games 4 Change • Relevance:  Play to learn.  • Many Games can be seen through Ian Bogost’s lens on Persuasive Games (Bogost, 2007) ‣ Games reflect complex procedural systems that drive social, political & economic issues ‣ Many reflect Bogost’s idea of procedural rhetoric to help bridge the gap between what they know and processes the game presents • See: http://www.bogost.com/ • http://www.persuasivegames.com/ Bogost, I. (2007). Persuasive Games - The Expressive Power of Videogames: The MIT PressFriday, June 17, 2011 13
    14. 14. Fate of the WorldFrom: http://fateoftheworld.net/Friday, June 17, 2011 14
    15. 15. Fate of the World • By Red Redemption, makers of Climate Change.   • 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:  Example of game that provides experiential learning through a series of progressively harder problems. FOTW’s design embodies Bogost’s notion of procedural rhetoric (see: Persuasive Games,The Expressive Power of Video Games). • http://fateoftheworld.net/ Friday, June 17, 2011 15
    16. 16. http://fateoftheworld.net/ Friday, June 17, 2011 16
    17. 17. http://fateoftheworld.net/ Friday, June 17, 2011 16
    18. 18. http://fateoftheworld.net/ Friday, June 17, 2011 16
    19. 19. http://fateoftheworld.net/ Friday, June 17, 2011 16
    20. 20. http://fateoftheworld.net/ Friday, June 17, 2011 16
    21. 21. http://fateoftheworld.net/ Friday, June 17, 2011 16
    22. 22. http://fateoftheworld.net/ Friday, June 17, 2011 16
    23. 23. http://fateoftheworld.net/ Friday, June 17, 2011 16
    24. 24. http://fateoftheworld.net/ Friday, June 17, 2011 16
    25. 25. http://fateoftheworld.net/ Friday, June 17, 2011 16
    26. 26. http://fateoftheworld.net/ Friday, June 17, 2011 16
    27. 27. http://fateoftheworld.net/ Friday, June 17, 2011 16
    28. 28. Superhero Gaming • Jane McGonigal - Real play to take action to address large scale probs.  See: Reality is Broken - Why Games Make Us Better and How They Can Change the World • 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” • McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How They Can Change the World: Penguin Press HC.Friday, June 17, 2011 17
    29. 29. Superhero Gaming From : http://www.urgentevoke.comFriday, June 17, 2011 18
    30. 30. Learner as “Superhero” Clever use of technology + game design strategies to motivate players in ways that are Challenge-Based. http://www.urgentevoke.comFriday, June 17, 2011 19
    31. 31. From: http://www.urgentevoke.com Mission 1, Objective: LearnFriday, June 17, 2011 20
    32. 32. From: http://www.urgentevoke.com Mission 1, Objective: ActFriday, June 17, 2011 21
    33. 33. From: http://www.urgentevoke.com Mission 1, Objective: ImagineFriday, June 17, 2011 22
    34. 34. From: http://www.urgentevoke.com Blog post: Log your EvidenceFriday, June 17, 2011 23
    35. 35. From: http://www.urgentevoke.com Blog post: http://www.urgentevoke.com/profiles/ blogs/saving-the-knowledge-aboutFriday, June 17, 2011 24
    36. 36. From: http://www.urgentevoke.com Origin Story: http://www.urgentevoke.com/page/ quest-listFriday, June 17, 2011 25
    37. 37. From: http://www.urgentevoke.com Agent Profile: Khayalethu KuphuFriday, June 17, 2011 26
    38. 38. Learning is Experiential Perfect example of Gees empowerment through identity (i.e. your life) and through learner-defined play : origin story + quest + outcome.  Friday, June 17, 2011 27
    39. 39. From Superhero Gaming to Epistemic Games...Friday, June 17, 2011 28
    40. 40. David Shaffer http://epistemicgames.org/ Shaffer, D., Gee, J. (2008). How Computer Games Help Children Learn: Palgrave Macmillan.Friday, June 17, 2011 29
    41. 41. With Participation From University of Wisconsin University of Maryland University of Memphis Danish School of Education Open Universitet NederlandFriday, June 17, 2011 30
    42. 42. According to David Shaffer... An epistemic game is a game that deliberately creates the epistemic frame of a socially valued community by re-creating the 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 Children Learn: Palgrave Macmillan.Friday, June 17, 2011 31
    43. 43. Peacemaker as Epistemic Game Presents players with the challenge of playing the role of a peacemaker ...and more importantly challenges players to *think* like a peacemaker to solve a difficult problem--peace in the Mideast.  Friday, June 17, 2011 32
    44. 44. Peacemaker From: http://www.peacemakergame.com http://vimeo.com/17001067Friday, June 17, 2011 33
    45. 45. 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 positionFriday, June 17, 2011 34
    46. 46. 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.Friday, June 17, 2011 35
    47. 47. 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.Friday, June 17, 2011 36
    48. 48. Global Social Problems http://vimeo.com/23934250Friday, June 17, 2011 37
    49. 49. 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.Friday, June 17, 2011 38
    50. 50. Three Missions Students awarded “Experience Points” by peers on how well they demonstrate heroic “Character Traits” Understanding Tenacity Excellence Communication Collaboration Empathy Vision Precision Wisdom Mission Progress gauged by leveling systemFriday, June 17, 2011 39
    51. 51. fin. jasonr@stedwards.edu http://www.edtechresources.info            h"p://slidesha.re/kIQ1YLFriday, June 17, 2011 40

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