GBL-Basics_workshop

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GBL-Basics_workshop

  1. 1. Jennifer Groff July 2013 Games-based Learning
  2. 2. The power of game-based learning
  3. 3. “PlayfulLearning”
  4. 4. Let’s play!
  5. 5. bit.ly/lurelab
  6. 6. Time’s Up!
  7. 7. GBL 101
  8. 8. ‘Grand-Theft Calculus’
  9. 9. x=y2
  10. 10. ethical thinking
  11. 11. What is it?
  12. 12. Definition: Game-based learning (GBL) is a form of learning where students may learn by trial and error, by role-playing and by treating a certain topic not as ‘content’ but as a set of rules, or a system of choices and consequences. “ ”
  13. 13. Taxonomy Short-Form Long-Form COTS Educational
  14. 14. Short-Form Games • fit into a single class period • typically focus on a specific concept or skill
  15. 15. Long-Form Games • extend to multiple sessions or even weeks • focus on developing concepts and 21st century skills • performing better than lectures...
  16. 16. Genres • Drill & Practice • Puzzle • Interactive Learning Tools • Role Playing • Strategy • Sandbox • Action/Adventure • Simulations
  17. 17. Examples
  18. 18. drill & practice
  19. 19. drill & practice
  20. 20. puzzle
  21. 21. puzzle
  22. 22. puzzle
  23. 23. puzzle
  24. 24. Lure of the Labyrinth interactive learning tools
  25. 25. Lure of the Labyrinth role-playing (RPG) 12 million users
  26. 26. Lure of the Labyrinth role-playing (RPG)
  27. 27. Lure of the Labyrinth role-playing (RPG)
  28. 28. strategy
  29. 29. strategy
  30. 30. strategy
  31. 31. Lure of the Labyrinth action/adventure
  32. 32. simulations
  33. 33. Lure of the Labyrinth simulations
  34. 34. Minecraft sandbox
  35. 35. bit.ly/gbl-hw Homework #1
  36. 36. What can games really teach?
  37. 37. Algebra Grammar ecology Physics Epidemiology fractions addition civics argument construction empathy societal dynamics global challenges comprehension
  38. 38. Games for ethical thinking & moral development
  39. 39. ethical thinking game.org
  40. 40. Using games in the classroom
  41. 41. Use games as preparation for future learning.
  42. 42. Use games as pre-assessments.
  43. 43. Allow sufficient time to become familiar with the game—for you and your students.
  44. 44. Identify the precise role to be played by using the game in achieving the learning goals.
  45. 45. Allow the game to be played outside of school.
  46. 46. Be clear about the learning objectives.
  47. 47. Use the parts of the game that work for you.
  48. 48. Let the students demonstrate expertise.
  49. 49. Build in time for review and reflection.
  50. 50. Selecting a game: • suitable for your students? • what elements of the game support your educational goals? • would your students be motivated to use it?
  51. 51. Gamification≠ game-based learning
  52. 52. Do games for learning really work?
  53. 53. Supercharged! 28% increase in learning
  54. 54. Virtual Cell 30-60% increase in learning
  55. 55. River City 370% increase in learning for D students 14% increase for B students
  56. 56. Game-based learning is overall effective and knowledge gains are comparable to traditional forms of teaching. Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012 Brom, Preuss, Klement, 2011
  57. 57. Games enhance both student and teacher engagement. Watson, Mong, & Harris, 2010
  58. 58. Games transform a traditional, teacher-centric classrooms into a learner-centered classrooms. Watson, Mong, & Harris, 2010 Proctor & Marks, 2012 Sandford, Ulicsak, Facer, & Rudd, 2006
  59. 59. Games increase student motivation. Watson, Mong, & Harris, 2010 Brom, Preuss, Klement, 2011 Bourgonjon, Valcke, Soetaert, & Schellens, 2010 Villalta, Gajardo, Nussbaum, Andrew, Echeverria, & Plass, 2011 Sandford, Ulicsak, Facer, & Rudd, 2006
  60. 60. “When digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.” [An analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects]
  61. 61. Games are ideal learning environments Why games?
  62. 62. As a planet, we spend 3 billion hours a week playing video and computer games.
  63. 63. Innovative Learning Environments Project
  64. 64. 7 Building horizontal connections 6Assessment for learning 4Recognize individual differences 2The social nature of learning 5 Stretching all students 3 Emotions are integral to learning 1 Learners at the center 7 Principles of Learning
  65. 65. Games offer: • authentic challenges (engagement/motivation) • scaffold/support increasingly complex problems (ZPD, Flow) • learning through doing - participatory (constructivist) • social/collaborative (socio-constructivist)
  66. 66. Gee’s Principles bit.ly/ gee-principles
  67. 67. How’s your algebra?
  68. 68. Resources
  69. 69. Platform
  70. 70. .com beta. @playfullearn #playfullearning facebook/playfullearn
  71. 71. pinterest.com/lgamesnetwork /learning-all-the-time/
  72. 72. the GAME DESIGN TOOL KIT PRESENTED BY LEARNING GAMES NETWORK & FABLEVISION
  73. 73. Start the research process and establish common gaming vocabulary.
  74. 74. Brainstorming, creative development, and early documentation.
  75. 75. Paper prototype and sample art/audio asset development.
  76. 76. Play testing and concept “pitch”.
  77. 77. Thank you! Jennifer Groff jen@learninggam.es

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