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Game based learning

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We compare our experience of computer games; I present some of the arguments in favour and against their place within education, together with a few case studies of their use. …

We compare our experience of computer games; I present some of the arguments in favour and against their place within education, together with a few case studies of their use.
You develop a ‘classic’ computer game using Scratch, if possible within the context of your project.

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Transcript

  • 1.  
  • 2. The games we play
  • 3. A brief history of computer games
  • 4. 1958 – tennis for two Brookhaven History
  • 5. 1972 - Pong CC by-sa Marty Goldberg
  • 6. 1970s - PLATO
  • 7. 1980 - Pacman CC by-sa Gerardvschip
  • 8. 1982 – Sinclair Spectrum CC by Bill Bertram
  • 9. 1996 - Playstation
  • 10. 2004 - World of Warcraft CC by Juanpol
  • 11. 2006 – Nintendo DS lite CC by Havok & Estoy Aquí
  • 12. 2010 - Kinect
  • 13. Reflections and readings
  • 14. Common features
  • 15. And yet…
  • 16. Johnson, 2006
    • Non-linearity
    • Fractal
    • Reward
    • Probing
    • Telescoping
    “ Games are fiendishly, sometimes maddeningly, hard ” “ Get kids learning without realizing that they’re learning” “ It’s not what you’re thinking about… it’s the way you’re thinking that matters”
  • 17. Gee, 2007
    • “ Game designers keep making long and challenging games and still manage to get them learned”
    • 36 ways to learn a video game
    • “ The theories of learning one would infer from looking at schools today often comport … poorly with the theory of learning in good video games”
  • 18. Buckingham, 2007
    • Pro
      • Self-directed
      • Collaborative
      • Generating hypotheses
      • Solving problems
      • Taking risks
    • Con
      • Representation
      • Commercial
      • Social power in communities
      • Selective presentation
      • Logistics
      • Equity
      • Transfer
      • Inadequate Evidence
  • 19. Byron, 2008
    • Parental understanding
    • Context matters
    • Correlation not causation
    • Fact and fiction
    • Online safety
    • Classification
  • 20. Williamson, 2009
    • Research
    • Persuasive medium
    • Constructionist
    • Skills practice
    • Media literacy
    • Practice
    • Motivation
    • Retro-fitting
    • Relevance
    • Learner ownership
    • Perception
    • Antisocial?
  • 21. McGonigal, 2011
    • “ If the goal is truly compelling, and if the feedback is motivating enough, we will keep wrestling with the game’s limitations—creatively, sincerely, and enthusiastically—for a very long time”
    • Gamification:
    • Levels
    • Experience points
    • Quests
    • Badges
  • 22. Tim Rylands
  • 23. Dawn Hallybone
  • 24. Kevin McLaughlin
  • 25. And Now…
    • Develop a ‘ classic ’ computer game using Scratch, if possible within the context of your project.
    • Upload your game to Blogfolio, together with your reflections.
    • Continue the development of your project, incorporating work from today ’ s session if possible. Aim to have a development snapshot available for demonstration in the next session, 2 nd December 2011
    • Read Williams and Kessler (1999), using this to help form your own reflections on how you and your partner have worked on your game.

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