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Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
Game based learning
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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 <ul><li>Non-linearity </li></ul><ul><li>Fractal </li></ul><ul><li>Reward </li></ul><ul><li>Probing </li></ul><ul><li>Telescoping </li></ul>“ 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 <ul><li>“ Game designers keep making long and challenging games and still manage to get them learned” </li></ul><ul><li>36 ways to learn a video game </li></ul><ul><li>“ The theories of learning one would infer from looking at schools today often comport … poorly with the theory of learning in good video games” </li></ul>
  • 18. Buckingham, 2007 <ul><li>Pro </li></ul><ul><ul><li>Self-directed </li></ul></ul><ul><ul><li>Collaborative </li></ul></ul><ul><ul><li>Generating hypotheses </li></ul></ul><ul><ul><li>Solving problems </li></ul></ul><ul><ul><li>Taking risks </li></ul></ul><ul><li>Con </li></ul><ul><ul><li>Representation </li></ul></ul><ul><ul><li>Commercial </li></ul></ul><ul><ul><li>Social power in communities </li></ul></ul><ul><ul><li>Selective presentation </li></ul></ul><ul><ul><li>Logistics </li></ul></ul><ul><ul><li>Equity </li></ul></ul><ul><ul><li>Transfer </li></ul></ul><ul><ul><li>Inadequate Evidence </li></ul></ul>
  • 19. Byron, 2008 <ul><li>Parental understanding </li></ul><ul><li>Context matters </li></ul><ul><li>Correlation not causation </li></ul><ul><li>Fact and fiction </li></ul><ul><li>Online safety </li></ul><ul><li>Classification </li></ul>
  • 20. Williamson, 2009 <ul><li>Research </li></ul><ul><li>Persuasive medium </li></ul><ul><li>Constructionist </li></ul><ul><li>Skills practice </li></ul><ul><li>Media literacy </li></ul><ul><li>Practice </li></ul><ul><li>Motivation </li></ul><ul><li>Retro-fitting </li></ul><ul><li>Relevance </li></ul><ul><li>Learner ownership </li></ul><ul><li>Perception </li></ul><ul><li>Antisocial? </li></ul>
  • 21. McGonigal, 2011 <ul><li>“ 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” </li></ul><ul><li>Gamification: </li></ul><ul><li>Levels </li></ul><ul><li>Experience points </li></ul><ul><li>Quests </li></ul><ul><li>Badges </li></ul>
  • 22. Tim Rylands
  • 23. Dawn Hallybone
  • 24. Kevin McLaughlin
  • 25. And Now… <ul><li>Develop a ‘ classic ’ computer game using Scratch, if possible within the context of your project. </li></ul><ul><li>Upload your game to Blogfolio, together with your reflections. </li></ul><ul><li>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 </li></ul><ul><li>Read Williams and Kessler (1999), using this to help form your own reflections on how you and your partner have worked on your game. </li></ul>

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