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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http://blogfolio.org.uk 189
http://moodle.roehampton.ac.uk 188
https://moodle.roehampton.ac.uk 95
http://moodle2.roehampton.ac.uk 12
http://archive2011.moodle.roehampton.ac.uk 1

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Game based learning Game based learning Presentation Transcript

  •  
  • The games we play
  • A brief history of computer games
  • 1958 – tennis for two Brookhaven History
  • 1972 - Pong CC by-sa Marty Goldberg
  • 1970s - PLATO
  • 1980 - Pacman CC by-sa Gerardvschip
  • 1982 – Sinclair Spectrum CC by Bill Bertram
  • 1996 - Playstation
  • 2004 - World of Warcraft CC by Juanpol
  • 2006 – Nintendo DS lite CC by Havok & Estoy Aquí
  • 2010 - Kinect
  • Reflections and readings
  • Common features
  • And yet…
  • 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”
  • 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”
  • 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
  • Byron, 2008
    • Parental understanding
    • Context matters
    • Correlation not causation
    • Fact and fiction
    • Online safety
    • Classification
  • Williamson, 2009
    • Research
    • Persuasive medium
    • Constructionist
    • Skills practice
    • Media literacy
    • Practice
    • Motivation
    • Retro-fitting
    • Relevance
    • Learner ownership
    • Perception
    • Antisocial?
  • 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
  • Tim Rylands
  • Dawn Hallybone
  • Kevin McLaughlin
  • 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.