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Using games to enhance learning and teaching
 

Using games to enhance learning and teaching

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Workshop presentation by Nicola Whitton at the Manchester Metropolitan University Teaching and Learning Conference 4 June 2009

Workshop presentation by Nicola Whitton at the Manchester Metropolitan University Teaching and Learning Conference 4 June 2009

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  • very nice prention and thank you
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  • Nice presentation. Thanks for providing research to support your assertions.
    James Gee has some great ideas of how to games can promote social, intellectual, and cognitive development.
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Using games to enhance learning and teaching Using games to enhance learning and teaching Presentation Transcript

  • Using games to enhance learning and teaching Dr Nicola Whitton Education and Social Research Institute
  • Session Overview
    • Introduction (20 minutes)
      • What’s so great about games?
      • Characteristics of games
      • Some examples
    • Activity (30 minutes)
      • Applying game-based learning to your own situations
    • Conclusions (10 minutes)
      • What are the challenges?
      • Questions
  • What’s so great about games?
    • Our students are digital natives
    • Students are motivated to play games
    • High-spec games make learning engaging
    • Games can make anything fun so students won’t even realise they’re learning
  • None of this is true
  • Our students are digital natives
  • So what do we know?
    • Students don’t value the use of technology for it’s own sake
        • IPSOS MORI (2007) Student expectations study . Bristol: JISC.
    • Apparent ease with technology but lack of critical and analytic skills
    • Traits associated with young people actually exhibited by whole population
        • CIBER (2008) Information behaviour of the researcher of the future . Bristol: JISC.
    • “ a considered and rigorous investigation that includes the perspectives of young people and their teachers, and genuinely seeks to understand the situation before proclaiming the need for widespread change “
    • Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology , 39/5, 775-786.
  • Students are motivated to play games
  • Motivated 63% Neither 28% Demotivated 9%
  • So we can’t assume games are motivational… … why use them?
  • High-spec games make learning engaging
  •  
  • Games can make anything fun so students won’t even realise they’re learning
  • What’s so great about games?
    • Our students are increasingly diverse
    • Games are active learning environments
    • Games can use many technologies
    • Games are another tool in the toolkit
  • Characteristics of games
    • Clear, achievable goals, rules, measurable outcomes and rewards
    • Appropriate challenge, gradually increasing difficulty
    • Interaction and feedback
    • A safe environment to explore and in which to make mistakes
    • Collaboration and/or competition
    • A narrative or fantasy setting
  • Some examples…
  • © Innovative Learning Solutions Inc.
  • ARGOSI Project, MMU and UoB
  • Elisabeth Yaneske, University of Teeside
  • © ImpactGames www.peacemaker.com
  • Activity
    • In pairs… think about an example where game-based learning could be applied to your own teaching (10 mins).
      • What is the pedagogic benefit?
      • How might you implement it?
        • People? Organisation? Environment? Technology?
      • What questions do you have?
    • Be prepared to feed back your ideas (20 mins)
  • Challenges of game-based learning
    • Appropriateness for learning
    • Finding the right game
    • Ensuring engagement and motivation
    • More research evidence and robust studies
  • Questions?
  • Thank you [email_address] playthinklearn.net