21.08.08 Games and Learning Indaba University of Johannesburg Steve Vosloo

Steve Vosloo

“ ... even the harshest critics agree that we learn something from playing video games. The question is: how can we use the power of video games as a constructive force in schools, homes, and at work?” Shaffer, Squire, Halverson, Gee (2005)

“ ... even the harshest critics agree that we learn something from playing video games. The question is: how can we use the power of video games as a constructive force in schools, homes, and at work?”

Shaffer, Squire, Halverson, Gee (2005)

groups.google.com/group/galsa Projects, insights, sessions notes etc. at delicious.com/tag/galsa or innovatingeducation.wordpress.com Here are broad themes related to digital game-based learning ...

groups.google.com/group/galsa

Projects, insights, sessions notes etc. at delicious.com/tag/galsa or innovatingeducation.wordpress.com

Here are broad themes related to digital game-based learning ...

Themes “ Ecology” of games Theory of situated learning – “learning to be” Expanding definitions of literacy to include skills developed through gaming: New media literacies, visual literacy, gaming literacy Kids as game creators Games: mobile/augmented reality games, language learning games, MUVEs, ARGs “ No-one has all the answers”

“ Ecology” of games

Theory of situated learning – “learning to be”

Expanding definitions of literacy to include skills developed through gaming:

New media literacies, visual literacy, gaming literacy

Kids as game creators

Games: mobile/augmented reality games, language learning games, MUVEs, ARGs

“ No-one has all the answers”

ARGs An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform, often involving multiple media and game elements, to tell a story that may be affected by participants' ideas or actions (Wikipedia 2007) “ Puppetmaster”, “rabbit hole” i love bees, the lost ring

An alternate reality game (ARG) is an interactive narrative that uses the real world as a platform, often involving multiple media and game elements, to tell a story that may be affected by participants' ideas or actions (Wikipedia 2007)

“ Puppetmaster”, “rabbit hole”

i love bees, the lost ring

Challenges No panacea Gaming is not for everyone (is anything?) Difficult to assess (missing ID and values) Design challenges: moving beyond “chocolate covered broccoli” (Bruckman 1999) Violent / stereotypical / misogynistic Learning games are “competing” against commercial games Still an emergent field Teachers: “Play” is not work Non-gaming teachers

No panacea

Gaming is not for everyone (is anything?)

Difficult to assess (missing ID and values)

Design challenges: moving beyond “chocolate covered broccoli” (Bruckman 1999)

Violent / stereotypical / misogynistic

Learning games are “competing” against commercial games

Still an emergent field

Teachers: “Play” is not work

Non-gaming teachers

Opportunities US researchers interested in working with us (Gee, Steinkueler, Parsons, etc.) E-Line Ventures and Game Impact Fund Global Kids Mobile uptake and innovation in SA

US researchers interested in working with us (Gee, Steinkueler, Parsons, etc.)

E-Line Ventures and Game Impact Fund

Global Kids

Mobile uptake and innovation in SA