Introduction to Games and Simulations

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  • Learning to Do, not just Learning to Know\n
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  • My favorite things: iPad; Google (Docs, Calendar, Chrome, Sites, Android...); Sprint Mobile Router\n
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  • Learning theory\nInstruction design model for games\nFlash programming beyond the basics to intermediate levels\n
  • Learning theory\nInstruction design model for games\nFlash programming beyond the basics to intermediate levels\n
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  • Learning can and should be hard fun.\n
  • The best learning experience generally available are either high-fidelity simulations or interactive sessions with skilled facilitators.\nThe Masie Center found that 70% of survey respondents would be very interested in a learning process that has computer games.\n
  • A widely cited Forrester report (Hogg, 2002) found that 75% of e-learners do not finish their courses.\n
  • From Clark Aldrich, “Simulations and the future of learning”.\n
  • Much more programming focused than last year, based on feedback from participants.\n
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  • Refer to HOT book\n
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  • Introduction to Games and Simulations

    1. 1. Intro to Games andSimulations IT 7220 May 10, 2011
    2. 2. Agenda  Introductions  Course Overview  Flash intro  Flash Tutorial 2
    3. 3. Who is the Instructor? Prof. Tim Boileau Professional Academic Hobbies Games 3
    4. 4. The We is Greater than the Me  What is your Name?  What do you do for a living?  What program are you in?  What is one interesting thing about you (hobbies)?  What games do you play?  What (if any) experience do you have with Flash (CS4 or CS5)? 4
    5. 5. Why are we here? 5
    6. 6. Why are we here?  What do you expect from this class? 5
    7. 7. Why are we here?  What do you expect from this class? Check all that apply:  Get a good grade  Learn to program in Flash CS5/AS 3.0  Learn how to design instructional games/simulations  Develop skills and have fun 5
    8. 8. Resources - How do we want to learn?  Syllabus  BlackBoard Site  Wiki Site  IT Lab Server  Check Bb for announcements  Download lectures and syllabus 6
    9. 9. Make Sure You Hear From Me  Go to http://connect.wayne.edu  Set your email forwarding if you don’t regularly check WSU email  Click Account Management  Click Set or Change Mail Forwarding  Enter the email address you use  Don’t click Save Messages 7
    10. 10. Why Games?  $ Multi-billion industry surpassing Hollywood film industry  Embedded in popular culture  Represent more natural ways of learning and engagement Learning can and should be hard fun! 8
    11. 11. A Look at Games  Prezi... 9
    12. 12. What is a Simulation?  A model of reality  Varying degrees of fidelity  Varying levels of user control  Used for experimentation, demonstration, learning  Examples  Nuclear power plant  Pilot training  Military combat  Study of epidemics 10
    13. 13. What is in a Game?  Objective  Rules  Competition  Randomness or unpredictability  Designed for fun and sometimes learning 11
    14. 14. What is a Simulation-game?  Based on a model of reality  Includes competition or randomness  Usually designed for learning 12
    15. 15. Digital Simulations and Games  Make it easier to break the rules  Provides a safe environment for failure  Automate functions like turns, scoring  Act as competitor  Control of physical systems  Flight simulator  Human patient simulator 13
    16. 16. Advantages of Games andSimulations  Highly engaging  Promote transfer  Set in realistic context  Wide variety of problems  Reduce cost or risk 14
    17. 17. Simulations vs. Games  Simulations rely on underlying models, not prescripted branches  Games are simulations with the aesthetic tuned to create an optimal level of engagement  The effect of the experience adds to our ability to think and perform 15
    18. 18. Paradox of Games  People are willing to spend hours figuring out how to advance in a game  ...but are willing to give up something considerably more valuable like learning to use a word processor  As designers, we cannot be about designing content  ...instead, we are designing experiences 16
    19. 19. Engaging Experiences  Occur when learners are captured, heart and mind in learning--they are cognitively and affectively connected to the learning experience  Motivate learners to attend to the content, provide rich practice activities, and fodder for discussion and refinement of understanding 17
    20. 20. Learning-Doing Continuum  Goal is not to help people learn...that’s a tactic  Goal is to target and improve key performance indicators, reflected in metrics associated with organizations and schools  We must help people do...this is the strongest argument for focusing on engagement in learning 18
    21. 21. Need to Experience Games  Buy a lottery ticket  Go to AddictingGames Website  Microsoft Midtown Madness  Roller Coaster Tycoon/2  Sims  Whatever your kids are playing! 19
    22. 22. IT 7220  Is about games and digital media for learning  And Flash  But it’s not a Flash course  Goal is to achieve a balance between programming and design  Simulations?  IT 7510  Simulations for Learning & Performance Improvement 20
    23. 23. Flash CS4 Most common browser plug-in (98%) Allows rich media, animation, interactivity  In IT, we have a particular understanding of “interactivity”  Not just video or “clicks”  Must engage the mind Becoming a standard even for video  See IT 7230 21
    24. 24. Flash, by any other name... Application Description Flash Flash software application creates and edits artwork and other interactive elements stored in a Flash (.fla) project file. .fla files are exported in the .swf file format, typically embedded in an HTML document and exported to the Web. Other Flash file formats include ActionScript file (.as), video files (.flv), and projector files (either .exe or .app). Flash Player Flash player plays the published .swf files. The Flash plug-in must be installed to see Flash content on the Web. This plug- in comes pre-installed in all browsers, and can be downloaded for free from the Adobe Web site. Flash Catalyst New with CS5. It’s an interactive design tool with workflows to transform static graphic images into interactive Flash objects without programming. 22
    25. 25. Flash Interface (CS4) Tools panel Property inspector Stage Stage pasteboard Edit bar Panels Timeline 23
    26. 26. Timeline Metaphor  Flash is governed by a timeline  Frame-based  One frame can be an interaction  Or just a fraction of a second  Or call a movie clip with its own timeline 24
    27. 27. Many Tools  Drawing  Stroke  Fill  Animation  Shape  Motion 25
    28. 28. And if Flash Won’t Do It …  There’s Actionscript  98% the same as javascript  Lets you build interactivity beyond the basics  Essential for games and simulations  Our focus is on frame-based games 26
    29. 29. In this unit …  Introduce yourself to Flash  Tutorials available at http://atomiclearning.com  Login Credentials: Login: WayneState; PW: coed 27
    30. 30. For Next Class...  View McGonigal video  View Angry Birds visual and read article on “casual games”  Create Personal page in Wiki  Start thinking about assignments  Continue practice in Flash  Play a game! 28

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