Learning Game Implementation
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Learning Game Implementation

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WSU IT7220 Week 5

WSU IT7220 Week 5

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Learning Game Implementation Learning Game Implementation Presentation Transcript

  • Implementation IT 7220 - February 17, 2009 Monday, February 16, 2009 1
  • Agenda Updates to Syllabus Game review paper due Quinn wrap-up with implementation planning Flash lab Team activity - concept design Monday, February 16, 2009 2
  • Pragmatics Move from Abstract to Concrete Nine synergistic elements to bring engagement and learning together A game design model based on complexity of scenario and desired outcome(s) of experience A game design checklist including: analysis, specification, implementation and evaluation Monday, February 16, 2009 3 View slide
  • Making it Real Budget perception - games are expensive $2M budget can be the norm for a full-on game experience Budget reality - games don’t have to expensive Take advantage of game mods Focus on cognitive challenge; multimedia pizzaz becomes secondary Break it down using mini scenarios, linked scenarios, contingent scenarios, or combination Monday, February 16, 2009 4 View slide
  • Production Tools Document Word/Excel Prototyping/Storyboarding (visual) PowerPoint DreamWeaver Development Flash Visual Basic Squeak (Smalltalk) Alice Project (www.alice.org) Monday, February 16, 2009 5
  • Media Types Property Static Dynamic Usage Provide concrete examples Contextual Photos Video of performance Describe processes; Conceptual Graphics Animation develop abstract ideas Create dialogue; tell the Linguistic Text Audio story; provide feedback Use of media should enhance learning experience, not detract from it Dynamic media should be under the learner’s control to manage environmental distractions and increase interactivity Dynamic media is more expensive to produce in terms of time and resources Effective use of media allows for differences in learner types and styles Monday, February 16, 2009 6
  • Guidelines for Media Usage Media effectiveness depends on functionality Guidelines for media should be based on cognitive research evidence (R.Clark, R.Mayer, J.Sweller, et al.) Generally speaking, context will influence the best use of media Monday, February 16, 2009 7
  • Communication Functions of Media Decorative - add aesthetic appeal or humor Representational - depict an object in a realistic fashion Mnemonic - provide retrieval cues for factual information Organizational - show qualitative relationships among content Relational - show quantitative relationships among two or more variables Transformational - show changes in objects over time or space Interpretive - illustrate a theory, principle, or cause-and-effect relationships Monday, February 16, 2009 8
  • Media Heuristics Does it contribute to the experience? (theme, goal, challenge) Does it contribute to the learning? (action-domain link, problem-learner link) Does it contribute to engagement? (active, direct, feedback, affect) Monday, February 16, 2009 9
  • Content Consideration Writing Write with purpose; alignment with goals and outcomes Write with style; create dialogue Write with affect; tell the story Humor Use judiciously Alignment with theme Cartoons and Comics Easy to create Require low bandwidth to download Can use to combine concept and context (e.g., Calvin & Hobbs, Dilbert) Monday, February 16, 2009 10
  • Context Consideration Culture Applies more to global application and issues of cultural sensitivity Alignment of theme and genre with culture of audience Gender Choose genres that appeal to genders of audience Use gender neutral names for characters (e.g., Chris, Tracy, Pat,...) Stick with cognitive challenges to engage both genders Age and Development Genre and theme should be age appropriate to audience Issues of cognitive development level is less with adults Monday, February 16, 2009 11
  • Evaluation Formative Plan a small using a representative audience pilot to collect design feedback on experience and effectiveness of scenarios Summative Collect feedback from peers, colleagues, intended audience; performance against predetermined objectives Monday, February 16, 2009 12
  • Propagation Integration with LMS/LCMS Scoring may be a challenge with games Can be made SCORM compliant Distribution channels (planning) Web (Intranet vs. Internet) CD/DVD Mobile Monday, February 16, 2009 13
  • Flash Lab Working with Text The Text tool in Flash allows three different types in property panel Static Dynamic Input Monday, February 16, 2009 14
  • Flash Text There are many other attributes that can be set (see Perkins pp 328-330) We have been working only with static text thus far Dynamic text example using dynamicTextFinal.fla Input text example using inputTextFinal.fla Monday, February 16, 2009 15
  • Team Activity Begin working on project analysis (design doc) Vision Purpose Objective Description Audience Genre Theme Initial design strategy (mini-linked-contingent scenarios) Design/development process Evaluation strategy Timeline Project plan Monday, February 16, 2009 16