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U Learn 06 - Games & Education
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U Learn 06 - Games & Education

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  • 1. ULearn 06 Workshop Computer Games in Education Trond Nilsen Richard Green Mick Grimley
  • 2. Overview
    • 10.30 – 10.50 - Introduction to Computer Games and Education
    • 10.50 – 11.30 - Session 1 -Game genres and available tools for educators
    • 11.30 – 11.45 Coffee Break
    • 11.45 – 12.15 Hands-on with games
    • 12.15 – 1.00 Session 2 – Game genres and available tools for educators continued
    • 1.00 – 2.00 Lunch
    • 2.00 – 3.15 Session 3 - Building a game world
    • 3.15 – 3.30 Coffee Break
    • 3.30 – 4.00 Session 4 – Building a game world 2
    • 4.00 – 4.30 Final Discussion
  • 3. Generation N or Net Generation
    • Gaming is a way of life
    • Last year video sales eclipsed the Hollywood box office gross
  • 4. What is a Computer Game?
    • It is a computerised model that we can interact with
    • Games tend to be fun (not a chore)
    • The main thing a game does is to teach us how to play it (this learning keeps players hooked)
    • They tend to start of relatively simple and get more challenging (challenge:skill)
  • 5. Games and Play
    • From a very early age we learn from games and play from simulations (Playing mother, playing Dr) to drill and practice (colours, numbers, shapes)
      • We are engaged, attentive, enthusiastic
    • But this is phased out in the early stages of education
      • We continue to play in our own time
    • There becomes a rift between work and play
    • Games, Play, Computer Games
      • dirty words in education and the classroom
  • 6. Some Benefits of Digital Game Based Learning (DGBL)
    • Engagement/motivation/persistence
    • Active and interactive (constructivist)
    • Instant feedback
    • Encourage participation (safe environment)
    • Require the player to make decisions and to work towards a goal
    • Customized learning experiences to the individual
    • Usually involve a social network akin to an educational community of practice
    • Promote long term memory and learning transfer
    • Students expect digital (Net N)
  • 7. Who?
    • Diverse learners
      • But all learners can reap the benefits
  • 8. Issues
    • A distraction from learning
    • Teacher/Educationalists attitudes
    • Violence
    • Practicalities
      • Development of appropriate games
      • Curriculum content
      • Tools for teachers
      • Hardware
    • Gender differences
    • Competition
    • Duration of play
  • 9. Educational Integration
    • Creating/building games
    • Integration of commercial games into the curriculum
    • Critiquing games
    • Immersive multi-player virtual environments
  • 10. Some Interactive Learning Techniques used in DGBL
    • Practice and feedback
      • Drill style games, useful for learning facts
    • Learning by doing
      • Many games inc exploration, discovery, problem solving
    • Trial and error
      • players move forward until a mistake is made then start again
    • Goal-oriented learning
      • Related to how to do something and motivates learners to overcome failures
    • Discovery and guided discovery
      • Associated with adventure games and involve problem solving
  • 11. Some Interactive Learning Techniques used in DGBL 2
    • Task based learning
      • Involves learners solving tasks or problems that build on each other and increase in difficulty
    • Question led learning
      • Usually connected with quiz games
    • Role playing
      • Promotes reflection as these types of games usually move a little slower
    • Coaching
      • Assistance is provided to help solve problems and move through the game
  • 12. Some Interactive Learning Techniques used in DGBL 3
    • Intelligent tutoring
      • Specific feedback can be given based on student errors
    • Mastery learning
      • Games can be built which rely on a player reaching a certain competency level before being allowed to move on
    • Constructivist learning
      • Most games build on constructivist techniques
  • 13. Assessment
    • Games were made to keep score
      • But beware of making them chores