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A A E441 Final Presentation

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Please refer to powerpoint slides once you have reviewed the two games and have posted your comments.

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A A E441 Final Presentation

  1. 1. Presented by Amy, Nitthiya, Puvan and Sumathi
  2. 2. 1. First log in. 2. Under links,Click on Ray and Tombscape 2. 3. Read the instructions on what you are required to do for each game. 4. As you play reflect on 2 questions:  What are the advantages or disadvantages of the games in terms of developing literacy?  How would you use the game/games as a teaching tool in your class?
  3. 3. “Playing video games helps develop sophisticated operational, cultural and critical literacy skills.” ( Sun , 1996) Disagree?or
  4. 4. Gee, J. P. (2007). What video games have to teach us about learning and literacy. Video gaming is multimodal ; another vehicle or tool  Meanings are created
  5. 5.  Develop and  educational tools  Create a and control as players become active and reflective participants  Allow among affiliated people which develops language and social skills  Encourage players to relationships, strategies and skills; how each action would impact on future actions and other players’ actions  Learners could bring along e.g. social class, gender, interests, motivations  Develop and  educational tools  Create a and control as players become active and reflective participants  Allow among affiliated people which develops language and social skills  Encourage players to relationships, strategies and skills; how each action would impact on future actions and other players’ actions  Learners could bring along e.g. social class, gender, interests, motivations cognitive, spatial coordination skills real sense of ownership interaction think about multiple real-world identities Powerful
  6. 6.  video games offer strong identities  allow players to think in different roles  project their values and desires onto the virtual character by making use of the resources provided by the designer  :  words are linked to the experiences, actions, images or dialogues whereas schools are unable to situate meanings in real contexts all the time  Generate processes  Enhances  video games offer strong identities  allow players to think in different roles  project their values and desires onto the virtual character by making use of the resources provided by the designer  :  words are linked to the experiences, actions, images or dialogues whereas schools are unable to situate meanings in real contexts all the time  Generate processes  Enhances Effective decision-making problem -solving ability Situated meanings
  7. 7.  Science teachers struggled to get students to learn literacy and numeracy  Students commented, ‘We did literacy and numeracy at school and we've never had to use it since.’  Modified a popular computer game, Neverwinter Nights, published by Atari and produced by Bioware.  $25 million was spent on the game  94% of the students achieved key skills  Science teachers struggled to get students to learn literacy and numeracy  Students commented, ‘We did literacy and numeracy at school and we've never had to use it since.’  Modified a popular computer game, Neverwinter Nights, published by Atari and produced by Bioware.  $25 million was spent on the game  94% of the students achieved key skills http://news.bbc.co.uk/2/hi/uk_news/education/6254989.stm
  8. 8.  Students were invited to pick a character and go on a quest in which they have to make decisions about what to take and how to progress using mathematics and their literacy skills.  For example, before they set off in their ship they have to fill it with the things they are going to need. This requires them to calculate the area of the ship and how much they can manage to bring.  Those who faced difficulty to progress in the game would come knocking on the staff room door and wouldn't let the teachers go until they were taught how to overcome them  Students were invited to pick a character and go on a quest in which they have to make decisions about what to take and how to progress using mathematics and their literacy skills.  For example, before they set off in their ship they have to fill it with the things they are going to need. This requires them to calculate the area of the ship and how much they can manage to bring.  Those who faced difficulty to progress in the game would come knocking on the staff room door and wouldn't let the teachers go until they were taught how to overcome them
  9. 9. http://news.bbc.co.uk/2/hi/technology/5398230.stm
  10. 10. http://www.reuters.com/article/idUSTRE50819H20090110
  11. 11. http://www.mindef.gov.sg/content/imindef/publications/pointer/journals/2006/v32n4/Evolution_of_Modelling_and_Simulation_in_the_Si ngapore_Armed_Forces.print.html?Status=1
  12. 12. A quote taken from Youtube: ‘…some 9 year old are still afraid of their own shadow, not to talk about a gun. I am 16 and I love violent video games, love them nice and gory.. When I was 15 I was let to shoot a real gun at a firing range for the first time, and there they said I'm a natural. I did not let them help me with anything, I knew how to handle a gun.. which I learned from games…’ A quote taken from Youtube: ‘…some 9 year old are still afraid of their own shadow, not to talk about a gun. I am 16 and I love violent video games, love them nice and gory.. When I was 15 I was let to shoot a real gun at a firing range for the first time, and there they said I'm a natural. I did not let them help me with anything, I knew how to handle a gun.. which I learned from games…’
  13. 13.  Only entertainment.  Clash of CONFLICTSwith schools’ ideal of learning.  Important knowledge/ information should be related to intellectual/ academic disciplines.  discourseof mediahas an influence over ignorant, passive viewers/ players especially the young audience  Lead to violenceand obesity  Simply bad influence.  Only entertainment.  Clash of CONFLICTSwith schools’ ideal of learning.  Important knowledge/ information should be related to intellectual/ academic disciplines.  discourseof mediahas an influence over ignorant, passive viewers/ players especially the young audience  Lead to violenceand obesity  Simply bad influence.
  14. 14.  Exposureto violent media will reinforce and increase aggressive behaviour  Some gamers find it difficult to distinguish between real and fantasy  Exposureto violent media will reinforce and increase aggressive behaviour  Some gamers find it difficult to distinguish between real and fantasy
  15. 15. Objective  Be clear of the learning outcomes Assess the content:  Select games with no undesirable themes, language and animation  Evaluate the demands of the game e.g. instructions, skills and prior experience required  Aligns with the syllabus Required level and nature of involvement:  Active or passive gaming Objective  Be clear of the learning outcomes Assess the content:  Select games with no undesirable themes, language and animation  Evaluate the demands of the game e.g. instructions, skills and prior experience required  Aligns with the syllabus Required level and nature of involvement:  Active or passive gaming
  16. 16. Information :  Amount of information given vs. prior knowledge of the game required Progressive learning:  Range and options in difficulty levels for all learners Information :  Amount of information given vs. prior knowledge of the game required Progressive learning:  Range and options in difficulty levels for all learners http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf
  17. 17. Create opportunity for play  Curriculum time may not be sufficient for the use of computer games. Provide alternative places and time for students to play the game (e.g., at home or in an internet café).  Create a community of practice for students. They can learn how to move on to higher levels in the game, from one another.  Look out for opportunities to facilitate learning, like subtly providing hints on some skills pertaining to a subject. Create opportunity for play  Curriculum time may not be sufficient for the use of computer games. Provide alternative places and time for students to play the game (e.g., at home or in an internet café).  Create a community of practice for students. They can learn how to move on to higher levels in the game, from one another.  Look out for opportunities to facilitate learning, like subtly providing hints on some skills pertaining to a subject. http://news.bbc.co.uk/2/hi/technology/5398230.stm
  18. 18.  Watch Video Clip
  19. 19. “ Video and computer-based games represent one technique that may be available to educators, however care should be taken that enthusiastic use of this tool does not displace other more effective techniques.”

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