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Digital Game-Based Learning

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Introduction to game-based education for members of the Erasmus+ founded project GAMES

Transcript

  1. 1. Digital Game-Based Learning Workshop Laa/Thaya 30 Jan./1 Feb. 2018
  2. 2. Sonja Gabriel
  3. 3. Agenda 30 January 2018 09:00 – 10:30 Introduction 11:00 – 13:00 Learning potential of digital games 13:30 – 15:00 Choosing and using games in lessons 1 February 2018 09:00 – 13:00 Game-design basics 13:30 – 17:00 Teaching concepts
  4. 4. Getting to know you
  5. 5. • Which games do you play? • How often do you play games? • Have you ever used games in class? • Have you ever designed your own games? • Have you ever had your pupils/students design games?
  6. 6. Your expectations?
  7. 7. All games teach, don‘t they?
  8. 8. The magic bullet Becker 2017
  9. 9. Essential factors for learning •Motivation •Exercise •Individualised feedback at the right time •Ability to use knowledge when we need it •Fun
  10. 10. 13 Principles (J. P. Gee) 1. Co-design 2. Customization 3. Identity 4. Manipulation 5. Well-Ordered Problems 6. Pleasantly Frustrating 7. Cycles of Expertise 8. Information just in Time & on Demand 9. Fish Tanks 10.Sandboxes 11.Skills as Strategies 12.Systems Thinking 13.Meaning as Action
  11. 11. Serious Games Serious games are games whose primary goal is not entertainment but teaching, changing behavior and attitudes.
  12. 12. Serious Games can be categorised: • Games for Health / Exergames • Games for Resilience: mental health • Advergames (Marketing) • Politics (NGO) and culture • Military • Jobtraining • Games for Education
  13. 13. ReMission 2 http://www.re-mission2.org/games//
  14. 14. Advergames
  15. 15. Anti-Advergames
  16. 16. Anti-Advergames http://www.mcvideogame.com/index-deu.html
  17. 17. Serious Games Taxonomy Sawyer, B.; Smith, P. (19.02.2008): Serious Games Taxonomy. Washington. S. 29 ff.
  18. 18. How to analyse games Finding out if a game is useful for lessons
  19. 19. A well-designed game entices players into the “reality” of the game world and keeps them there until the goals of the game have been met (Salen & Zimmerman, 2004).
  20. 20. Four-Dimensional-Framework Nach de Freitas / Jarvis 2006
  21. 21. http://www.mcvideogame.com/index-eng.html
  22. 22. Game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. (http://blogs.kqed.org/mindshift/2014/07/literature-ethics-physics-its-all-in-video- games-at-this-norwegian-school/)
  23. 23. Kurt Squire on Game-Based Learning
  24. 24. Agenda 30 January 2018 09:00 – 10:30 Introduction 11:00 – 13:00 Learning potential of digital games 13:30 – 15:00 Choosing and using games in lessons 1 February 2018 09:00 – 13:00 Game-design basics 13:30 – 17:00 Teaching concepts
  25. 25. Designing Games
  26. 26. GAME DESIGN FRAMEWORK
  27. 27. What is Game Design?
  28. 28. THE FINAL PRODUCT
  29. 29. GAME DESIGN
  30. 30. How games are developed • Game design basically is the development of the basis of a game – especially rules, objectives, contents and story of the game • Without interesting game design, there is no fun • A game design document („concept“) summarizes the idea and is the basis for developing the game • Mostly, paper and handicraft materials are used to check if the basic idea works (“Prototyping”)
  31. 31. “PROTOTYPING” THE FINAL PRODUCT
  32. 32. GAME DESIGN ELEMENTS STYLE CONTENTS ACTIVITIES SCOPE GAMERS PURPOSE MECHANICS
  33. 33. Analysing game design • Work with a partner. • Play the game according to the instructions. • Identify the formal elements of this game: - Players: How many? Any requirements? Special knowledge, roles …? - Objective: What is the objective of the game? - Procedures: What are the required actions for play? - Rules: Any limits on player actions? Rules regarding behavior? What are they? - Challenge: What creates challenge in the game? - Fun: Is there any fun element in the game?
  34. 34. Game design exercise • Work in groups of three. • Write down the rules of TicTacToe. • Change the game and the rules so that three players can play TicTacToe (and it still makes sense). • Test the new game.
  35. 35. GAME DESIGN ELEMENTE The challenge, the rules, the objective … The story accompanying the game The part giving sense , in „Serious Games“
  36. 36. 5 MINUTE GAME
  37. 37. Paper Prototyping
  38. 38. •4-5 people per group •Choose a topic which might be suitable for a serious game •Work on the game design concept •Result: Rough design concept: purpose, mechanics, story •Mechanics should be shown in a protoype (paper, cards …) DESIGN TEAMS
  39. 39. PROTOTYPING
  40. 40. PLAYTESTING
  41. 41. Lessons with game design
  42. 42. Competences • Game design = active work with media • Media literacy – „reading“ games and understanding production processes • Realize your own ideas in games • Project management • Teamwork – game design, texts, graphics, sound, animation, coding • Communication - feedback
  43. 43. https://www.flashgames247.com/play/14381.html Sweatshop
  44. 44. Playing games http://datadealer.com/english CureRunners: App-Store or Google Play
  45. 45. SERIOUS GAMES • More than just entertainment • Provide a purpose and a serious topic • Enable gamers: • Experiences • Change their point of view • New approaches towards a topic • Traditionally are less expensive (less budget) • Transfer from game into reality is difficult
  46. 46. GAME DESIGN ELEMENTE
  47. 47. Why do I play the game? What’s the topic? PURPOSE
  48. 48. PURPOSE Data Dealer Make gamers aware of: internet security and data abuse in an ironic way CURE Runners Training of behavior: teach most important rules for sustainable approach to money
  49. 49. MECHANICS Was do I have to do in the game? What are the rules and the objective?
  50. 50. Data Dealer • Collect • Trade • Expand CURE Runners • Run (against time) • Collect • Assess MECHANICS
  51. 51. STORY What is the story around the game?
  52. 52. Data Dealer In Data Dealer players take on the role of unscrupulous "data dealers", collect personal data all over the internet, and learn how to turn this information into cash. They run all kinds of companies and online ventures - from dating sites and mobile apps to search engines and their own social web. On the way to becoming the world's most powerful data tycoon, they obtain data from a variety of sources – whether legal or illegal - and ruthlessly sell it to insurance companies, human resources departments or governmental agencies. Their growing data empires have to be defended against hackers, complaining citizens, critical media and pesky privacy activists. STORY
  53. 53. CURE Runners CURE Runners is an exciting story centred on the mysterious elixir CURE. In the contaminated deserts of "the Zone", the industrial plants of Rayne City and jungle dens, players must prove their prowess, learn to deal with scare CURE reserves and reveal Raynecoat Corporation's real plans. STORY
  54. 54. What are your suggestions for improvement? …. …. ANY IMPROVEMENTS?
  55. 55. Some Serious Games • CURE Runners (mobile) • Data Dealer (in-browser) • ELUDE (download) • Every Day The Same Dream (in-browser) • Finding Home (mobile) • I love Potatoes (mobile/in-browser) • MacDonald’s Game (download) • NNC News with Tom Vandercar (in-browser) • Quandary (in-browser) • WAY (download)
  56. 56. CURE Runners (mobile)
  57. 57. Data Dealer (in-browser)
  58. 58. ELUDE (download)
  59. 59. Every Day The Same Dream (in-browser)
  60. 60. Finding Home (mobile)
  61. 61. I love Potatoes (mobile/in-browser)
  62. 62. MacDonald’s Game (download)
  63. 63. NNC News with Tom Vandercar (in-browser)
  64. 64. Quandary (in-browser)
  65. 65. WAY (download)
  66. 66. Thank you for your attention! sonja.gabriel@kphvie.ac.at

Editor's Notes

  • HopeLab conducted an international, multicenter randomized controlled trial to gauge the efficacy of Re-Mission as it relates to compliance with prescribed chemotherapy and antibiotic treatments, cancer-related knowledge, and self-efficacy. The study enrolled 375 cancer patients aged 13–29 at 34 medical centers in the United States, Canada, and Australia. Subjects received either computers pre-loaded with a popular commercial video game (the control group) or computers preloaded with the same control game plus Re-Mission. Study results indicated that playing Re-Mission led to more consistent treatment adherence, faster rate of increase in cancer knowledge, and faster rate of increase in self-efficacy in young cancer patients. These findings were published in August 2008 in the peer-reviewed medical journal Pediatrics. Notably, to ascertain treatment compliance, researches used objective blood tests to measure levels of prescribed chemotherapy in the bodies of study participants rather than subjective self-report questionnaires, and electronic pill-cap monitors were used to determine utilization of prescribed antibiotics. Researches concluded that a carefully designed video game can have a positive impact on health behavior in young people with chronic illness and that video-game–based interventions may constitute a component of a broader integrative approach to healthcare that synergistically combines rationally targeted biological and behavioral interventions to aid patients in the prevention, detection, treatment, and recovery from disease.[1]
  • Prototyping
  • Pokémon Go
  • Description

    Introduction to game-based education for members of the Erasmus+ founded project GAMES

    Transcript

    1. 1. Digital Game-Based Learning Workshop Laa/Thaya 30 Jan./1 Feb. 2018
    2. 2. Sonja Gabriel
    3. 3. Agenda 30 January 2018 09:00 – 10:30 Introduction 11:00 – 13:00 Learning potential of digital games 13:30 – 15:00 Choosing and using games in lessons 1 February 2018 09:00 – 13:00 Game-design basics 13:30 – 17:00 Teaching concepts
    4. 4. Getting to know you
    5. 5. • Which games do you play? • How often do you play games? • Have you ever used games in class? • Have you ever designed your own games? • Have you ever had your pupils/students design games?
    6. 6. Your expectations?
    7. 7. All games teach, don‘t they?
    8. 8. The magic bullet Becker 2017
    9. 9. Essential factors for learning •Motivation •Exercise •Individualised feedback at the right time •Ability to use knowledge when we need it •Fun
    10. 10. 13 Principles (J. P. Gee) 1. Co-design 2. Customization 3. Identity 4. Manipulation 5. Well-Ordered Problems 6. Pleasantly Frustrating 7. Cycles of Expertise 8. Information just in Time & on Demand 9. Fish Tanks 10.Sandboxes 11.Skills as Strategies 12.Systems Thinking 13.Meaning as Action
    11. 11. Serious Games Serious games are games whose primary goal is not entertainment but teaching, changing behavior and attitudes.
    12. 12. Serious Games can be categorised: • Games for Health / Exergames • Games for Resilience: mental health • Advergames (Marketing) • Politics (NGO) and culture • Military • Jobtraining • Games for Education
    13. 13. ReMission 2 http://www.re-mission2.org/games//
    14. 14. Advergames
    15. 15. Anti-Advergames
    16. 16. Anti-Advergames http://www.mcvideogame.com/index-deu.html
    17. 17. Serious Games Taxonomy Sawyer, B.; Smith, P. (19.02.2008): Serious Games Taxonomy. Washington. S. 29 ff.
    18. 18. How to analyse games Finding out if a game is useful for lessons
    19. 19. A well-designed game entices players into the “reality” of the game world and keeps them there until the goals of the game have been met (Salen & Zimmerman, 2004).
    20. 20. Four-Dimensional-Framework Nach de Freitas / Jarvis 2006
    21. 21. http://www.mcvideogame.com/index-eng.html
    22. 22. Game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. (http://blogs.kqed.org/mindshift/2014/07/literature-ethics-physics-its-all-in-video- games-at-this-norwegian-school/)
    23. 23. Kurt Squire on Game-Based Learning
    24. 24. Agenda 30 January 2018 09:00 – 10:30 Introduction 11:00 – 13:00 Learning potential of digital games 13:30 – 15:00 Choosing and using games in lessons 1 February 2018 09:00 – 13:00 Game-design basics 13:30 – 17:00 Teaching concepts
    25. 25. Designing Games
    26. 26. GAME DESIGN FRAMEWORK
    27. 27. What is Game Design?
    28. 28. THE FINAL PRODUCT
    29. 29. GAME DESIGN
    30. 30. How games are developed • Game design basically is the development of the basis of a game – especially rules, objectives, contents and story of the game • Without interesting game design, there is no fun • A game design document („concept“) summarizes the idea and is the basis for developing the game • Mostly, paper and handicraft materials are used to check if the basic idea works (“Prototyping”)
    31. 31. “PROTOTYPING” THE FINAL PRODUCT
    32. 32. GAME DESIGN ELEMENTS STYLE CONTENTS ACTIVITIES SCOPE GAMERS PURPOSE MECHANICS
    33. 33. Analysing game design • Work with a partner. • Play the game according to the instructions. • Identify the formal elements of this game: - Players: How many? Any requirements? Special knowledge, roles …? - Objective: What is the objective of the game? - Procedures: What are the required actions for play? - Rules: Any limits on player actions? Rules regarding behavior? What are they? - Challenge: What creates challenge in the game? - Fun: Is there any fun element in the game?
    34. 34. Game design exercise • Work in groups of three. • Write down the rules of TicTacToe. • Change the game and the rules so that three players can play TicTacToe (and it still makes sense). • Test the new game.
    35. 35. GAME DESIGN ELEMENTE The challenge, the rules, the objective … The story accompanying the game The part giving sense , in „Serious Games“
    36. 36. 5 MINUTE GAME
    37. 37. Paper Prototyping
    38. 38. •4-5 people per group •Choose a topic which might be suitable for a serious game •Work on the game design concept •Result: Rough design concept: purpose, mechanics, story •Mechanics should be shown in a protoype (paper, cards …) DESIGN TEAMS
    39. 39. PROTOTYPING
    40. 40. PLAYTESTING
    41. 41. Lessons with game design
    42. 42. Competences • Game design = active work with media • Media literacy – „reading“ games and understanding production processes • Realize your own ideas in games • Project management • Teamwork – game design, texts, graphics, sound, animation, coding • Communication - feedback
    43. 43. https://www.flashgames247.com/play/14381.html Sweatshop
    44. 44. Playing games http://datadealer.com/english CureRunners: App-Store or Google Play
    45. 45. SERIOUS GAMES • More than just entertainment • Provide a purpose and a serious topic • Enable gamers: • Experiences • Change their point of view • New approaches towards a topic • Traditionally are less expensive (less budget) • Transfer from game into reality is difficult
    46. 46. GAME DESIGN ELEMENTE
    47. 47. Why do I play the game? What’s the topic? PURPOSE
    48. 48. PURPOSE Data Dealer Make gamers aware of: internet security and data abuse in an ironic way CURE Runners Training of behavior: teach most important rules for sustainable approach to money
    49. 49. MECHANICS Was do I have to do in the game? What are the rules and the objective?
    50. 50. Data Dealer • Collect • Trade • Expand CURE Runners • Run (against time) • Collect • Assess MECHANICS
    51. 51. STORY What is the story around the game?
    52. 52. Data Dealer In Data Dealer players take on the role of unscrupulous "data dealers", collect personal data all over the internet, and learn how to turn this information into cash. They run all kinds of companies and online ventures - from dating sites and mobile apps to search engines and their own social web. On the way to becoming the world's most powerful data tycoon, they obtain data from a variety of sources – whether legal or illegal - and ruthlessly sell it to insurance companies, human resources departments or governmental agencies. Their growing data empires have to be defended against hackers, complaining citizens, critical media and pesky privacy activists. STORY
    53. 53. CURE Runners CURE Runners is an exciting story centred on the mysterious elixir CURE. In the contaminated deserts of "the Zone", the industrial plants of Rayne City and jungle dens, players must prove their prowess, learn to deal with scare CURE reserves and reveal Raynecoat Corporation's real plans. STORY
    54. 54. What are your suggestions for improvement? …. …. ANY IMPROVEMENTS?
    55. 55. Some Serious Games • CURE Runners (mobile) • Data Dealer (in-browser) • ELUDE (download) • Every Day The Same Dream (in-browser) • Finding Home (mobile) • I love Potatoes (mobile/in-browser) • MacDonald’s Game (download) • NNC News with Tom Vandercar (in-browser) • Quandary (in-browser) • WAY (download)
    56. 56. CURE Runners (mobile)
    57. 57. Data Dealer (in-browser)
    58. 58. ELUDE (download)
    59. 59. Every Day The Same Dream (in-browser)
    60. 60. Finding Home (mobile)
    61. 61. I love Potatoes (mobile/in-browser)
    62. 62. MacDonald’s Game (download)
    63. 63. NNC News with Tom Vandercar (in-browser)
    64. 64. Quandary (in-browser)
    65. 65. WAY (download)
    66. 66. Thank you for your attention! sonja.gabriel@kphvie.ac.at

    Editor's Notes

  • HopeLab conducted an international, multicenter randomized controlled trial to gauge the efficacy of Re-Mission as it relates to compliance with prescribed chemotherapy and antibiotic treatments, cancer-related knowledge, and self-efficacy. The study enrolled 375 cancer patients aged 13–29 at 34 medical centers in the United States, Canada, and Australia. Subjects received either computers pre-loaded with a popular commercial video game (the control group) or computers preloaded with the same control game plus Re-Mission. Study results indicated that playing Re-Mission led to more consistent treatment adherence, faster rate of increase in cancer knowledge, and faster rate of increase in self-efficacy in young cancer patients. These findings were published in August 2008 in the peer-reviewed medical journal Pediatrics. Notably, to ascertain treatment compliance, researches used objective blood tests to measure levels of prescribed chemotherapy in the bodies of study participants rather than subjective self-report questionnaires, and electronic pill-cap monitors were used to determine utilization of prescribed antibiotics. Researches concluded that a carefully designed video game can have a positive impact on health behavior in young people with chronic illness and that video-game–based interventions may constitute a component of a broader integrative approach to healthcare that synergistically combines rationally targeted biological and behavioral interventions to aid patients in the prevention, detection, treatment, and recovery from disease.[1]
  • Prototyping
  • Pokémon Go
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