Serious gaming serious learning


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This presentation is part of TELL training to teachers of EFL and teacher trainers from Vietnam

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Serious gaming serious learning

  2. 2. What bridge? Digital immigrants & Digital Natives(Prensky, 2001) Teaching styles & learning styles (Becker 2006) Formal learning and informal learning Surface Learning & deep learning Students’ Intrinsic & extrinsic motivation Direct instruction & Inductive teaching style Linear modes & inclusive, collaborative modesNo single theory, different ways of learning &teaching
  3. 3. Behaviourist Model of gaming Behaviouristic = repetitive associations to contiguous stimuli (pattern) for reinforcement  Logical presentation of content  Requirement of overt responses  Feedback right/wrong and optional score Consolidates grammar, vocabulary, spelling Often disconnected from learning experience See MingoVille (5-13 y-o) – Sequitur, Hotpotatoes Precursor of digital games (reinforcement – PC=tutor) Little interaction & reflection on learning
  4. 4. Cognitivist/ConstructivistModels Cognitivist tenets are  Symbol manipulation and transformation  Direct instruction and practice (behaviorism) Constructivist tenets are:  Puzzlement is stimulus for learning  Interaction with the environment/task problem  Social negotiation with others  Personal evaluation and scaffolded reflection to solve problems and advance knowledge (hunts, murder mysteries, simulations)Some MMORPG used in (socio) constructivistapproaches: , The Sims 3 , (9-16)
  5. 5. In a nut shell (Jonnassen, Wilson & grabinger, 1993) Behaviourist game design Constructivist game design No extraneous information  Natural complexity and content of language Simplifies comprehensibility  Avoids oversimplification Reconstructs/replicates knowledge  Present multiple representation / Abstracts instruction perspectives experience  Real world contexts Focuses on acquiring skills  Engages reflective Prescriptive sequences of practice instruction  Offer open learning Supports individual learning environments
  6. 6. The situated perspective Knowledge not an object, memory not a location Social interaction and negotiation in new situations Learning happens in authentic contexts Bridges the artificiality of classroom learning to real-life situations Knowledge construction through participation In given communities with specific  Culture, Language & Tools
  7. 7. Games characteristics(Prensky, 2001) Goals and objectives Rules Conflict, competition, challenge and opposition Interaction Outcome and feedback The representation of a story Some games and virtual environments used in education  MinecraftEdu, (widely used in primary, secondary education)  SecondLife, (soft and hard sciences)  WoW (wow in Schools wiki)  Atlantis Remixed (9-16 y-o)  Civilization V
  8. 8. Gee’s Affordances (foreword in Reinders2012)A good game design include: Well-ordered problems Tools (and other players) to solve problems Learning by negotiating, building, sharing, Copious feedback to prepare for next stages, higher level Next stages have new challenges (ZPD – cycle of expertise) Playing & Learning through social interaction and mentoring Two way narratives Reach standards in different ways Easy design so gamers can become designers(See Jonassen 1994)
  9. 9. Challenges for educators Opportunity or disruption? – mechanics of gameplay Learning to play versus learning language Requirements (hardware and human resources, time) Institutional buy-in Curriculum Integration (alignment goals- assessment)  feedback, on-going assessment, formative vs summative Needs more research & practice, check livebinders See Stephen Thorne’s IATEFL 2012 Keynote Read this post of teacher of German using WoW
  10. 10. Further Readings: Becker, K., (2006) Games and Learning Styles, Academia.Edu [online] Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Jonassen, D.H., Wilson, B.G., Wang, S., & Grabinger, R.S. (1993). Constructivist uses of expert systems to support learning. Journal of Computer- Based Instruction, 20(3), 86-94. Kkorthagen F.A.J., (2010) Situate Learning Theory and the Pedagogy of Teacher Education: Towards an integrative View of Teacher Behaviour and Teacher Learning. Teaching and Teacher Education, 26 (pp98-106) [online] Lave, J., & Wenger, E., (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press Prensky M.,(2001) Digital Natives, Digital Immigrants. On the Horizon, MCB University Press, Vol. 9 No. 5, October 2001 Reeve J. K. (2010) . Constructivism and Its Application to Game-Based Learning [online] Reinders, H. (2012) Digital Games in Language Learning and Teaching, New Language Learning & Teaching Environments. Basingtoke, England: Palgrave MacMillan Young, F. Y. (1993). Instructional Design for Situated Learning. Educational Technology Research and Development, 41 (1), 43-57.