Computer games and young learners

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This presentation looks at some background to the use of computer games and play in the EFL / ESL classroom and then goes on to show some examples and activities along with a look at the future of gaming

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Computer games and young learners

  1. 1. C O M P U T E R G A M E S A N D Y O U N G L E A R N E R S N I K P E A C H E Y | L E A R N I N G T E C H N O L O G Y C O N S U LTA N T Nik Peachey | Writer | Trainer | Learning Technology Consultant
  2. 2. Nik Peachey Learning Technology Consultant,Trainer ,Writer Associate Trainer - Bell Educational Services 20Years World Wide Experience in ELT PRINCE 2 Project Manager M.Ed Tech ELT CELTA Trainer DELTA Trainer ICT Trainer NikPeachey@Mac.Com My ebook project: http://www.indiegogo.com/projects/digital-classrooms-online-video Author: Web 2.0 Tools for Teachers http://www.scribd.com/doc/19576895/Web-20-Tools-for-Teachers Nik Peachey | Writer | Trainer | Learning Technology Consultant
  3. 3. A D I G I TA L S T O RY S T O RY WA R M E R Nik Peachey | Writer | Trainer | Learning Technology Consultant
  4. 4. W H Y P L AY ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  5. 5. W H Y E V E RY S T U D E N T N E E D S A P L AY G R O U N D T O S U C C E E D • Our education system is increasingly embracing a black-and-white way of thinking, in which 'learning' and 'play' are diametrically opposed. 'Learning' is the serious stuff that happens inside a classroom and can be measured via multiple choice questions and a No. 2 pencil. 'Play' is frivolous, fun, and worst of all, optional. - Darell Hammond http://www.huffingtonpost.com/darell-hammond/why-students-need-a-playg_b_1746950.html Nik Peachey | Writer | Trainer | Learning Technology Consultant
  6. 6. – A L B E R T E I N S T E I N “Play is the highest form of research.”
  7. 7. V I D E O G A M E A D D I C T I O N H T T P : / / W W W. V I D E O - G A M E - A D D I C T I O N . O R G / Nik Peachey | Writer | Trainer | Learning Technology Consultant
  8. 8. W H AT M A K E S V I D E O G A M E S A D D I C T I V E ? • The High Score - Trying to beat the high score (even if the player is trying to beat his own score) can keep a player playing for hours. http://www.video-game-addiction.org/what-makes-games-addictive.html Nik Peachey | Writer | Trainer | Learning Technology Consultant
  9. 9. • Beating the Game - The desire to beat the game is fed as a player "levels up," or finds the next hidden clue. http://www.video-game-addiction.org/what-makes-games-addictive.html W H AT M A K E S V I D E O G A M E S A D D I C T I V E ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  10. 10. • Role-Playing - There’s an emotional attachment to the character, and the story makes it much harder to stop playing. http://www.video-game-addiction.org/what-makes-games-addictive.html W H AT M A K E S V I D E O G A M E S A D D I C T I V E ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  11. 11. • Discovery - The thrill of discovery (even of places that don't really exist) can be extremely compelling. http://www.video-game-addiction.org/what-makes-games-addictive.html W H AT M A K E S V I D E O G A M E S A D D I C T I V E ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  12. 12. • Relationships - Online role-playing games allow people to build relationships with other players. For some kids, this online community becomes the place where they're most accepted, which draws them back again and again. http://www.video-game-addiction.org/what-makes-games-addictive.html W H AT M A K E S V I D E O G A M E S A D D I C T I V E ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  13. 13. • Trying to improve on yourself • Trying to beat the game • Building emotional attachments • The thrill of discovery • Building relationships and feeling accepted http://www.video-game-addiction.org/what-makes-games-addictive.html W H AT M A K E S V I D E O G A M E S A D D I C T I V E ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  14. 14. L E T ’ S M A K E L E A R N I N G A D D I C T I V E Nik Peachey | Writer | Trainer | Learning Technology Consultant
  15. 15. W H Y C O M P U T E R G A M E S ? Nik Peachey | Writer | Trainer | Learning Technology Consultant
  16. 16. A C H I E V I N G A S TAT E O F ‘ F L O W ’ . Nik Peachey | Writer | Trainer | Learning Technology Consultant
  17. 17. F L O W T H E O RY • intense and focused concentration on the present moment • merging of action and awareness • a loss of reflective self-consciousness • a sense of personal control or agency over the situation or activity • a distortion of temporal experience, one's subjective experience of time is altered • experience of the activity as intrinsically rewarding, also referred to as autotelic experience Mihály Csíkszentmihályi, Nik Peachey | Writer | Trainer | Learning Technology Consultant http://en.wikipedia.org/wiki/Flow_%28psychology%29
  18. 18. S O M E E X A M P L E S F O R T H E E F L C L A S S R O O M Nik Peachey | Writer | Trainer | Learning Technology Consultant
  19. 19. S P O R E C R E AT U R E C R E AT O R D R E S S U P Nik Peachey | Writer | Trainer | Learning Technology Consultant
  20. 20. E X P L O I T I N G S P O R E F O R L A N G U A G E L E A R N I N G • Create images of different creatures and get the students to create a story about them. • Get the students to create descriptions of different creatures - This could include appearance, but also likes and dislikes, habits etc. • Get students to match pictures to descriptions. • Get students to create a creature based around your description. • Create a creature and use a picture of it as a picture dictation with one student describing the picture while the other one recreates the creature using the software. • Get students to create a short video of their creature and add a description and narrative below it as a video project. • Ask students to create a creature suitable for a particular environment, or types of tasks, then get students to discuss which they think would be best adapted for the environment. • Get the students to write instructions for how to create a creature. • Use the creatures to demonstrate present continuous tenses ( sitting, running etc.) Nik Peachey | Writer | Trainer | Learning Technology Consultant http://nikpeachey.blogspot.co.uk/2010/05/3d-computer-games-with-young-learners.html
  21. 21. S A M O R O S T N A R R A T I V E D R I V E N G A M E S Nik Peachey | Writer | Trainer | Learning Technology Consultant
  22. 22. E X P L O I T I N G S A M O R O S T F O R L A N G U A G E L E A R N I N G • Tell the story - Split your class into A and B students. Get all the As to play one game and all the Bs to play another. Once they have finished the game pair one A student up with one B student and ask them to retell the story as if they were Samorost. Once the students have told their stories they can change over games and see if they can work their way through the game by remembering the narrative that their partner told them. • Write the instructions - Split your students in to As and Bs as above and get your student to work their way through the games and write instructions for how to complete each level. They should then give their instructions to their partner and see if their partner can use the instructions to find their way through the game. • Write a review of the game - You could ask your students to write a review of one of the games. You could collect these together with reviews of other games and publish them as a small booklet. • Following instructions - As a reading exercise you could print up the 'walk through' instructions on how to complete the games and see if students can read them and work through all the levels. • Write the story - You could get your students to play one of the games and then write the story. They could write it as a news report and even use a video camera or web cam to create a news broadcast. http://nikpeachey.blogspot.co.uk/2008/09/adventure-narratives-for-efl-esl.html Nik Peachey | Writer | Trainer | Learning Technology Consultant
  23. 23. G A M E ‘ WA L K T H R O U G H S ’ • http://www.online-game-walkthrough.com Nik Peachey | Writer | Trainer | Learning Technology Consultant
  24. 24. E X P L O I T I N G T W O C O M P U T E R - B A S E D R P G S T H I R D W O R L D FA R M E R Nik Peachey | Writer | Trainer | Learning Technology Consultant
  25. 25. E X P L O I T I N G T W O C O M P U T E R - B A S E D R P G S S T I C K M A N R P G Nik Peachey | Writer | Trainer | Learning Technology Consultant
  26. 26. E X P L O I T I N G T W O C O M P U T E R - B A S E D R P G S • Get half of the class to play one game and the other half to play the other. Then in class get them to describe, compare and contrast the games in pairs. • Get the students to collect any new words they find while playing the games. • Get each pair to describe their own ‘story’ in the game. What happened to them and what was their outcome? • Get the students to compare the different problems their character had in the game. Which game do they think was harder? • Ask them to compare strategies. What things did they do in the game that helped them to be more or less successful? How did they change their strategy? • Ask them to rate the game. How good do they think it was? Did they enjoy playing it? Would they recommend the game? http://nikpeachey.blogspot.co.uk/2007/11/exploiting-two-computer-based-rpgs_09.html Nik Peachey | Writer | Trainer | Learning Technology Consultant
  27. 27. TA S K B A S E D G A M E S W W W. P O W E R U P T H E G A M E . O R G Nik Peachey | Writer | Trainer | Learning Technology Consultant
  28. 28. P O W E R U P • Task based reading • Collaboration • Thinking skills and problem solving • Narrative • Reported speech • Imperatives / conditionals Nik Peachey | Writer | Trainer | Learning Technology Consultant
  29. 29. G E N E R A L A C T I V I T I E S Nik Peachey | Writer | Trainer | Learning Technology Consultant
  30. 30. G E N E R A L A C T I V I T I E S • Describe a game • Review a game • Design a game • Try to sell a game • Debate gaming • Explain how to win • Market a game • Change the gender of a game • Play a MORPG in English Nik Peachey | Writer | Trainer | Learning Technology Consultant
  31. 31. M O R E G A M E S Nik Peachey | Writer | Trainer | Learning Technology Consultant
  32. 32. M O R E G A M E S G A M E S F O R C H A N G E Nik Peachey | Writer | Trainer | Learning Technology Consultant
  33. 33. M O B I L E G A M E S G R A P H I T E . O R G Nik Peachey | Writer | Trainer | Learning Technology Consultant
  34. 34. G A M I F I C AT I O N Nik Peachey | Writer | Trainer | Learning Technology Consultant
  35. 35. G A M I F Y Y O U R C L A S S R O O M H A B I T R P G Nik Peachey | Writer | Trainer | Learning Technology Consultant
  36. 36. G A M I F Y Y O U R C L A S S R O O M • Habits • Todos • Dailies • Rewards http://nikpeachey.blogspot.co.uk/2013/06/gamification-to-encourage-learner.html Nik Peachey | Writer | Trainer | Learning Technology Consultant
  37. 37. T H E F U T U R E O F G A M I N G Nik Peachey | Writer | Trainer | Learning Technology Consultant
  38. 38. A U G M E N T E D R E A L I T Y Nik Peachey | Writer | Trainer | Learning Technology Consultant
  39. 39. E X P L O R I N G A U G M E N T E D R E A L I T Y • LearnAR: http://www.learnar.org/ • Wikitude: http://www.wikitude.com/app/ Nik Peachey | Writer | Trainer | Learning Technology Consultant
  40. 40. W E A R A B L E T E C H N O L O G Y G O O G L E G L A S S Nik Peachey | Writer | Trainer | Learning Technology Consultant
  41. 41. W E A R A B L E T E C H N O L O G Y • What Will Google Glass Do to Our Brains?: http:// mashable.com/2013/04/17/what-will-google-glass-do- to-our-brains/ • Google Glass and Education: http:// thelearnersway.net/ideas/2013/6/28/google-glass-and- education Nik Peachey | Writer | Trainer | Learning Technology Consultant
  42. 42. V I R T U A L R E A L I T Y O C U L U S R I F T Nik Peachey | Writer | Trainer | Learning Technology Consultant
  43. 43. E X P L O R I N G V I R T U A L R E A L I T Y • Oculus Rift: http://www.oculusvr.com/ • Oculus Rift in education: https://flipboard.com/ section/oculus-rift-in-education--b7a4Yb Nik Peachey | Writer | Trainer | Learning Technology Consultant
  44. 44. I N T E R A C T I O N G A M I N G P R O J E C T N A TA L Nik Peachey | Writer | Trainer | Learning Technology Consultant
  45. 45. G A M I N G I N E D U C AT I O N • Serious games: http:// www.seriousgamesinstitute.co.uk/ • Gamification in education: http:// www.gamifyingeducation.org/ Nik Peachey | Writer | Trainer | Learning Technology Consultant
  46. 46. F U R T H E R R E A D I N G • Digital game-based learning Marc Prensky • Digital play Graham Stanley Kyle Mawer • How I turned my classroom into a ‘living video game’ Joli Barker • Why Games Work and the Science of Learning Curtiss Murphy • The Positive Side of Video Games: Part I Dr. Pamela Rutledge • Flow: The Psychology of Optimal Experience M Csíkszentmihályi Nik Peachey | Writer | Trainer | Learning Technology Consultant
  47. 47. Thanks for listening nikpeachey@mac.com My Blogs Learning Technology: http://nikpeachey.blogspot.com/ Quick Tips: http://quickshout.blogspot.com/ Nik Peachey | Learning Technology Consultant,Writer,Trainer My Book Web 2.0 Tools for Teachers: http://www.scribd.com/doc/19576895/Web-20-Tools-for-Teachers My Recommended Reading Learning & Technology News http://www.scoop.it/t/learning-technology Nik Peachey | Writer | Trainer | Learning Technology Consultant On Facebook https://www.facebook.com/ICT4ELT On Twitter https://twitter.com/NikPeachey
  48. 48. D O W N L O A D T H E P R E S E N TAT I O N “We don’t stop playing because we grow old; we grow old because we stop playing.” – George Bernard Shaw Nik Peachey | Writer | Trainer | Learning Technology Consultant

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