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Steven Weitz & Mary Rasley
The Edugaming Framework
Keeping the Quiz Out of Educational Games to
Create Effective Learning ...
Educational games have a reputation
for being terrible…
… because many educational games
are terrible.
But they don’t have to be!
wrongwithmanyeducational
games?That’s actually 2
questions…
What’s wrong with many educational
games?
That’s actually 2
questions…
Why don’t games cause a
deeper understanding?
1.
Why aren’t educational
games engaging?
2.
They are quizzes
pretending to be games
They are quizzes
pretending to be games
Quizzing has a place in the
classroom.
Quizzing has a place in the
classroom.
Quizzing significantly
detracts from games.
Quizzing has a place in the
classroom.
Quizzing significantly
detracts from games.
Bloom’s Taxonomy
Why don’t games cause a
deeper understanding?
1.
Why aren’t educational
games engaging?
2.
Why don’t games cause a
deeper understanding?
1.
Assessment is NOT
learning
“Constant testing will no more
address the problems with our
education system than
constantly putting an overweight
person...
“Constant testing will no more
address the problems with our
education system than
constantly putting an overweight
person...
Games are NOT great
for fact retention
What the player does
is what will be
reinforced.
All games “teach” something.
We’re trying to make games
that teach something useful.
The educational content needs
to be the play.
The educational content needs
to be the play.playplay
Why don’t games cause a
deeper understanding?
1.
Why aren’t educational
games engaging?
2.
Why aren’t educational
games engaging?
2.
It’s about Choices
Two choices…
… one right
answer
“A game is a series of
interesting choices.” – Sid Meier
Interesting choices.” – S
“A game is a series
Interesting
Quiz =/= Engaging Game.
=/= Engaging Game.Quiz
Quiz + Luck =/= Engaging Game.
Quiz + Luck =/= Engaging Game.?Twitch Skill
Quiz + Twitch Skill?
Quiz + Twitch Skill?
Quiz + Twitch Skill?
Quiz + Twitch Skill?
Reinforces reflexes and fast recall…
NOT understanding.
Educational games that aren’t quizzes
Easier said than done.
...
The Edugaming Framework
1) Identify the specific concept
to be learned
2) Analysis: Break the concept
into
its component pieces
2) Analysis: Break the concept
into
its component pieces
Question:
What pieces must be present
to form the concept?
Question:
• 2 is a piece
• + is a piece
• (- 4) is a piece
• X is a piece
• = is a piece
• 2 is a piece
• + is a piece
• (- 4) is a ...
• 2 is a piece
• + is a piece
• (- 4) is a piece
• X is a piece
• = is a piece
An example:
2 + (- 4) = X
GENERALIZE
• is a piece
An example:
2 + (- 4) = X
• is a piece
(- 4)
2
• 2 and (- 4) are valuesvalues
• 2 and (- 4) are values
An example:
2 + (- 4) = X
• + is a means of adjusting the values• is a piece+
An example:
2 + (- 4) = X
• 2 and (- 4) are values
adjusting
• + is a means of adjusting the values
• is a pieceX
• is a piece
An example:
2 + (- 4) = X
=
• X = the results of the adj...
• values
• adjusting
• results• X = the results of the adjustment
• + is a means of adjusting the values
An example:
2 + (...
What pieces must be present
to form the concept?
An example:
• values
• adjusting
• results
2 + (- 4) = X
3) Consider the interactions of
the pieces as they relate to
the concept
Back to our example…
• values
• adjusting
• results
2 + (- 4) = X
Back to our example…
• values
• adjusting
• results
2 + (- 4) = X
• values
• adjusting
• results
How do these pieces relate
to each other and the topic?
Values can be adjusted to achieve
different results.
• values
• adjusting
• results
values
adjusting
results
How do these ...
Values can be adjusted to achieve
different results.
Values can be adjusted to achieve
different results.
This is the essence of the topic
4) The interactions of the
component pieces become
the core gameplay via an
action the player performs
continuously
4) The interactions of the
component pieces become
the core gameplay via an
action the player performs
continuously
=core ...
=core gameplay continuous action=
What the player will learn
continuous action
=core gameplay
=
What the player will learn
=
The interactions of the pieces
continuous action
=core gameplay
=
What the player will learn
The interactions of the pieces
=
=core gameplay
The interactions of the pieces
Back to our example…
2 + (- 4) = X
Values can be adjusted to achieve differe...
The interactions of the pieces
Core Gameplay
Values can be adjusted to achieve different results.
Back to our example…
2 +...
5) Decide what you want the
User Experience (UX) will be.
6) Build the rest of the game
around the core gameplay,
within the desired experience.
7) Refine the game through
iterative playtesting.
Always perform a core check:
Is the educational content still the
core play of the game?
Steven Weitz & Mary Rasley
sweitz@gmail.com & mrasley@lccc.edu
NSF-ATEGrants1003154&1304216- Anyopinions,findings,andconcl...
Steven Weitz & Mary E. Rasley - The Edugaming Framework
Steven Weitz & Mary E. Rasley - The Edugaming Framework
Steven Weitz & Mary E. Rasley - The Edugaming Framework
Steven Weitz & Mary E. Rasley - The Edugaming Framework
Steven Weitz & Mary E. Rasley - The Edugaming Framework
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Steven Weitz & Mary E. Rasley - The Edugaming Framework

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Steven Weitz, Associate Professor of Media Arts, Lehigh Carbon Community College
Mary E. Rasley, Professor of Computer Information Systems, Lehigh Carbon Community College

This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School.

Educational games often rely on quizzing, limiting the potential for learning. Games excel at having players repeat actions, creating environments where practice is expected, which leads to deeper understanding of content. By making the educational content the core gameplay, the “Edugaming Framework” approach eschews quizzing, resulting in effective educational games.

Note that when not presenting it, some of the slides look a bit jumbled, due to the way I had to hijack PowerPoint to get the animations I needed. If anyone wants a straight copy of the framework - the steps without the accompanying presentation, click here: http://seriousplayconf.com/edugamingframework_2016/

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Steven Weitz & Mary E. Rasley - The Edugaming Framework

  1. 1. Steven Weitz & Mary Rasley The Edugaming Framework Keeping the Quiz Out of Educational Games to Create Effective Learning Environments sweitz@gmail.com & mrasley@lccc.edu NSF-ATEGrants1003154&1304216- Anyopinions,findings,andconclusionsor recommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarily reflecttheviewsoftheNationalScienceFoundation
  2. 2. Educational games have a reputation for being terrible… … because many educational games are terrible.
  3. 3. But they don’t have to be! wrongwithmanyeducational games?That’s actually 2 questions…
  4. 4. What’s wrong with many educational games? That’s actually 2 questions…
  5. 5. Why don’t games cause a deeper understanding? 1. Why aren’t educational games engaging? 2.
  6. 6. They are quizzes pretending to be games
  7. 7. They are quizzes pretending to be games Quizzing has a place in the classroom.
  8. 8. Quizzing has a place in the classroom. Quizzing significantly detracts from games.
  9. 9. Quizzing has a place in the classroom. Quizzing significantly detracts from games.
  10. 10. Bloom’s Taxonomy
  11. 11. Why don’t games cause a deeper understanding? 1. Why aren’t educational games engaging? 2.
  12. 12. Why don’t games cause a deeper understanding? 1.
  13. 13. Assessment is NOT learning
  14. 14. “Constant testing will no more address the problems with our education system than constantly putting an overweight person on the scale will cure obesity.” - Anna Quindlen Assessment is NOT learning
  15. 15. “Constant testing will no more address the problems with our education system than constantly putting an overweight person on the scale will cure obesity.” - Anna Quindlen
  16. 16. Games are NOT great for fact retention
  17. 17. What the player does is what will be reinforced.
  18. 18. All games “teach” something. We’re trying to make games that teach something useful.
  19. 19. The educational content needs to be the play.
  20. 20. The educational content needs to be the play.playplay
  21. 21. Why don’t games cause a deeper understanding? 1. Why aren’t educational games engaging? 2.
  22. 22. Why aren’t educational games engaging? 2.
  23. 23. It’s about Choices
  24. 24. Two choices… … one right answer
  25. 25. “A game is a series of interesting choices.” – Sid Meier
  26. 26. Interesting choices.” – S “A game is a series Interesting
  27. 27. Quiz =/= Engaging Game.
  28. 28. =/= Engaging Game.Quiz
  29. 29. Quiz + Luck =/= Engaging Game.
  30. 30. Quiz + Luck =/= Engaging Game.?Twitch Skill
  31. 31. Quiz + Twitch Skill?
  32. 32. Quiz + Twitch Skill?
  33. 33. Quiz + Twitch Skill?
  34. 34. Quiz + Twitch Skill? Reinforces reflexes and fast recall… NOT understanding.
  35. 35. Educational games that aren’t quizzes Easier said than done. ...
  36. 36. The Edugaming Framework
  37. 37. 1) Identify the specific concept to be learned
  38. 38. 2) Analysis: Break the concept into its component pieces
  39. 39. 2) Analysis: Break the concept into its component pieces Question:
  40. 40. What pieces must be present to form the concept? Question:
  41. 41. • 2 is a piece • + is a piece • (- 4) is a piece • X is a piece • = is a piece • 2 is a piece • + is a piece • (- 4) is a piece • X is a piece • = is a piece An example: 2 + (- 4) = X GENERALIZE
  42. 42. • 2 is a piece • + is a piece • (- 4) is a piece • X is a piece • = is a piece An example: 2 + (- 4) = X GENERALIZE
  43. 43. • is a piece An example: 2 + (- 4) = X • is a piece (- 4) 2 • 2 and (- 4) are valuesvalues
  44. 44. • 2 and (- 4) are values An example: 2 + (- 4) = X
  45. 45. • + is a means of adjusting the values• is a piece+ An example: 2 + (- 4) = X • 2 and (- 4) are values adjusting
  46. 46. • + is a means of adjusting the values • is a pieceX • is a piece An example: 2 + (- 4) = X = • X = the results of the adjustment • 2 and (- 4) are values results
  47. 47. • values • adjusting • results• X = the results of the adjustment • + is a means of adjusting the values An example: 2 + (- 4) = X • 2 and (- 4) are values results adjusting values
  48. 48. What pieces must be present to form the concept?
  49. 49. An example: • values • adjusting • results 2 + (- 4) = X
  50. 50. 3) Consider the interactions of the pieces as they relate to the concept
  51. 51. Back to our example… • values • adjusting • results 2 + (- 4) = X
  52. 52. Back to our example… • values • adjusting • results 2 + (- 4) = X
  53. 53. • values • adjusting • results How do these pieces relate to each other and the topic?
  54. 54. Values can be adjusted to achieve different results. • values • adjusting • results values adjusting results How do these pieces relate to each other and the topic?
  55. 55. Values can be adjusted to achieve different results.
  56. 56. Values can be adjusted to achieve different results. This is the essence of the topic
  57. 57. 4) The interactions of the component pieces become the core gameplay via an action the player performs continuously
  58. 58. 4) The interactions of the component pieces become the core gameplay via an action the player performs continuously =core gameplay continuous action
  59. 59. =core gameplay continuous action= What the player will learn
  60. 60. continuous action =core gameplay = What the player will learn = The interactions of the pieces
  61. 61. continuous action =core gameplay = What the player will learn The interactions of the pieces =
  62. 62. =core gameplay The interactions of the pieces Back to our example… 2 + (- 4) = X Values can be adjusted to achieve different results.
  63. 63. The interactions of the pieces Core Gameplay Values can be adjusted to achieve different results. Back to our example… 2 + (- 4) = X Players manipulate values by combining numbers to achieve different results.
  64. 64. 5) Decide what you want the User Experience (UX) will be.
  65. 65. 6) Build the rest of the game around the core gameplay, within the desired experience.
  66. 66. 7) Refine the game through iterative playtesting.
  67. 67. Always perform a core check: Is the educational content still the core play of the game?
  68. 68. Steven Weitz & Mary Rasley sweitz@gmail.com & mrasley@lccc.edu NSF-ATEGrants1003154&1304216- Anyopinions,findings,andconclusionsor recommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarily reflecttheviewsoftheNationalScienceFoundation

Steven Weitz, Associate Professor of Media Arts, Lehigh Carbon Community College Mary E. Rasley, Professor of Computer Information Systems, Lehigh Carbon Community College This presentation was given at the 2016 Serious Play Conference, hosted by the UNC Kenan-Flagler Business School. Educational games often rely on quizzing, limiting the potential for learning. Games excel at having players repeat actions, creating environments where practice is expected, which leads to deeper understanding of content. By making the educational content the core gameplay, the “Edugaming Framework” approach eschews quizzing, resulting in effective educational games. Note that when not presenting it, some of the slides look a bit jumbled, due to the way I had to hijack PowerPoint to get the animations I needed. If anyone wants a straight copy of the framework - the steps without the accompanying presentation, click here: http://seriousplayconf.com/edugamingframework_2016/

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