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Learning from games


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Workshop given at 14th Anglo Congress in Montevideo on 12th August 2018

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Learning from games

  1. 1. Learning from games Saturday 11th August 2018 Graham Stanley
  2. 2. Computer games Language aims
  3. 3. There are 1 million gamers in UK Average young person in UK will spend 10,000 hours gaming by the age of 21* *Jane McGonigal - Reality is broken Why video games?
  4. 4. No, really! Why video games?
  5. 5. Fun and learning - Fun is directly linked to learning - A successful game is one that teaches everything it has to offer before the player gets bored or stops playing - People quit a game when it’s too hard or too easy (boring) - One problem: not many teachers understand or play games
  6. 6. What is fun?
  7. 7. Hard fun Hard fun “fiero” provides the opportunity for challenge, mastery and feelings of accomplishment. Hard fun focuses attention with a goal, constraints, strategy.
  8. 8. Getting over it with Bennet Foddy
  9. 9. Easy fun Easy fun inspires exploration and role play. Fun failure states, fantasies, or simply enjoying the controls enchants and captures the imagination. Easy fun is the bubble wrap of game design.
  10. 10. Grow Cube
  11. 11. Purposeful play changes how players think, feel, behave, or make a difference in the real world. The excitement of games enlivens otherwise boring tasks. Serious fun is play as therapy. Serious fun
  12. 12. 3rd world farmer
  13. 13. People fun provides the excuse to hang out with friends. People are addictive, and these mechanics over time build social bonds and team work. Everyone wants to spend more time with friends. People fun
  14. 14.
  15. 15. Bartle’s taxonomy of player types
  16. 16. The Bartle test of gamer psychology
  17. 17. The Bartle test and Language Learning
  18. 18. The Bartle test and Language Learning
  19. 19. My results from the Bartle test
  20. 20. No computers in the classroom? Using games
  21. 21.
  22. 22. One computer, one game
  23. 23.
  24. 24. Class Survey & Results
  25. 25. Adrian Underhill & Jim Scrivener: • Are our learners capable of more, much more? • How can I push my students to upgrade their language and improve their skills more than they believed possible?
  26. 26. Demand High Speaking with a digital game
  27. 27. Now describe the two images to your partner as best you can
  28. 28. a) Can I have a volunteer to describe the first image?
  29. 29. b) Can anyone better describe the picture?
  30. 30. Results “I think it went very well. It’s the kind of lesson you can make last a bit longer, or cut it short …to your needs. I thought it was very good the way the lesson was structured. In terms of classroom management, it was very easy to keep on top of the class because they were engaged not just by the game itself, but by the first part too. It also encouraged lots of language from the students. “ – Teacher involved in project
  31. 31. Multiple computers, one game
  32. 32. The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects.
  33. 33. Finding and using a walkthrough
  34. 34. Escape the room games Multiple computers, multiple games
  35. 35. Gap fill for vocabulary / grammar
  36. 36. Relay reading
  37. 37. Jigsaw reading
  38. 38. Information gap Samorost 2
  39. 39. Live listening The Viridian Room “Now when you lift the waste-paper basket, you should see a lighter underneath. Pick it up and then move to the kitchen and open the fridge again.”
  40. 40. Observe and write
  41. 41. Observe / vocabulary
  42. 42. “What should we do? Stay in or go out?” “Shall we listen to some music?” “What do you want to do now?” Watch and say
  43. 43. Listening/ questioning “So, the squirrel has stolen your crisps? What are you going to do now? Well, why don't you try looking at the Bookcase to see if there's something There to help you?”
  44. 44. Procedure and practicalities  learner grouping – pairs or groups  use hand-outs – clear instructions / task  teacher uses game guide (walkthrough)  encourage use of English during computer use  learners explore, examine and pick up objects  pause game and reflect on puzzles together  those who solve puzzle tell whole class  discuss where they been and what seen  authentic information gap activity
  45. 45. Further Reading  Bartle (New Riders, 2004) Designing Virtual Worlds  Gee (Palgrave, 2003) What Digital Games Have to Teach Us About Learning and Literacy  Gee (Routledge, 2004) Situated Language and Learning: A critique of traditional schooling  Gee (Peter Lang, 2007) Good Video Games + Good Learning: Collected Essays  Gee (Common Ground, 2005) Why video games are good for your soul  Mawer & Stanley (2011) Digital Play  Prensky (Paragon House, 2001) Digital game-based learning  Prensky (Paragon House, 2006) Don't Bother Me Mom – I'm Learning!  Reinders (ed.) (Palgrave, 2012) Digital Games in Language Learning and Teaching  Sykes & Reinhardt (Pearson, 2013) Language at Play: Digital Games in Second and Foreign Language Teaching and Learning
  46. 46. Learning from games Graham Stanley Montevideo 11th August 2018