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Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Learning Courses


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Presentation on the successes and challenges use of game design and virtual worlds by Macquarie ICT Innovations Centre in an school setting to engage students in learning.

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Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Learning Courses

  1. A NSW Department of Education & Communities case studyUsing game design and virtual worlds for creation of interesting and engaging learning projects.
  2. Macquarie ICT Innovations Centre collaborative agreementMacICT mission is ‘to develop, implement and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.
  3. 2011 Projects: Clients:Game2Design - K – 12 teachers & students - Public & private systemsVirtual Worlds – Trinity We provide:Mobile Learning - Project-based approachRobotics - Authentic context - Teacher trainingLearning Design workshops - Student bootcamps - Student showcases - Ongoing support for duration of project
  4. Design thinking underpins all projectsA methodology that teaches people to creatively solve problems bootcamp.2008Promotes action orientated behaviour rather than discussion based work
  5. Why Game Design? The heart of 21st Century learning is not about the tools, it is about learning how to learn.Game design offers students and their teachers a unique platform to address essential skills in becoming independent learners while meeting curriculum outcomes.
  6. Key Issues in Gamification:Through video games,players attain:Positive EmotionsRelationshipsMeaningAccomplishment P.E.R.M.A Dr. Martin Seligman
  7. 10 powerful positive emotions games activate:10. Joy 5. Curiosity9. Relief 4. Excitement8. Love 3. Awe & Wonder7. Surprise 2. Contentment6. Pride 1. Creativity Jane McGonigal
  8. The Project: Invasion of the Shadow PlagueA narrative based metagame centred in a Wordpress blog teaching students to design and build using Microsoft Kodu Game Lab
  9. Good Game Design Workshop Students & teachers completed these activities: Deconstructed games Reviewed real games Designed a game level Built a game levelTo learn the following principles: Clear goal Story World Challenge Player feedback Difficulty curve Krill & Zed from Little Space Heroes
  10. Missions
  11. MissionReports
  12. Training and Resources Provided• Good Game Design workshops for teachers & bootcamps for students• Students design documentation• Access to 140 video tutorials• Fully moderated blog• Ongoing support via Edmodo, email, school visits
  13. Trial of prototype:5 x schools- 2 x primary- 3 x high schools600 students, Years 3 to 10549 posts in 1½ weeks2nd iteration:4 x schools- 2 x primary- 2 x high schoolTotal students: - 886 in project- Additional 356completed bootcamps
  14. What worked:• Workshops & bootcamps, particularly 2 day immersion program• Software was free & accessible from school and home.• Real – world links with Indie game development community• High levels of participation (1300 students, 60 teachers)• High levels of engagement from both male and female students.• Curation of a large number of student reflections & games
  15. “When we are designing games we are learning to solve problems incontext. We come across a problem like a crash message, we have to recognise the problem, understand the problem, and its source and work out a solution. I’d rather fix a crash than some abstract scenario that I can’t relate to.” Year 6 student
  16. Successful 3dedratsGame On festivalIndie Game Designer’s showcaseInfo sessions presented by students,teachers, academics & parents.Game Design Speed ChallengeMinecraft multiplayer worldMobile phone QR code hunt, Mario Kartchallenge, Retro gaming, Battle Tetris,Kinect dancing, Microsoft xbox kinecttrailer & zombie live action nerf gameABC’s Good Game field reporter, Gooseand robot D.A.R.R.E.N. covered the day.Game On festival was the feature story onGood Game Spawn Point
  17. What we learnt:• Inconsistent student expectations and monitoring by teachers• Instructions not always read• Manual moderation of mission posts was time consuming• Scalability - better hosting solution e.g. Drupal, bigger budget (web design, graphics, support staff etc)• Commitment of teachers to a long term project• Teachers need to be key stakeholders in the development of the project
  18. When 2050A virtual world is a 3D computerenvironment.Users are represented as avatars.MacICT’s world, Trinity is The Habconstructed using an open source MacICT’s virtual world - Trinitysoftware called OpenSim
  19. Year 10 students designed and constructed architectural prototypes forAustralian cities for the year 2050. Designs incorporated:- ideas such as, sustainability, function and aesthetics.- needs such as communication, energy, food, housing, recreation & transport.
  20. “Trinity (3D Virtual Worlds) has changed the way I design … I will nowdesign with a very open mind. This project has pushed me to work harderto develop my concepts and ideas.” Year 10 student
  21. What we learnt:• Powerful collaborative, immersive tool• Technology constraints• Bandwith• Scalability• Exhibition at SCA & School Spectacular“The technology provides for the quick activation of ideas, construction of shapes, use of textures all within a 3D space. Students are fully engaged in the whole process of having the power to create majorstructures, to move around, in and out, above and below their building structures. This is total immersion.” Teacher comment
  22. Contact Part of a Kodu game storyboard by Jenna age 7