Game based learning
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A presentation I did for my Masters back in August 2010. (Presentation last edited August 4th, 2010).
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Game based learning
- 1. Little Girl
- 2. Digital Game-Based Learning GAMES AND LEARNING ENZO Silva GSU – Instructional Design
- 3. “VIDEO GAMES have quickly become the most PERVASIVE, PROFITABLE, and INFLUENTIAL forms of entertainment in the United States and across the world” (Squire, 2003)
- 4. “Gamers devote more than triple the amount of time spent PLAYING GAMES each week to exercising or playing sports, volunteering in the community, religious activities, creative endeavors, cultural activities, and reading.” ESA’S 2006 ESSENTIAL FACTS ABOUT THE COMPUTER AND VIDEO GAME INDUSTRY.
- 5. World of Warcraft has surpassed 11 million MONTHLY subscribers worldwide
- 6. Second Life about 12.8 million registered members. About 800,000 are active. an average of 50.000 residents in world at a given time.
- 7. Game genres: Action, Adventure, Casino, Puzzle, Role Playing Games, Simulations Strategy, Trivia, Massively Multiplayer Online Games
- 8. Most studied and commented games with potential for learning: MUVEs and MMORPGs
- 9. WHAT??!!!
- 10. MUVE - Multiuser Virtual Environment
- 11. MMORPG – Massively Multiuser Online Role- Playing Game
- 12. The Armed Forces invest heavily in simulations.
- 13. America’s Army - weapons familiarization, driving, evaluating casualties, cultural training, jumping off planes…
- 14. The use of games in Healthcare has become more common. Positive psychological and physiological effects
- 15. Physical fitness, distraction therapy, rehabilitation, training and simulation
- 16. And more…
- 17. Benefits of Games • abilities in spatial modeling • design composition • foster various types of information literacy • problem solving, decision making Ok, this is getting boring…
- 18. Benefits of Games • analytical and spatial skills • strategic skills and insight • learning and recollection capabilities • psychomotor skills • visual selective attention Oh no, bullets!!!...
- 19. Benefits of Games • better short-term and long-term memory • increased social skills (collaboration and negotiation) * * Ok, then, for more research findings see Susi, Johannessen & Backlund (2007)
- 20. Concept of FLOW
- 21. Knowledge transfer vs. problem-solving
- 22. Individualization - tailored Feedback – immediate, contextual Active Learning – discovery, construction Motivation – relevant, rewarding Social – participatory Scaffolding – gradual challenge Transfer – to novel context Assessment – of self compared to others Oblinger’s list of some characteristics of digital games
- 23. More than fun…
- 24. Attention Relevance Confidence Satisfaction Games engage the learner!!!
- 25. Attention Relevance Confidence Satisfaction Games engage the learner!!! When Well-designed!!!
- 26. Maslow’s Hierarchy of Needs Self- Actualizati on Esteem Safety Physiological
- 27. Constructivism Learning optimized in real-world context
- 28. Failing Forward
- 31. This is not what “serious” games are!!!
- 32. (Let’s get technical) References Citation: Huitt, W. (2004). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved October 25, from: http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Jones, M. G. (1997, February). Learning to play, playing to learn: lessons learned from computer games. Paper presented at the Association for Educational Communications and Technology, Albuquerque, New Mexico. Masey, A. (2007). Software Industry Trends: Emerging 3D Internet (3Di) Multi-user Virtual Environments (MUVEs). Tech Quarterly, 3, 1-3. Clifton Gunderson LL. Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396. Retrieved October 25, from http://psychclassics.yorku.ca/Maslow/motivation.htm. Murray, J. (1997). Hamlet on the Holodeck: The Future of Narrative in Cyberspace (Cambridge, MA: The MIT Press. Oblinger, D. (2003). “Unlocking the Potential of Gaming Technology”, Pre-Conference Paper. Ritterfeld, U., & Weber, R. (2006). Video games for entertainment and education. In P. Vorderer, & J. Bryant (Eds.), Playing computer games - Motives, responses, and consequences (pp. 399-413). Mahwah, NJ: Lawrence Erlbaum. Retrieved October 20, 2008 from: http://people.ict.usc.edu/~morie/PDF%20PresencePapers/RitterfeldPaper.pdf Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games: an overview. TechnicalReport HS- IKI -TR-07-001. University of Skövde. Retrieved October 27 from http://www.his.se/upload/19354/HS-%20IKI%20-TR-07-001.pdf Wagner, H. (1999). The Psychobiology of Human Motivation. Londres: Routledge. Yee, N. (2007). Motivations of Play in Online Games. Journal of CyberPsychology and Behavior, 9, 772-775.
Editor's Notes
- “from a developmental perspective, the ultimate pathway of game-based entertainment–education is offered through online multiplayer simulation.” (Ritterfeld & Weber, 2006)
- MMORPGs are role-based and goal-oriented games that revolve around scenarios and stories that unravel while the players engage in pre-defined roles as their “avatars” complete quests and challenges to achieve higher levels (Masey, 2007) and conquer new skills and objects that will enhance game play and their abilities to work in groups and possibilities be accepted socially in these environments. MUVEs, on the other hand, are not necessarily role-based and goal-oriented and, while MMORPGs have the worlds and characters created by the game creators, MUVEs normally have the content and objects created by their “residents” (Masey 2007) while normally only the infrastructure and “viewers” (client software) is offered by host companies. “simulation does not necessarily involve conflict or competition, and the users are not trying to win, as they are always doing in a game. Many educational simulations, unlike games, can function without human intervention, for example, the dynamic representation a planetary movement in the solar system” (Sauvé, Renaud, Kaufman & Marquis, 2007).
- MMORPGs are role-based and goal-oriented games that revolve around scenarios and stories that unravel while the players engage in pre-defined roles as their “avatars” complete quests and challenges to achieve higher levels (Masey, 2007) and conquer new skills and objects that will enhance game play and their abilities to work in groups and possibilities be accepted socially in these environments. MUVEs, on the other hand, are not necessarily role-based and goal-oriented and, while MMORPGs have the worlds and characters created by the game creators, MUVEs normally have the content and objects created by their “residents” (Masey 2007) while normally only the infrastructure and “viewers” (client software) is offered by host companies. Try looking these terms up on Wikipedia… ;)
- “For the military, game technology allows to create low-cost simulations that are both accurate and engaging, and for a severely lower cost than traditional simulations.” (Susi, Johannessen & Backlund 2007) From a military perspective, video game playing (more generally) has a number of advantages, such as improved hand-eye coordination, improved ability to multitask, ability to work in a team using minimal communication, and willingness to take aggressive action (Michael & Chen, 2006 as referenced in Susi, Johannessen & Backlund 2007))
- America’s Army is a game that cost the Army 16 million dollars and is available for free download. The game helps the Army recruit soldiers for for 15% of the cost of other programs. Please refer to: Susi, Johannessen & Backlund (2007) and the references: (Grossman, 2005; Michael & Chen, 2006).
- Please refer to: Susi, Johannessen & Backlund (2007)
- Please refer to: Susi, Johannessen & Backlund (2007)
- Ritterfeld & Weber (2006) Whether you are developing learning-specific games or implementing mainstream games into your learning environments (or as your learning environments), there are many underlying theories of learning and gaming that might need to be considered, including theories of gamer/learner motivation, the Constructivist epistemology and traditional IDT.
- Flow is the mental state of operation in which the person is fully immersed in what he or she is doing by a feeling of energized focus, full involvement, and success in the process of the activity. Proposed by positive psychologist Mihály Csíkszentmihályi http://en.wikipedia.org/wiki/Flow_(psychology) We seek the same feeling from a psychologically immersive experience that we do from a plunge in the ocean or swimming pool: the sensation of being surrounded by a completely other reality, as different as water is from air, that takes over all of our attention, our whole perceptual apparatus . . . Murray (1997)
- Games can be used as simple assessment and concept review or presentation, but they can also be used as the learning environment itself where problem-solving is mainly the focus.
- Oblinger, D. (2003). “Unlocking the Potential of Gaming Technology”, Pre-Conference Paper.
- From Yee (2007) The Achievement Component Advancement. The desire to gain power, progress rapidly, and accumulate in-game symbols of wealth or status. Mechanics. Having an interest in analyzing the underlying rules and system in order to optimize character performance. Competition. The desire to challenge and compete with others. The Social Component Socializing. Having an interest in helping and chatting with other players. Relationship. The desire to form long-term meaningful relationships with others. Teamwork. Deriving satisfaction from being part of a group effort. The Immersion Component Discovery. Finding and knowing things that most other players don’t know about. Role-Playing. Creating a persona with a background story and interacting with other players to create an improvised story. Customization. Having an interest in customizing the appearance of their character. Escapism. Using the online environment to avoid thinking about real life problems.
- Motivation – ARCS http://www.e-learningguru.com/articles/art3_5.htm http://www.arcsmodel.com/Mot%20dsgn%20A%20cate.htm
- Motivation – ARCS http://www.e-learningguru.com/articles/art3_5.htm http://www.arcsmodel.com/Mot%20dsgn%20A%20cate.htm
- Maslow’s Hierarchy of Needs: Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396. Retrieved October 25, from http://psychclassics.yorku.ca/Maslow/motivation.htm. Wagner, H. (1999). The Psychobiology of Human Motivation. Londres: Routledge. Maslow’s Hierarchy of Needs applied to MMORPGs: http://www.werkkrew.com/2008/07/09/maslows-needs-and-gaming/ http://mason.gmu.edu/~bbrown/courses/2004fall/govt351/Maslow_Hierarchy%20of%20Needs.doc
- Add constructivistic therories from Karagiorgi and my review of it…
- Jones (1997) notes that making mistakes is a crucial element of games and of education: “One can be told countless times, but making the mistake and the proper adjustment creates deeper connections with the content than simply trying to remember.”