Game Type Slides.

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Game Type Slides from DeveLearn 2012 workshop. Matching game types to content type.

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Game Type Slides.

  1. 1. All Games areNot the Same• Use the right game to teach the right content.• Instructional strategies apply to game design.
  2. 2. Designing Performance-Based Instruction Facts Concepts Rules - Elaborating - Examples - If-Then - Organizing - Non-Examples - Cause/Effect - Association - Attribute Classification - Concept ApplicationProcedures Principles Problem-Solving- Whole to Part Review - Teach Model - Multiple Scenarios- Learn Parts - Behavior Checklist - Professional Experiences- Assemble Procedure - Examples - Realistic Application
  3. 3. ms Jargon Acrony Memorization Facts• Designing for Facts – Elaboration-links new information with relevant prior knowledge • Superordinate-context of new fact • Coordinate-compare/contrast
  4. 4. ms Jargon Acrony Facts Memorization• Designing for Facts – Organizing—Placing facts into a logical grouping (chunking) • Tables • Diagrams • Lists • Models • Mnemonics Roy G. Biv
  5. 5. DeclarativeKnowledge Games Matching Multiple Choice Organization-Drag/Drop
  6. 6. Combine First-Person with Combine First-Person with Teaching Facts Teaching Factswww.gadgetsgamesandgizmos. © Karl M. Kapp 2007
  7. 7. Researchers have found that the Yep, people tend to remember factshuman brain has a natural affinity for more accurately if they encounternarrative construction. them in a story rather than in a list. And they rate legal arguments as more convincing when built into narrative tales rather than on legal precedent. http://www.kaplaneduneering.com/kappnotes/index.php/2007/05/accidental-learning-and-power-of/
  8. 8. ct Abstra Categories Concepts Concrete• Designing for Concepts – Concept is a class of items that share common features and is known by a common name. • Example, Non-Example • Attribute Classification
  9. 9. ConceptualKnowledge Games Examples Non-ExamplesResults of Conceptual Understanding
  10. 10. ConceptualOrienteering
  11. 11. ConceptualOrienteering Triggers Episodic Memory
  12. 12. d. th en avoi If h o t , Rules Moisture causes out of tolerance• Designing for Rules – Rule is a statement that expresses a relationship between concepts. • If-Then • Cause/Effect • Concept Application
  13. 13. ses are P roces Softw SOPs Procedures Step-by-Step• Designing for Procedures – Procedure is a sequence of steps the learner performs to accomplish a task. • Whole to Part Review • Learn Parts • Assemble Procedure
  14. 14. www.gadgetsgamesandgizmos.com © Karl M. Kapp 2007
  15. 15. ills Leadership So ft S k Principles Trouble Shooting• Designing for Principles – Principle is a non-sequential guideline that must be adapted to a specific situation. • Teach Model • Behavior Checklist • Examples
  16. 16. Example
  17. 17. Enspire Learning: http://www.enspire.com/
  18. 18. Enspire Learning: http://www.enspire.com/
  19. 19. Enspire Learning: http://www.enspire.com/
  20. 20. Problem-Solving• Designing for Problem-Solving – Problem is previously un-encountered situation that requires the application of previously learned concepts, rules, procedures, principles • Teach Model • Behavior Checklist • Examples
  21. 21. Problem SolvingKnowledge Games Branching Simulation
  22. 22. Problem SolvingKnowledge Games Virtual 3D Environments
  23. 23. Energy efficiency certification requires a field test.Energy Observation
  24. 24. Interplay Energy, in partnership with theResidential Energy Services Network (RESNET)created a simulation to measure appliedknowledge and understanding like a physical fieldtest.
  25. 25. Objectives included:Objectives included:•Gas line leak detection•Gas line leak detection•Ambient CO testing•Ambient CO testing•Unvented appliance testing (ovens and stove top•Unvented appliance testing (ovens and stove topburners primarily)burners primarily)•Proper equipment usage•Proper equipment usage•Appliance identification•Appliance identification•Combustion appliance Zone (CAZ) understanding•Combustion appliance Zone (CAZ) understanding•Worst Case Depressurization•Worst Case Depressurization•Vented Appliance (furnace, boilers, water heaters)•Vented Appliance (furnace, boilers, water heaters)tests: spillage, CO, drafttests: spillage, CO, draft
  26. 26. Inventory ObservationKapp, K. & O’Driscoll T. (( 2010) Learning in 3D: Adding a new dimension to enterrpise Kapp, K. & O’Driscoll T. 2010) Learning in 3D: Adding a new dimension to enterrpiselearning and collaboration. Pfeffier. PP.416. learning and collaboration. Pfeffier. PP.416.
  27. 27. Learners journey through aseries of activities designed to synthesize conceptual learning.
  28. 28. Learning changes from being Disembodied andTransactional to Embodied, Relational and Experiential.
  29. 29. Recommendation• Match the appropriate content type with the appropriate game type.
  30. 30. Fostering Pro-Social BehaviorGreitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.Greitemeyer, T. & Osswald, S. (2010) Effective of Prosocial games on prosocial behavior.Journal of Personality and Social Psychology. Vol. 98 .. No. 2., 211-221.Journal of Personality and Social Psychology. Vol. 98 No. 2., 211-221.
  31. 31. 28% helped topick up pencils
  32. 32. 33% helped topick up pencils
  33. 33. 67% helped topick up pencils
  34. 34. 22%intervened
  35. 35. 56%intervened
  36. 36. First Experiment indicated that playing the game Darfur is Dying resulted in a greater willingness to help the Darfurian people than reading a text conveying same information.Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal ofPeng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal ofCommunications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.
  37. 37. Second Experiment indicated that playing the game Darfur is Dying resulted in a greater role taking and willingness to help than either game watching or text reading.Peng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal ofPeng, W., Lee, M., & Heeter. (2010) The effects of a serious game on role taking and willingness to help. Journal ofCommunications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.Communications. 60, 723-724. Chapter 5 of “The Gamificaiton of Learning and Instruction.

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