Use of game environments in a postgraduate blended learning programme
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This presentation analyses the concept of game learning and gamification, showing examples of how interactive games can be used in support of the face-to-face teaching for some of the modules of the postgraduate programme PG CERT/PG DIP/MSc in Diabetes Care and Education. The interactive games have been developed in Saduworld, a bespoke 3D learning platform developed by the Kuwait Scotland eHealth Innovation Network (KSEHIN) and TPDL, a video games development company based in Dundee.
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Use of game environments in a postgraduate blended learning programme
- 1. Use of Game Environments in a Postgraduate Blended Learning Programme Mari Cruz García, Kuwait Scotland eHealth Innovation Network (KSEHIN), School of Medicine Jim Piggot, TPLD Ltd.
- 3. Some useful definitions… Gamification is the use of game design elements in non-game contexts, such as education, to increase the engagement, participation, motivation and fun of participants (Deterding et al, 2011) Game environments are rule-based learning environments with a variable and quantifiable outcome, to which the learner feels attached. The learner is asked to perform certain tasks (game) in order to influence the outcome and the consequences of the task are optional and negotiable (Juul 2003) Game based pedagogy are learning models aimed to transform non- game activities into ‘game-like’ ones (Pivet 2009)
- 4. Developing creativity and transferable skills (team work, communication, problem solving,etc) Engaging, motivating and rewarding student (i.e. Badge system) Offering a space for leaders to naturally emerge Pros ‘Chocolate-covered broccoli’ fiasco: Empirical evidence of effectiveness of games as learning environments (O’ Neil 2005) ? Can the new acquired skills and knowledge be applied to wider educational contexts ? Drill-and-practice game environments do not foster the creation of ‘affinity groups’ in which deep learning can take place (Gee 2009) Cons
- 5. The ‘Postgraduate Certificate/Diploma/MSc in Diabetes Care and Education’ forms part of the educational programme of The Kuwait Scotland eHealth Innovation Network (KSeHIN) The MSc Programme aims to facilitate changes in the management of chronic diseases through capacity building and training in clinical, leadership and education The programme is delivered following a ‘blended-learning’ approach that integrates taught sessions and online activities
- 6. Saduworld is an bespoke 3D game environment developed by Mairi Scott, Education Programme Director, and Susannah Silver, Instructional Design Developer, in collaboration with the Dundee-based company TPLD The KSeHIN team and TPLD started their collaboration in January 2013. The aim was to develop an immersive 3D learning environment that supported game-based activities to introduce key concepts and theories explored as key concepts in appropriate modules So far the educational collaboration has produced eight game-based activities and eight virtual spaces (‘rooms’). Saduworld has been used in eight academic modules.
- 8. References Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011.From game design elements to gamefulness: defining ‘gamification’. O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: evidence from the computer games literature. Curriculum Journal, 16(4), 455-474. Juul, J. (2003). The Game, the Player, the World: Looking for a Heart of Gameness. In M. Copier and J. Raessens (eds.), Level Up: Digital Games Research Conference Proceedings. Utrecht University, 2003, pp. 30-45. Pivet , P.(2009). Game-based learning or Game-based teaching. Becta. Jean Paul Gee website: http://www.jamespaulgee.com/
- 10. Let’s have a go with Saduworld!
- 11. http://hostavirtualevent.com/scienceofdiabetes/ Username: visitor1, visitor2, visitor3…. visitor14 Password: visitor1, visitor2, visitor3….visitor14
Editor's Notes
- Also known as game based learning pedagogy, game-based learning, games-based pedagogies, etc. Game environments also known as virtual worlds, 3D
- (collaboration, problem solving, self-awareness, etc) To mention: Games and gamification appear as Key trends The NMC Horizon Report: 2014 Higher Education Edition is a collaboration between the New Media Consortium and the EDUCAUSE Learning Initiative, an EDUCAUSE Program. Time to adopt: Two-to-Three Years. They are also listed at key trend in the OU ‘Innovating Pedagogy 2013’ report that explore new forms of teaching, learning and assessment, to guide educators and policy makers (learning from gaming) Developing skills, mention the 36 principes identified by James Paul Gee: Self-knowledge principle: the virtual world is constructed in such a way that learners learn not only about the domain but also about themselves and their current and potential capacities. • Achievement principle: for learners of all levels of skill there are intrinsic rewards from the outset, customised to each learner’s level, effort and growing mastery, and signalling the learner’s on-going achievements. • Discovery principle: overt telling is kept to a well-thought-out minimum, allowing ample opportunity for the learner to experiment and make discoveries. • Affinity group principle: learners constitute an ‘affinity group’, that is, a group that is bonded primarily through shared endeavours, goals and practices and not shared race, gender, nation, ethnicity or culture.
- In this Slide, Jim can introduced the company briefly, Mention about Equality and diversity embedded in the game activity. Respect to students culture and not practicing cultural colonization! Skills develop: Professional communication Teamwork Facilitation Collaboration Problem solving Leadership Critical debate Number of modules that use Saduworld: 8 modules.
- How Saduworld looks like before we log in.
- A non-player character ( NPC), sometimes known as a non-person character or non-playable character, in a game is any character that is not controlled by a player