Using games to enhance learning and teaching


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Workshop presentation by Nicola Whitton at the Manchester Metropolitan University Teaching and Learning Conference 4 June 2009

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  • Using games to enhance learning and teaching

    1. 1. Using games to enhance learning and teaching Dr Nicola Whitton Education and Social Research Institute
    2. 2. Session Overview <ul><li>Introduction (20 minutes) </li></ul><ul><ul><li>What’s so great about games? </li></ul></ul><ul><ul><li>Characteristics of games </li></ul></ul><ul><ul><li>Some examples </li></ul></ul><ul><li>Activity (30 minutes) </li></ul><ul><ul><li>Applying game-based learning to your own situations </li></ul></ul><ul><li>Conclusions (10 minutes) </li></ul><ul><ul><li>What are the challenges? </li></ul></ul><ul><ul><li>Questions </li></ul></ul>
    3. 3. What’s so great about games? <ul><li>Our students are digital natives </li></ul><ul><li>Students are motivated to play games </li></ul><ul><li>High-spec games make learning engaging </li></ul><ul><li>Games can make anything fun so students won’t even realise they’re learning </li></ul>
    4. 4. None of this is true
    5. 5. Our students are digital natives
    6. 6. So what do we know? <ul><li>Students don’t value the use of technology for it’s own sake </li></ul><ul><ul><ul><li>IPSOS MORI (2007) Student expectations study . Bristol: JISC. </li></ul></ul></ul><ul><li>Apparent ease with technology but lack of critical and analytic skills </li></ul><ul><li>Traits associated with young people actually exhibited by whole population </li></ul><ul><ul><ul><li>CIBER (2008) Information behaviour of the researcher of the future . Bristol: JISC. </li></ul></ul></ul>
    7. 7. <ul><li>“ a considered and rigorous investigation that includes the perspectives of young people and their teachers, and genuinely seeks to understand the situation before proclaiming the need for widespread change “ </li></ul><ul><li>Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology , 39/5, 775-786. </li></ul>
    8. 8. Students are motivated to play games
    9. 9. Motivated 63% Neither 28% Demotivated 9%
    10. 10. So we can’t assume games are motivational… … why use them?
    11. 11. High-spec games make learning engaging
    12. 13. Games can make anything fun so students won’t even realise they’re learning
    13. 14. What’s so great about games? <ul><li>Our students are increasingly diverse </li></ul><ul><li>Games are active learning environments </li></ul><ul><li>Games can use many technologies </li></ul><ul><li>Games are another tool in the toolkit </li></ul>
    14. 15. Characteristics of games <ul><li>Clear, achievable goals, rules, measurable outcomes and rewards </li></ul><ul><li>Appropriate challenge, gradually increasing difficulty </li></ul><ul><li>Interaction and feedback </li></ul><ul><li>A safe environment to explore and in which to make mistakes </li></ul><ul><li>Collaboration and/or competition </li></ul><ul><li>A narrative or fantasy setting </li></ul>
    15. 16. Some examples…
    16. 17. © Innovative Learning Solutions Inc.
    17. 18. ARGOSI Project, MMU and UoB
    18. 19. Elisabeth Yaneske, University of Teeside
    19. 20. © ImpactGames
    20. 21. Activity <ul><li>In pairs… think about an example where game-based learning could be applied to your own teaching (10 mins). </li></ul><ul><ul><li>What is the pedagogic benefit? </li></ul></ul><ul><ul><li>How might you implement it? </li></ul></ul><ul><ul><ul><li>People? Organisation? Environment? Technology? </li></ul></ul></ul><ul><ul><li>What questions do you have? </li></ul></ul><ul><li>Be prepared to feed back your ideas (20 mins) </li></ul>
    21. 22. Challenges of game-based learning <ul><li>Appropriateness for learning </li></ul><ul><li>Finding the right game </li></ul><ul><li>Ensuring engagement and motivation </li></ul><ul><li>More research evidence and robust studies </li></ul>
    22. 23. Questions?
    23. 24. Thank you [email_address]