The document discusses game-based learning and the potential of digital games for education. It summarizes several related studies that found games can develop skills and motivate learning when designed appropriately. However, teachers need support in choosing games and integrating them into lessons. The document proposes resources and training to help teachers understand how games can supplement traditional teaching and promote quality learning.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
The document discusses using video games for educational purposes. It provides an overview of the potential benefits and concerns of using video games in classrooms. Some benefits discussed include engaging students, developing various skills and intelligences, and supporting different learning styles. However, concerns include potential negative impacts on behavior. The document also examines theoretical frameworks that can inform teaching with video games and how games support various learning theories.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Game based learning ppt presentation - final projectRobin Lemire
The document discusses game-based learning in early childhood education. It argues that play is important for early childhood development and that game-based learning can be an effective educational tool. Game-based learning uses digital games and virtual environments to engage students and help them learn while having fun. The document reviews research showing that game-based learning leads to better educational outcomes than traditional methods alone. It also examines the diffusion and adoption of educational games and virtual worlds in early childhood classrooms over time.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
Play to Learn : Keynote by Professor Maja PivecPaul Pivec
1. The document discusses the potential for game-based learning and addresses both benefits and challenges. It references several studies that found games can develop skills but teachers need support integrating them.
2. It describes a game design summer school that teaches students about educational game design. Lectures cover design concepts while practical sessions have students work in groups.
3. The document advocates for resources like Level Up for Teachers to help educators learn how to choose games, implement them, and assess learning outcomes, in order to better utilize games for learning.
The document discusses using video games for educational purposes. It provides an overview of the potential benefits and concerns of using video games in classrooms. Some benefits discussed include engaging students, developing various skills and intelligences, and supporting different learning styles. However, concerns include potential negative impacts on behavior. The document also examines theoretical frameworks that can inform teaching with video games and how games support various learning theories.
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Game based learning ppt presentation - final projectRobin Lemire
The document discusses game-based learning in early childhood education. It argues that play is important for early childhood development and that game-based learning can be an effective educational tool. Game-based learning uses digital games and virtual environments to engage students and help them learn while having fun. The document reviews research showing that game-based learning leads to better educational outcomes than traditional methods alone. It also examines the diffusion and adoption of educational games and virtual worlds in early childhood classrooms over time.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
Peter Shea - Serious Games in Higher Education: Problems and PotentialSeriousGamesAssoc
Presenters:
Peter Shea, Director of the Office of Professional Development, Middlesex Community College
Nikki Boots, Instructional Technologist, Harvard University
Jim Grenier, Associate Director of The Center for Teaching, Learning and Technology Innovation, Mass Bay Community College
Despite the large body of research which supports the use of serious games and simulations in a variety of knowledge domains, sg/s have not made a significant impact in higher education. In this presentation, three professional instructional designers will discuss the reasons why higher education is a difficult market to break into, but also why and where there are signs of hope.
The Use of Computer Simulations and Gaming to Enhance Authentic Learningzollnera
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
The document discusses simulation software and instructional games. It aims to explain their importance and have students play SimCity and Geosafari. Simulation software models real phenomena mathematically and allows observing operations through simulation. It is used widely in design. Simulation materials are constructivist and teach strategies through decision-making in modeled scenarios. SimCity is an example where students manage an imaginary city. Geosafari is also discussed as an educational game introducing adventure activities for different subjects that can be played in teams to achieve learning outcomes.
Nottingham Trent Symposium on Games and Gamificationnicwhitton
This document discusses game-based learning and gamification in higher education. It argues that games can engage students through challenge, visible progression, completion, communities, suspension of disbelief, creativity, and flow. Games help create active learning environments that are social, situated, problem-based, and authentic through communities of practice, experiential learning, and affinity groups. The "magic circle" of play allows freedom to make mistakes, make believe, make choices, and make things. Gamification involves using game mechanics to motivate learning. However, there are also risks like "gaming the game" that don't support real learning. Overall, the spirit of play through creativity, storytelling and fun can support learning if implemented properly.
Maja Pivec presents research from across Europe related to the adoption of video games in schools as part of the Game Based Learning in Practice at the Game Based Learning 2009 Conference.
The document discusses a presentation on the StudyBuddyCampus research project. It includes an agenda, introductions of presenters, statistical findings on video game usage, research challenges around using games for education, an overview of the StudyBuddyCampus tool, feedback from teachers and students who tested it, and next steps which involve adding new features and conducting a research study.
This document summarizes research on using game-based learning in education. It discusses how students today have played thousands of hours of video games and expect that level of engagement in school. Research aims to determine how games can be used as instructional tools to improve achievement. Experts argue a balance of education and entertainment is needed and that collaboration between educators and game designers is important. Barriers to adopting games include a lack of teacher time and need for games aligned to curriculum standards.
This study explored the use of the educational video game MinecraftEdu in middle school classrooms. It analyzed student outcomes, attitudes of teachers, students and parents, and interactions on the virtual learning environment Edmodo. While student academic outcomes did not significantly improve and some parents had negative views, most students found MinecraftEdu fun, engaging, and a good way to explore and learn about history in an immersive virtual environment. The study used a quasi-experimental design to compare students who used MinecraftEdu to a control group, surveys to assess attitudes, and message analysis to study online interactions. Overall, the results suggest video games may enhance motivation and creativity even if they do not directly improve test scores.
02 computer games created by middle school girls can they be used to measure ...Fantar Witchaporn
This study analyzed 108 computer games created by middle school girls using the Stagecast Creator programming environment. The games were analyzed based on three key competencies: programming, organizing and documenting code, and designing for usability. The findings showed that the students engaged in moderate levels of complex programming activities when creating the games. The games exhibited moderate levels of usability but had low levels of code organization and documentation. Overall, the results provide evidence that computer game programming can support learning of computer science concepts.
This document provides an overview of the history of video games from the 1960s to present day. It discusses early games like Spacewar developed in the 1960s and the growth of the video game industry from the 1970s onward. Key points covered include the shift from arcade to home console games, the rise in game sales and popularity in the 1990s and 2000s, the growth of online and subscription-based games, and how games are now influencing the real world and culture.
This document discusses serious games and their benefits, particularly for women. It outlines how serious games can incorporate elements like backstories, rules and graphics to create an immersive learning experience while improving skills like problem-solving, memory and strategic thinking. The document presents examples of serious games used in K-12 education, medical training, higher education, vocational training and language learning that address topics like science, employment for those on the autism spectrum, and Chinese culture. It acknowledges gender stereotypes in games and how mobile games are growing as a platform. In the conclusion, it prompts the reader to discuss the audience, goal and learning potential of an example game.
Connected learning aims to engage students through their personal interests by connecting in-school learning to out-of-school interests through production, academics, and peer culture using digital media and networks. Research shows gaming can benefit learning by fostering identity, interaction, production, risk-taking, and challenge. Educators are incorporating games, simulations, and game design into classrooms to teach complex problem-solving and systems thinking. Resources for connected learning include organizations, conferences, and tools that support game and simulation-based learning practices.
This document discusses the potential educational benefits of incorporating computer games into classroom learning. It provides an overview of research showing that games can facilitate literacy, learning, and 21st century skills through embodied experiences, problem-solving, collaboration, and meaningful social interaction. The document suggests that games represent a new learning environment that shares little with traditional schooling but aligns well with how learning works. It argues that commercial games could support learning if used appropriately and that educators should consider factors like learning objectives and technical resources when designing game-based lessons.
Principles of Games and Simulations -presentation to a games and learning cla...cjbonk
This document contains a summary of research on the educational benefits of simulations and games. It discusses how simulations and games can support learning through scaffolding, problem-driven activities, exploration, interaction, agency, learning by doing, reflection, handling failure, adaptivity, character development, and engagement. Key factors in designing effective game-based learning include providing context and interaction. Research also suggests games may facilitate learning conversations and support Vygotsky's zone of proximal development by providing motivation and feedback.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
Talk about serious games and game-like simulations design given at the Laboratory of Computer Science of the Massachusetts General Hospital (Boston, USA).
The Educational Game development approach used for developping different games in the medical domain is presented.
This is exemplified with the first-aid game, the educ@ONT project with the National Transplant Organization in Spain (ONT) and the Surgical Checklist game.
Some final ideas about Learning Analytics and how this can be used for evaluation and for integrating heterogeneus information in a Learning Record Store are presented.
This document discusses the effects of computer games on students. It notes that most teens play video games, and games can motivate students and foster collaboration. Well-designed games that allow sufficient time for play and are integrated into the curriculum can positively impact students' behavior, learning, and academic achievement by appealing to how their brains develop through activities like problem-solving. However, excessive unmonitored game play could potentially lead to social isolation or aggressiveness in some students.
The negative and positive impacts of video games2bradjgibbons
This document provides a literature review on the negative and positive impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, brain-based learning, and academic achievement when appropriately designed and integrated into the classroom. However, excessive video game play that replaces other activities can negatively impact student behavior through increased social isolation, dependency, or aggressiveness. The document concludes that video games have the most benefit when designed for the curriculum, student abilities are monitored by parents and teachers.
Playing Games with Healthcare - serious games in healthcare education and tra...Curatr
This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
Games for learning & Role Play ScenariosPaul Pivec
This document discusses research on the effectiveness of game-based learning. It summarizes various studies that have found mixed results about games stimulating learning. Some studies found games can develop skills like strategic thinking while others found no significant learning differences compared to traditional methods. The document also notes learners prefer games that are fun, collaborative, and relevant to learning objectives. Game-based learning works best when games are well-designed for learning goals and used as a supplemental tool in a classroom environment rather than replacement for teachers.
This document outlines the syllabus and weekly schedule for a course on gaming and media design for learning, including assignments such as designing a digital game, analyzing existing educational games, and discussing how games can be incorporated into classroom instruction. It introduces concepts like digital game-based learning and Bloom's Digital Taxonomy, and provides examples of existing educational games that teach various subjects in an engaging way through gameplay.
Peter Shea - Serious Games in Higher Education: Problems and PotentialSeriousGamesAssoc
Presenters:
Peter Shea, Director of the Office of Professional Development, Middlesex Community College
Nikki Boots, Instructional Technologist, Harvard University
Jim Grenier, Associate Director of The Center for Teaching, Learning and Technology Innovation, Mass Bay Community College
Despite the large body of research which supports the use of serious games and simulations in a variety of knowledge domains, sg/s have not made a significant impact in higher education. In this presentation, three professional instructional designers will discuss the reasons why higher education is a difficult market to break into, but also why and where there are signs of hope.
The Use of Computer Simulations and Gaming to Enhance Authentic Learningzollnera
The document discusses the use of computer simulations and games to enhance authentic learning. It recognizes connections between simulations/games and learning theory. Key elements that make simulations effective for learning include content driven by goals, interactivity, feedback, and opportunities for reflection. Well-designed simulations can improve cognitive skills and allow students to experience concepts in dynamic, interactive environments. Reflection is important for students to make meaning and connect experiences to coursework.
The document discusses simulation software and instructional games. It aims to explain their importance and have students play SimCity and Geosafari. Simulation software models real phenomena mathematically and allows observing operations through simulation. It is used widely in design. Simulation materials are constructivist and teach strategies through decision-making in modeled scenarios. SimCity is an example where students manage an imaginary city. Geosafari is also discussed as an educational game introducing adventure activities for different subjects that can be played in teams to achieve learning outcomes.
Nottingham Trent Symposium on Games and Gamificationnicwhitton
This document discusses game-based learning and gamification in higher education. It argues that games can engage students through challenge, visible progression, completion, communities, suspension of disbelief, creativity, and flow. Games help create active learning environments that are social, situated, problem-based, and authentic through communities of practice, experiential learning, and affinity groups. The "magic circle" of play allows freedom to make mistakes, make believe, make choices, and make things. Gamification involves using game mechanics to motivate learning. However, there are also risks like "gaming the game" that don't support real learning. Overall, the spirit of play through creativity, storytelling and fun can support learning if implemented properly.
Maja Pivec presents research from across Europe related to the adoption of video games in schools as part of the Game Based Learning in Practice at the Game Based Learning 2009 Conference.
The document discusses a presentation on the StudyBuddyCampus research project. It includes an agenda, introductions of presenters, statistical findings on video game usage, research challenges around using games for education, an overview of the StudyBuddyCampus tool, feedback from teachers and students who tested it, and next steps which involve adding new features and conducting a research study.
This document summarizes research on using game-based learning in education. It discusses how students today have played thousands of hours of video games and expect that level of engagement in school. Research aims to determine how games can be used as instructional tools to improve achievement. Experts argue a balance of education and entertainment is needed and that collaboration between educators and game designers is important. Barriers to adopting games include a lack of teacher time and need for games aligned to curriculum standards.
This study explored the use of the educational video game MinecraftEdu in middle school classrooms. It analyzed student outcomes, attitudes of teachers, students and parents, and interactions on the virtual learning environment Edmodo. While student academic outcomes did not significantly improve and some parents had negative views, most students found MinecraftEdu fun, engaging, and a good way to explore and learn about history in an immersive virtual environment. The study used a quasi-experimental design to compare students who used MinecraftEdu to a control group, surveys to assess attitudes, and message analysis to study online interactions. Overall, the results suggest video games may enhance motivation and creativity even if they do not directly improve test scores.
02 computer games created by middle school girls can they be used to measure ...Fantar Witchaporn
This study analyzed 108 computer games created by middle school girls using the Stagecast Creator programming environment. The games were analyzed based on three key competencies: programming, organizing and documenting code, and designing for usability. The findings showed that the students engaged in moderate levels of complex programming activities when creating the games. The games exhibited moderate levels of usability but had low levels of code organization and documentation. Overall, the results provide evidence that computer game programming can support learning of computer science concepts.
This document provides an overview of the history of video games from the 1960s to present day. It discusses early games like Spacewar developed in the 1960s and the growth of the video game industry from the 1970s onward. Key points covered include the shift from arcade to home console games, the rise in game sales and popularity in the 1990s and 2000s, the growth of online and subscription-based games, and how games are now influencing the real world and culture.
This document discusses serious games and their benefits, particularly for women. It outlines how serious games can incorporate elements like backstories, rules and graphics to create an immersive learning experience while improving skills like problem-solving, memory and strategic thinking. The document presents examples of serious games used in K-12 education, medical training, higher education, vocational training and language learning that address topics like science, employment for those on the autism spectrum, and Chinese culture. It acknowledges gender stereotypes in games and how mobile games are growing as a platform. In the conclusion, it prompts the reader to discuss the audience, goal and learning potential of an example game.
Connected learning aims to engage students through their personal interests by connecting in-school learning to out-of-school interests through production, academics, and peer culture using digital media and networks. Research shows gaming can benefit learning by fostering identity, interaction, production, risk-taking, and challenge. Educators are incorporating games, simulations, and game design into classrooms to teach complex problem-solving and systems thinking. Resources for connected learning include organizations, conferences, and tools that support game and simulation-based learning practices.
This document discusses the potential educational benefits of incorporating computer games into classroom learning. It provides an overview of research showing that games can facilitate literacy, learning, and 21st century skills through embodied experiences, problem-solving, collaboration, and meaningful social interaction. The document suggests that games represent a new learning environment that shares little with traditional schooling but aligns well with how learning works. It argues that commercial games could support learning if used appropriately and that educators should consider factors like learning objectives and technical resources when designing game-based lessons.
Principles of Games and Simulations -presentation to a games and learning cla...cjbonk
This document contains a summary of research on the educational benefits of simulations and games. It discusses how simulations and games can support learning through scaffolding, problem-driven activities, exploration, interaction, agency, learning by doing, reflection, handling failure, adaptivity, character development, and engagement. Key factors in designing effective game-based learning include providing context and interaction. Research also suggests games may facilitate learning conversations and support Vygotsky's zone of proximal development by providing motivation and feedback.
The document describes a camp that focuses on robotics, virtual reality, and gaming. Students will learn about robot design and programming, experience virtual reality to visit different places, and take their ideas to create video games. The camp aims to develop students' skills in areas like critical thinking, teamwork, and STEM learning in a fun, hands-on way through interactive projects and activities using different technologies.
Talk about serious games and game-like simulations design given at the Laboratory of Computer Science of the Massachusetts General Hospital (Boston, USA).
The Educational Game development approach used for developping different games in the medical domain is presented.
This is exemplified with the first-aid game, the educ@ONT project with the National Transplant Organization in Spain (ONT) and the Surgical Checklist game.
Some final ideas about Learning Analytics and how this can be used for evaluation and for integrating heterogeneus information in a Learning Record Store are presented.
This document discusses the effects of computer games on students. It notes that most teens play video games, and games can motivate students and foster collaboration. Well-designed games that allow sufficient time for play and are integrated into the curriculum can positively impact students' behavior, learning, and academic achievement by appealing to how their brains develop through activities like problem-solving. However, excessive unmonitored game play could potentially lead to social isolation or aggressiveness in some students.
The negative and positive impacts of video games2bradjgibbons
This document provides a literature review on the negative and positive impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, brain-based learning, and academic achievement when appropriately designed and integrated into the classroom. However, excessive video game play that replaces other activities can negatively impact student behavior through increased social isolation, dependency, or aggressiveness. The document concludes that video games have the most benefit when designed for the curriculum, student abilities are monitored by parents and teachers.
Playing Games with Healthcare - serious games in healthcare education and tra...Curatr
This presentation was given at Great Ormond Street Hospital's Learning Innovation Day 2013. It briefly covers the nature of games for education, including serious games and showcases a number of games created for use in healthcare settings in the UK
Games for learning & Role Play ScenariosPaul Pivec
This document discusses research on the effectiveness of game-based learning. It summarizes various studies that have found mixed results about games stimulating learning. Some studies found games can develop skills like strategic thinking while others found no significant learning differences compared to traditional methods. The document also notes learners prefer games that are fun, collaborative, and relevant to learning objectives. Game-based learning works best when games are well-designed for learning goals and used as a supplemental tool in a classroom environment rather than replacement for teachers.
This document outlines the syllabus and weekly schedule for a course on gaming and media design for learning, including assignments such as designing a digital game, analyzing existing educational games, and discussing how games can be incorporated into classroom instruction. It introduces concepts like digital game-based learning and Bloom's Digital Taxonomy, and provides examples of existing educational games that teach various subjects in an engaging way through gameplay.
Playing to Learn: Using Games and Simulations in the Classroom 07-19-11Andy Petroski
Playing to Learn: Games and Simulations in the Classroom
12:30 PM - 3:30 PM
Promote active learning, impact student motivation and improve learning outcomes through the use of games and simulations in the classroom. Technology expands the opportunities for learning through games by increasing the interaction, expanding the audience and tracking the results. This session provides an overview of using games and simulations for learning, including an exploration of the impact of games and simulations, the types of games and simulations and considerations for using games and simulations in the classroom. Off-the-shelf games and game templates that can be implemented immediately will be reviewed and simple tools for creating your own games will also be explored.
This document discusses using games and simulations in the classroom. It defines games as structured activities with rules where participants compete for an objective, and simulations as operational models of real or hypothetical processes. Benefits of games and simulations include improved learning outcomes and teaching effective 21st century skills. They can be used for formative assessment and to develop soft skills. Different genres and categories of games and simulations are outlined for different types of learning. Research shows games and simulations are at least as effective as conventional instruction and can improve student engagement through challenge and skill development.
This document discusses how games can be used for learning. It defines what a game is, noting they have set rules and provide interactive feedback. Game mechanics like challenges, problem solving, and failure can motivate learning. The document advocates using games to create flexible learning that supports different learner types and perspectives. Games provide a safe practice environment, consolidate relevant resources, and encourage cooperation among players.
The Effects Of Video Games Towards Students’Blair E
This document provides an overview of a proposed study that will examine the relationship between video game usage patterns, video game type, and academic achievement. The study will survey 850 11th grade students about their video game habits and types of games played. It will then compare their survey responses to their scores on the PSSA and PSAT standardized tests. Previous research has found links between increased video game usage and lower test scores, but the proposed study aims to determine if video game type also impacts academic performance. If approved, this study could provide insights into how different forms of digital media and entertainment relate to students' academic achievement.
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
Video Games, Virtual Environments & EducationJoanna Robinson
This document discusses the potential educational benefits of using video games and virtual environments in higher education. It provides examples of games being used to train skills like surgery and investigatory work. Researchers found games help develop strategic thinking, planning, and teach valuable cognitive and teamwork skills. However, negatives include potential for addiction, isolation, or reinforcing harmful stereotypes. The document advocates that games should be viewed beyond entertainment and have untapped potential for teaching when designed appropriately.
Alternative Assessment Strategies For Complex Problem Solving In Game-Based L...Jessica Thompson
This chapter discusses alternative assessment strategies for complex problem solving in game-based learning environments. It argues that new technologies like digital games require new ways of conceptualizing learning, instruction and assessment. The chapter reviews literature on game-based learning and finds little empirical evidence that it improves complex problem solving skills. It then proposes an integrated assessment framework to guide research and practice in this area. This framework was used in a longitudinal study to collect and analyze data on instructional design strategies in an MMOG learning environment.
1. Playing games is an important part of child development as it helps children learn social and cognitive skills like symbolization and abstract thinking. As children grow, the types of games and rules change with their cognitive abilities.
2. There is evidence that computer games can be effective instructional tools by making learning engaging and relevant to students' interests while developing different learning styles. Games help motivate students through challenge and adjustment of difficulty.
3. For games to be appropriate for classroom use, teachers must ensure the content is connected to curriculum objectives and choose games that incorporate lessons rather than being used purely for entertainment. Games can teach skills like problem solving, critical thinking and discovery to enhance learning.
The document discusses the Curriculum Framework Initiative presented by the International Game Developers Association (IGDA) Education SIG. It provides an overview of the IGDA Education SIG and its mission to strengthen academic membership and education for game developers. It then describes the key components of the IGDA curriculum framework, including core topics and soft skills, and highlights examples of original student games and research from various game design programs. It also discusses common elements, challenges, and industry involvement in game design education programs.
The document discusses the Curriculum Framework Initiative presented by the International Game Developers Association (IGDA) Education SIG. It provides an overview of the IGDA Education SIG and its mission to strengthen academic membership and education for game developers. It then describes the key components of the IGDA curriculum framework, including core topics and soft skills, and highlights examples of original student games and research from various game design programs. It also discusses common elements, challenges, and industry involvement in game design education programs.
A presentation I put together for college classes related to technology and/or education. Provides background (historical and theoretical) about video games in the classroom, and explores four approaches to teaching with games. Read the notes for way more context and info—this is meant to be presented, not viewed slide-only.
The document discusses how serious games, simulations, and virtual worlds can be effective learning tools by engaging students and promoting skills like problem-solving, collaboration, and critical thinking. Serious games keep students motivated by incorporating gameplay elements, provide personalized learning experiences, and allow students to experiment safely. While such tools are not yet widely used in K-12 education, the document suggests they could help students learn if integrated into curricula.
Kostas Anagnostou presented on using games for learning. Traditional teaching focuses on institutionalized education and does not enhance soft skills or apply knowledge, while ideal learning leverages existing skills in authentic environments. Games can acquire knowledge and skills through exploration and feedback in authentic contexts. Serious games have explicit educational purposes beyond entertainment. Barriers to serious games include design, development costs, business models, and adoption in schools. However, opportunities exist in improved design methods, cheaper development tools, expanded markets, and growing acceptance of games.
How can we use games in the classroom? Don't use them because they're "cool with the kids" (that's a recipe for chocolate coated brocolli), instead used them because they're sophisticated, challenging digital simulations.
How is technology changing teaching and learning? What place does gaming have in building skills that are critical for today’s workplaces – and tomorrow’s? In this webinar, Associate Professors Beaumie Kim and Pratim Sengupta from UCalgary’s Werklund School of Education examine these topics and discuss how educators are using technology and gaming to engage students and deepen their learning.
Watch the webinar recording: http://explore.ucalgary.ca/technology-and-gaming-education
1) The Games for Learning Institute (G4LI) conducts research on designing games to improve learning outcomes in STEM subjects.
2) G4LI has conducted several studies comparing different game mechanics, modes of play, and types of feedback to determine the most effective designs.
3) Preliminary research results suggest rule-based games may lead to more problems solved than arithmetic-based games, and collaborative or competitive play may increase engagement over solo play. However, solo play may better support learning outcomes like math fluency.
Similar to Gamification and GBL Presentation to Unitec (20)
The document discusses applied games and serious games. It provides background on Dr. Paul Pivec and his experience in technology, games, and applied games. It then discusses different types of applied games including commercial games used for teaching, serious games designed for teaching, and games for health. Key points are made about designing applied games for specific platforms, audiences, and learning objectives while developing within a given budget.
Keynote iGBL Conference. Digital Me. A Revolutionary Game-Based Method to Off...Paul Pivec
The document describes Digital Me, a game-based learning application designed to offset learning disabilities. It uses proven game design principles developed over 15 years of research to accelerate cognitive learning through interactive games. Key features include Adaptive Intelligence Modules that adjust difficulty and Active Intuitive Scaffolding to optimize skill improvement. Clinical studies showed cognitive abilities increased more than 2.5 times over traditional methods. The application aims to motivate persistent learning through gamification and provide reporting for parents and clinicians.
The document presents a method called "Gamability In Practice" for evaluating digital games and applications. It involves using eye tracking analysis, Gameflow analysis, target market optimization, and player experience testing. The goal is to identify elements like immersion, concentration, challenge, and clear goals to estimate a project's success factors. Examples are given of using an eye tracker to study user behavior on games from different genres like puzzles, adventures, and shooters. The method aims to provide insights to improve gameflow, optimize for target markets, and test player experience.
Pivec Labs presented on their Digital Me project, a library of games linked to customizable on-screen characters. The games are designed using principles proven to accelerate cognitive learning 2.5 times over traditional methods. The application aims to help children experiencing cognitive decline after cancer treatment or learning disabilities by motivating persistent practice of cognitive skills. Pivec Labs requested social sharing and donations to complete the project.
The document describes a proposed application called Digital Me that uses customized game-based learning to help children who experience cognitive decline and social issues after cancer treatment. Digital Me aims to accelerate learning up to 2.5 times faster than traditional methods through an interactive game environment guided by a customizable on-screen character. The application is being developed iteratively and has received support from medical professionals for its potential to help young cancer patients and others dealing with brain issues.
The document discusses various considerations for designing and implementing a game, including choosing a genre, platform, target audience, infrastructure, team, and engine. It also covers developing a business model, marketing strategies, and potential issues like repetitive levels that can lead to commercial failure if not addressed. The key takeaways are to do thorough research, test early and often, be professional, and believe in your ideas while learning from mistakes.
1. The document summarizes a workshop on game-based learning applications, covering topics like game genres for learning, gender considerations in computer games, and developing serious computer games.
2. Several game genres like FPS, RPG, and simulation games are discussed as examples for different subject areas.
3. When designing for different genders, factors like punishment, competition and genres preferences are addressed.
4. The workshop structure involves lectures on game design principles and development tools, as well as group work to develop game ideas for specific topics and audiences.
The document summarizes an agenda for a workshop on game-based learning. It discusses using role-playing games to teach about different industries and designing educational games. Participants were divided into groups to create roleplays for an educational game design course, with topics like concept documents, storyboards, and presentations. Feedback was provided on the roleplays and games created.
The ENGAGE Learning portal and tools were presented at this workshop and knowledge will be provided on the step by step introduction of game-based learning. The tools will support workshop participants in how to select, modify, design and adopt games for their own classes, regarding their local and cultural agendas. Selected use cases of game-based learning were presented and explained. The workshop was carried out interleaving presentations, demonstrations, discussions and group work.
40. How the Learning Occurs Micro Game Cycle (Skill based Learning, Cognitive Abilities) Kearney, P. & Pivec, M. (2007). Recursive loops of game based learning Persistant Re-Engagement Zones of Proximal Development System feedback Behaviour Judgements Level 99 Level 1 Instructional Design Game Characteristics Player Abilities Debriefing Reflection-on-Action Learning Outcomes Social Environment (Affective Learning) Macro Game Cycle Reflection-in-Action (Declarative, Procedural, Strategic Knowledge) 2 3 4 System feedback Behaviour Judgements Level Completed (Abilities incremented)
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45. Level Up for Teachers (Pivec, 2010) Perceived Learning Outcomes from Playing Games
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53. Games for Learning “ If learning is defined as the acquisition of knowledge or skills through experience, practice, or study, then Digital Games can be successfully used as supplement to traditional teaching and support quality learning. ” (Pivec, 2010)
54. Dr. Paul Pivec [email_address] www.paulpivec.com www.piveclabs.com www.thelanguagecampus.com Play to Learn All characters portrayed remain the property of their respective owners
Welcome. My name is PaulPivec and I am here to talk About game based learning or learning from digital games.
Digital natives want to learn with computer games! - Really? Gee suggests that learning is problem solving and gaining understanding Games do this, but he also states that games are only social.
Digital natives want to learn with computer games! - Really? Gee suggests that learning is problem solving and gaining understanding Games do this, but he also states that games are only social.
We found that contrary to the “Myth” that so-called digital natives want to be Taught using computer games, most young people don ’t play education games, 57% Have never even attempted to play an educational game. They view their learning As serous and games are not. Perhaps this is a perception of our own making - Telling them to stop wasting time playing games, go and learn something!
But this has not deterred the advocates of using game for learning. Digital game have been around for over 25 years and so has the Theory of game based learning.
In the US, they want to dominate their education system with video games, Or at least some of the outspoken people that we have all heard of do. In Europe, we want to make digital games available as a resource for Teachers because games are a valuable teaching tool.
But do the general population want this? In a survey of over 1000 participants, 63% believed that nothing, apart from hand/eye co-ordination, is learnt from Playing video games. And this survey included many teachers and those Working in the educational sector.
The European committee on culture and education believe that video Games can assist in many areas of education. They publicly made this statement.
Video games do provide an environment where experiential Learning can take place. It is safe, or low risk. Commercial game, specifically those designed for recreation Create the motivation to play, almost to forming addictions. I would love my students to be addicted to coming to class and learning.
The European Parliament agrees and has rubber stamped the use of Video games for education. But is this still at a high level? Surely with this statement we should see video games available In every school across Europe. But we don ’t.
In summarizing the literature, video games can promote learning In ways that do not come in any other single package like a Video game. I single game can challenge the student, provide the Feedback, set their goals, and allow them to collaborate with others On their quest. Al this can be achieved using games for learning.
But….only if they are utilised correctly. They must fit the learning outcomes, be designed to provide feedback and Allow collaboration, and encourage the learning to persistently Re-engage with the game. Not all game do this.
Many academics and publications state that there is no proof at all that GBL works. And many studies that say it does, are sadly flawed in there methods, with no control group, no alternative teaching method compared, and no established methodology utilised.
You will always find the negative reports, (sex, violence, obesity,etc), but these are more often than not based on emotion and offered no proof whatsoever. Yes, games can be violent, but all the players we surveyed are very Precise about what is in a fantasy world and what is in the real world. They are well aware that “it is only a game”
In 1999, 57% of parents were aware of the games their children were playing But only 43% of parents had rules about the play. We repeated this study in 2006, and only 35% of parents were aware With 30% having rules that the kids sometimes followed. In 2008 a similar study was done in Austria, and the same downward trend was seen. Less the 30% knew anything about the computer games And less than 20% had rules of any kind.
But none of this is new. As I said at the beginning, games have been around for 25 years and way back in 1986 Dorval and Pepin were promoting game based learning. And since then, Tetris has been used for many studies to show that learning Can be achieved.
But kids today don ’t play Tetris. We surveyed over 500 students and they play role plays and FPS games/ You should also note that contrary to what they say in the US, not All young people are gamers. 23% of those surveyed don ’t play games at all. In fact at a University level, we will sometimes get an intake of 75 students, with over half not being and never have been gamers.
Kids today play first person shooters, not Tetris. But the learning is still there. The First-Person Shooter “Counter Strike”, has been shown to improve cognitive functions Such as divided attention and decision processing. However, I am not advocating that we install Counter Strike in the classroom.
But First Person Shooters can be and currently are successfully utilised to teach Mathematics. The FPS game Dimexian from Tabular Digital teaches Algebra in An interesting and immersive game that has won awards at many educational conferences. The game is well designed, non-voilent (apart from blowing up the occasional alien robot) And has teacher handbooks showing where it fits within the lesson plan.Unfortunately This product is US based and tailored towards the US school system.
Neverwinter Nights is a Fantasy Role Play Game or RPG, another Popular game genre that is played a great deal. Situated in a medieval village The player in NWN uses spells to battle with the evil forces. But this commercial game uses a Scripting engine to create conversational dialogs with the player.
The University of Minnesota utilised this to create their own dialogs and modified the game To teach first year journalism students. They tool the context of a textbook and built the lessons into the game and created “ Disaster at Harpville”. This has been used at University level for five years and is very successful.
For the younger age group we have the Penguin Club. Owned by Disney, the Penguin Club has over 100 million subscribers. The product is basically a chat room in the form of a virtual world on cartoon penguins. The players can communicate with each other, complete small tasks for points, and play mini games with other penguins.
Mingoville is based on a very similar concept. However, the primary goal is to teach english language skills to children. Developed in Denmark in 2007, Mingoville now has over 1 million users, and has grown into one of the largest English learning communities online.
Buzz is a party game, played on a game console attached to the TV. Played by people of all ages Buzz is a quiz game controller by the game character, with questions of general knowledge in a fun environment
Take the same idea, put it on an iPhone and a web site, link it to the school curriculum, have a reward system of minigames, And you have a motivational study aid for students of all ages. 3MRT of Scotland built inQuizitor and aligned it with the UK schooling curriculum To be a valuable learning resource.
Developing digital Games is very expensive. The game development and publishing Industry is not interested in educational games because they are simply just not economical.
Yet they are alternatives to developing an entire game. Even the process of designing an educational game has its educational merits. We hosted a summer school for university students and young designers on the process of designing an educational computer game. All of the students enjoyed the week long very intensive course, and stated that they learnt more in the one week than they often do in a whole semester.
We able to recruit the assistance of all these companies They were happy to help and offer their services, facilities, and their time for free.
These were the people involved. We had four on site And four skyped in for Q & A. This actually worked very well With suggested question for them being discussed on a forum Prior to the class beginning.
A short post-promotion video.
This course is covered over 15 units and usually over a semester. In general, the lecture will be 45 minutes followed by a 90 minute practical lab session. The course is group work with group assessment. Grades are given for innovation, quality, and completeness of the output. A professional standard is required.
During this course, students learn many new terms used in academia. Terms such as scaffolding will be introduced as will the dynamics of game-based learning. Student become aware of how the computer game industry, a billion plus market, is structured and how it functions. Along the way they reflect on their their learning process by reading entries in the group blog. As this course is given in English, it is a great chance for you to practice yours.
Along with the powerpoint slides being made available, printed handouts were given for each practical session. Sample documents were available for download throughout the course as each topic is covered. References to web sites of interest and supplemental readings also was provided, Industry experts Dialed in via Skype from all parts of the planet to spend time speaking to the students.
The course is design to culminate in the golden pineapple awards. Sort of an “Oscars” for educational game design, the students Work towards creating an entry for this competition.
During a one week course that we usually run over a semester, it was difficult For the students to get everything completed. But they did well. These are some Of their game concepts. They complete everything from a business and marketing Plan to Target audience analysis. During the Semester class that this is based on, they do the same. Just to more of a complete and polished result.
This course is covered over 15 units and usually over a semester. In general, the lecture will be 45 minutes followed by a 90 minute practical lab session. The course is group work with group assessment. Grades are given for innovation, quality, and completeness of the output. A professional standard is required.
This is an example.
We are all different and make different choices. But our Students do connect with the digital environment - not digital natives just students. We can use commercial of the shelf games and these are often very successful if we employ them in the right way, or we can use Education games. It is the digital environment that appeals to learners.
We found that contrary to the “Myth” that so-called digital natives want to be Taught using computer games, most young people don ’t play education games, 57% Have never even attempted to play an educational game. They view their learning As serous and games are not. Perhaps this is a perception of our own making - Telling them to stop wasting time playing games, go and learn something!
This is too in-depth to describe in one slide. But I am sure if you Are interested, you can track down our paper on recursive loops Of game based learning. But one of the important areas here is the Scaffolding that must occur within the design of the game. The game must also allow the player to enter at the correct level.
And Game Based learning is part of that digital environment. Not only do students learn within a game, the players skills and abilities are incremented as they advance through the game But also their confidence, the social skills if it is multiplayer, and self image. We call this recursive learning.
You may also have noticed the debriefing area of GBL This is very important in an educational environment. This is where much of the affective learning occurs. Game Based learning is not just motor skills or imparting knowledge. It is also the meta-game. The social structure that surrounds the game.
But Teachers cannot be expected to know how to do this successfully, as they have never been taught. GBL is not included in teaching methods. There are a few young teachers out there that are doing this successfully, But not all teachers are gamers and not all of them want to be.
65% of teachers surveyed in the UK want to use GBL but have no idea how to go about it. They do not know how to implement a game or use it within the lesson plan. And they have different ideas about how GBL works.
Interestingly, what the teachers believe can be learnt using digital games is diametrically opposing that of the players themselves most of whom were surveyed were students . Apart from computing skills, where both believe it is a given, most players believe that only social skills are obtained through playing. And that is only multiplayer or online games. They do not agree the High order thinking or knowledge based abilities are gained via GBL.
But we are not interested in turning the teachers into hard core gamers. We would like to encourage them to use this resource And to help them do so. The European Parliament believe Video Games are a valuable resources, we think Teachers should as well.
I am the Project coordinator for the Engage Learning Project. We have created a portal where you will find many interesting And worthwhile resources.
The pineapple award and the summer school that I have already spoke of Link industry with Academia. Not an easy task, but worthwhile.
There is a document repository with reports, handbooks, guidelines. There are also videos on using and how to use games for learning.
One area we are particularly please with is the game reviews. Both educational games and recreational titles have been analysed For their use within the classroom. Suggested ways of including them in your Lesson plans and suggested learning outcomes are also documented. The portal also includes the Best practice awards and scheduled Workshops on GBL, we have an online workshop coming up within the Next few weeks. Join us.
I would like to leave you with one last thought (Read Slide).
Thank you.
I would like to leave you with one last thought (Read Slide).