This document discusses game-based learning (GBL) and covers several topics:
1. It provides an overview of GBL and defines digital games.
2. It discusses learning theories relevant to GBL, including behavioral learning theory involving conditioning, and cognitive learning theory involving memory and problem-solving.
3. It covers motivation theory and how game design can harness motivation through challenges, feedback, and flow states that are engaging for players.
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.
Recently the European Association of Development Research and Training Institutes (EADI) has asked Dr. Virginie Aimard, UNU-ViE, Bonn, to offer a training on e-learning.
The online training “Introduction to E-Learning” took place on the 9th of December 2010 from 10:00 to 12:00 am CET using Elluminate.
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.
Recently the European Association of Development Research and Training Institutes (EADI) has asked Dr. Virginie Aimard, UNU-ViE, Bonn, to offer a training on e-learning.
The online training “Introduction to E-Learning” took place on the 9th of December 2010 from 10:00 to 12:00 am CET using Elluminate.
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.
Using games with students.
What are the best games for classroom use?
This presentation includes links to several existing free or online games that could be used by educators. It includes some ideas about how to use games with students, benefits, assessment, and 3 ways to obtain games: use an existing game, students make games, the instructor makes a game.
How video games can enhance graduate attributesUofGlasgowLTU
This workshop begins by seeking to determine which graduate attributes participants feel they currently possess, and reflect upon how and where these attributes were developed. Inspired by preliminary research into students’ views on video games and their relationship with learning, the workshop then examines each of the University’s stated graduate attributes and invites discussion around the assertion that many of these attributes can be – and are already being – developed as a result of engagement with modern video games.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Developing Computer-based Educational Game to support Cooperative Learning St...Eva Handriyantini
Game is one of learning media which can be used as a part of learning strategy in school
nowadays. Learning strategy using game can be more effective for students especially for
developing mathematical skills of primary school students. Educational game development can
use Waterfalls model, where development phases can be adjusted to be in accordance with the
development needs of educational games. Educational games have teaching material therefore
they can be used to support learning strategy in classroom.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
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).
Using Analytical Game Design to make datasets ‘playable’ in the classroomStefan Werning
The paper was presented at the symposium “Games for Learning: Moving Goal Posts in Educational Game Design”, organized by the focus area Game Research at Utrecht University and held at the Academiegebouw Utrecht on March 15, 2018. It outlines a technique based on Analytical Game Design to analyze and teach datasets through play in academic classroom contexts.
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.
Using games with students.
What are the best games for classroom use?
This presentation includes links to several existing free or online games that could be used by educators. It includes some ideas about how to use games with students, benefits, assessment, and 3 ways to obtain games: use an existing game, students make games, the instructor makes a game.
How video games can enhance graduate attributesUofGlasgowLTU
This workshop begins by seeking to determine which graduate attributes participants feel they currently possess, and reflect upon how and where these attributes were developed. Inspired by preliminary research into students’ views on video games and their relationship with learning, the workshop then examines each of the University’s stated graduate attributes and invites discussion around the assertion that many of these attributes can be – and are already being – developed as a result of engagement with modern video games.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Developing Computer-based Educational Game to support Cooperative Learning St...Eva Handriyantini
Game is one of learning media which can be used as a part of learning strategy in school
nowadays. Learning strategy using game can be more effective for students especially for
developing mathematical skills of primary school students. Educational game development can
use Waterfalls model, where development phases can be adjusted to be in accordance with the
development needs of educational games. Educational games have teaching material therefore
they can be used to support learning strategy in classroom.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
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).
Using Analytical Game Design to make datasets ‘playable’ in the classroomStefan Werning
The paper was presented at the symposium “Games for Learning: Moving Goal Posts in Educational Game Design”, organized by the focus area Game Research at Utrecht University and held at the Academiegebouw Utrecht on March 15, 2018. It outlines a technique based on Analytical Game Design to analyze and teach datasets through play in academic classroom contexts.
From the Editor's Desk: 115th Father's day Celebration - When we see Father's day in Hindu context, Nanda Baba is the most vivid figure which comes to the mind. Nanda Baba who was the foster father of Lord Krishna is known to provide love, care and affection to Lord Krishna and Balarama along with his wife Yashoda; Letter’s to the Editor: Mother's Day - Mother is a precious life for their children. Mother is life breath for her children. Mother's lap is the world happiness whose debt can never be paid.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
Follow us on: Pinterest
Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
As a film director, I have always been awestruck by the magic of animation. Animation, a medium once considered solely for the amusement of children, has undergone a significant transformation over the years. Its evolution from a rudimentary form of entertainment to a sophisticated form of storytelling has stirred my creativity and expanded my vision, offering limitless possibilities in the realm of cinematic storytelling.
Skeem Saam in June 2024 available on ForumIsaac More
Monday, June 3, 2024 - Episode 241: Sergeant Rathebe nabs a top scammer in Turfloop. Meikie is furious at her uncle's reaction to the truth about Ntswaki.
Tuesday, June 4, 2024 - Episode 242: Babeile uncovers the truth behind Rathebe’s latest actions. Leeto's announcement shocks his employees, and Ntswaki’s ordeal haunts her family.
Wednesday, June 5, 2024 - Episode 243: Rathebe blocks Babeile from investigating further. Melita warns Eunice to stay clear of Mr. Kgomo.
Thursday, June 6, 2024 - Episode 244: Tbose surrenders to the police while an intruder meddles in his affairs. Rathebe's secret mission faces a setback.
Friday, June 7, 2024 - Episode 245: Rathebe’s antics reach Kganyago. Tbose dodges a bullet, but a nightmare looms. Mr. Kgomo accuses Melita of witchcraft.
Monday, June 10, 2024 - Episode 246: Ntswaki struggles on her first day back at school. Babeile is stunned by Rathebe’s romance with Bullet Mabuza.
Tuesday, June 11, 2024 - Episode 247: An unexpected turn halts Rathebe’s investigation. The press discovers Mr. Kgomo’s affair with a young employee.
Wednesday, June 12, 2024 - Episode 248: Rathebe chases a criminal, resorting to gunfire. Turf High is rife with tension and transfer threats.
Thursday, June 13, 2024 - Episode 249: Rathebe traps Kganyago. John warns Toby to stop harassing Ntswaki.
Friday, June 14, 2024 - Episode 250: Babeile is cleared to investigate Rathebe. Melita gains Mr. Kgomo’s trust, and Jacobeth devises a financial solution.
Monday, June 17, 2024 - Episode 251: Rathebe feels the pressure as Babeile closes in. Mr. Kgomo and Eunice clash. Jacobeth risks her safety in pursuit of Kganyago.
Tuesday, June 18, 2024 - Episode 252: Bullet Mabuza retaliates against Jacobeth. Pitsi inadvertently reveals his parents’ plans. Nkosi is shocked by Khwezi’s decision on LJ’s future.
Wednesday, June 19, 2024 - Episode 253: Jacobeth is ensnared in deceit. Evelyn is stressed over Toby’s case, and Letetswe reveals shocking academic results.
Thursday, June 20, 2024 - Episode 254: Elizabeth learns Jacobeth is in Mpumalanga. Kganyago's past is exposed, and Lehasa discovers his son is in KZN.
Friday, June 21, 2024 - Episode 255: Elizabeth confirms Jacobeth’s dubious activities in Mpumalanga. Rathebe lies about her relationship with Bullet, and Jacobeth faces theft accusations.
Monday, June 24, 2024 - Episode 256: Rathebe spies on Kganyago. Lehasa plans to retrieve his son from KZN, fearing what awaits.
Tuesday, June 25, 2024 - Episode 257: MaNtuli fears for Kwaito’s safety in Mpumalanga. Mr. Kgomo and Melita reconcile.
Wednesday, June 26, 2024 - Episode 258: Kganyago makes a bold escape. Elizabeth receives a shocking message from Kwaito. Mrs. Khoza defends her husband against scam accusations.
Thursday, June 27, 2024 - Episode 259: Babeile's skillful arrest changes the game. Tbose and Kwaito face a hostage crisis.
Friday, June 28, 2024 - Episode 260: Two women face the reality of being scammed. Turf is rocked by breaking
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
Jitendra Kumar keeps on sparkling as Abhishek Tripathi, the city-reared engineer who ends up functioning as the secretary of the Panchayat office in the curious town of Phulera. His nuanced depiction of a young fellow exploring the difficulties of country life while endeavoring to adjust to his new environmental factors has earned far and wide recognition.
Neena Gupta and Raghubir Yadav return as Manju Devi and Brij Bhushan Dubey, separately. Their dynamic science and immaculate acting rejuvenate the hardships of town administration. Gupta's depiction of the town Pradhan with an ever-evolving outlook, matched with Yadav's carefully prepared exhibition, adds profundity and credibility to the story.
New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
Watchers can hope to see a greater amount of the enchanting and particular residents who have become fan top picks. Their connections and the one of a kind cut of-life situations give a reviving and interesting portrayal of provincial India, featuring the two its appeal and its difficulties.
A Mix of Humor and Heart
One of the signs of "Panchayat" is its capacity to mix humor with sincere narrating. The trailer features minutes that guarantee to convey giggles, as well as scenes that pull at the heartstrings. This equilibrium has been a critical calculate the show's prosperity, resounding with crowds across different socioeconomics.
Creation Greatness
The creation quality remaining parts first rate, with the beautiful setting of Phulera town filling in as a scenery that upgrades the narrating. The meticulousness in portraying provincial life, joined with sharp composition and solid exhibitions, guarantees that "Panchayat" keeps on hanging out in the packed web series scene.
Expectation and Delivery
As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
All in all, the authority trailer for "Panchayat" Season 3 recommends that watchers are in for another drawing in and engaging ride. Yet again with its charming characters, convincing story, and ideal mix of humor and show, the new season is set to enamor crowds. Write in your schedules and prepare to get back to the endearing universe of "Panchayat."
From Slave to Scourge: The Existential Choice of Django Unchained. The Philos...Rodney Thomas Jr
#SSAPhilosophy #DjangoUnchained #DjangoFreeman #ExistentialPhilosophy #Freedom #Identity #Justice #Courage #Rebellion #Transformation
Welcome to SSA Philosophy, your ultimate destination for diving deep into the profound philosophies of iconic characters from video games, movies, and TV shows. In this episode, we explore the powerful journey and existential philosophy of Django Freeman from Quentin Tarantino’s masterful film, "Django Unchained," in our video titled, "From Slave to Scourge: The Existential Choice of Django Unchained. The Philosophy of Django Freeman!"
From Slave to Scourge: The Existential Choice of Django Unchained – The Philosophy of Django Freeman!
Join me as we delve into the existential philosophy of Django Freeman, uncovering the profound lessons and timeless wisdom his character offers. Through his story, we find inspiration in the power of choice, the quest for justice, and the courage to defy oppression. Django Freeman’s philosophy is a testament to the human spirit’s unyielding drive for freedom and justice.
Don’t forget to like, comment, and subscribe to SSA Philosophy for more in-depth explorations of the philosophies behind your favorite characters. Hit the notification bell to stay updated on our latest videos. Let’s discover the principles that shape these icons and the profound lessons they offer.
Django Freeman’s story is one of the most compelling narratives of transformation and empowerment in cinema. A former slave turned relentless bounty hunter, Django’s journey is not just a physical liberation but an existential quest for identity, justice, and retribution. This video delves into the core philosophical elements that define Django’s character and the profound choices he makes throughout his journey.
Link to video: https://youtu.be/GszqrXk38qk
Meet Crazyjamjam - A TikTok Sensation | Blog EternalBlog Eternal
Crazyjamjam, the TikTok star everyone's talking about! Uncover her secrets to success, viral trends, and more in this exclusive feature on Blog Eternal.
Source: https://blogeternal.com/celebrity/crazyjamjam-leaks/
Scandal! Teasers June 2024 on etv Forum.co.zaIsaac More
Monday, 3 June 2024
Episode 47
A friend is compelled to expose a manipulative scheme to prevent another from making a grave mistake. In a frantic bid to save Jojo, Phakamile agrees to a meeting that unbeknownst to her, will seal her fate.
Tuesday, 4 June 2024
Episode 48
A mother, with her son's best interests at heart, finds him unready to heed her advice. Motshabi finds herself in an unmanageable situation, sinking fast like in quicksand.
Wednesday, 5 June 2024
Episode 49
A woman fabricates a diabolical lie to cover up an indiscretion. Overwhelmed by guilt, she makes a spontaneous confession that could be devastating to another heart.
Thursday, 6 June 2024
Episode 50
Linda unwittingly discloses damning information. Nhlamulo and Vuvu try to guide their friend towards the right decision.
Friday, 7 June 2024
Episode 51
Jojo's life continues to spiral out of control. Dintle weaves a web of lies to conceal that she is not as successful as everyone believes.
Monday, 10 June 2024
Episode 52
A heated confrontation between lovers leads to a devastating admission of guilt. Dintle's desperation takes a new turn, leaving her with dwindling options.
Tuesday, 11 June 2024
Episode 53
Unable to resort to violence, Taps issues a verbal threat, leaving Mdala unsettled. A sister must explain her life choices to regain her brother's trust.
Wednesday, 12 June 2024
Episode 54
Winnie makes a very troubling discovery. Taps follows through on his threat, leaving a woman reeling. Layla, oblivious to the truth, offers an incentive.
Thursday, 13 June 2024
Episode 55
A nosy relative arrives just in time to thwart a man's fatal decision. Dintle manipulates Khanyi to tug at Mo's heartstrings and get what she wants.
Friday, 14 June 2024
Episode 56
Tlhogi is shocked by Mdala's reaction following the revelation of their indiscretion. Jojo is in disbelief when the punishment for his crime is revealed.
Monday, 17 June 2024
Episode 57
A woman reprimands another to stay in her lane, leading to a damning revelation. A man decides to leave his broken life behind.
Tuesday, 18 June 2024
Episode 58
Nhlamulo learns that due to his actions, his worst fears have come true. Caiphus' extravagant promises to suppliers get him into trouble with Ndu.
Wednesday, 19 June 2024
Episode 59
A woman manages to kill two birds with one stone. Business doom looms over Chillax. A sobering incident makes a woman realize how far she's fallen.
Thursday, 20 June 2024
Episode 60
Taps' offer to help Nhlamulo comes with hidden motives. Caiphus' new ideas for Chillax have MaHilda excited. A blast from the past recognizes Dintle, not for her newfound fame.
Friday, 21 June 2024
Episode 61
Taps is hungry for revenge and finds a rope to hang Mdala with. Chillax's new job opportunity elicits mixed reactions from the public. Roommates' initial meeting starts off on the wrong foot.
Monday, 24 June 2024
Episode 62
Taps seizes new information and recruits someone on the inside. Mary's new job
Hollywood Actress - The 250 hottest galleryZsolt Nemeth
Hollywood Actress amazon album eminent worldwide media, female-singer, actresses, alhletina-woman, 250 collection.
Highest and photoreal-print exclusive testament PC collage.
Focused television virtuality crime, novel.
The sheer afterlife of the work is activism-like hollywood-actresses point com.
173 Illustrate, 250 gallery, 154 blog, 120 TV serie logo, 17 TV president logo, 183 active hyperlink.
HD AI face enhancement 384 page plus Bowker ISBN, Congress LLCL or US Copyright.
In the vast landscape of cinema, stories have been told, retold, and reimagined in countless ways. At the heart of this narrative evolution lies the concept of a "remake". A successful remake allows us to revisit cherished tales through a fresh lens, often reflecting a different era's perspective or harnessing the power of advanced technology. Yet, the question remains, what makes a remake successful? Today, we will delve deeper into this subject, identifying the key ingredients that contribute to the success of a remake.
Maximizing Your Streaming Experience with XCIPTV- Tips for 2024.pdfXtreame HDTV
In today’s digital age, streaming services have become an integral part of our entertainment lives. Among the myriad of options available, XCIPTV stands out as a premier choice for those seeking seamless, high-quality streaming. This comprehensive guide will delve into the features, benefits, and user experience of XCIPTV, illustrating why it is a top contender in the IPTV industry.
Are the X-Men Marvel or DC An In-Depth Exploration.pdfXtreame HDTV
The world of comic books is vast and filled with iconic characters, gripping storylines, and legendary rivalries. Among the most famous groups of superheroes are the X-Men. Created in the early 1960s, the X-Men have become a cultural phenomenon, featuring in comics, animated series, and blockbuster movies. A common question among newcomers to the comic book world is: Are the X-Men Marvel or DC? This article delves into the history, creators, and significant moments of the X-Men to provide a comprehensive answer.
4. GBL -- Overview
1. INTRODUCTION
2. GAMES CULTURES AND PLAY
3. GAMES AND LEARNING
4. KEY ISSUES IN DEVELOPING
GAMES FOR LEARNING
5.Types of Learning
and Possible Game Styles
6. FUTURE DIRECTIONS IN GAMES
AND LEARNING
7. SUMMARIZE
6. 1. INTRODUCTION
• Some people began to ask one of two
related questions:
– Games take up large periods of time
– What can the education sector learn
and use from these games in order to
„enhance‟ the learning process?
7. 1. INTRODUCTION (Cont.)
• Particularly, it examines three research
questions:
– What is happening during the game-
playing process?
– Can conventional computer games be
used as a vehicle for formal learning?
– What components or features of
conventional computer games can be
taken and used in learning software or
practice?
8. 1. INTRODUCTION - GAME
DEFINITIONS (Cont.)
• Define a digital game as one that:
– Provides some visual digital
information or substance to one or
more players
– Takes some input from the players
– Processes the input according to a set
of programmed game rules
– Alters the digital information provided
to the players
9. 1. INTRODUCTION - GAME
DEFINITIONS (Cont.)
• Define games as programmers that
operate on the following platforms:
– Hardware, known as video game
consoles
– Personal computers
– Mobile devices
10. 1. INTRODUCTION -
RESEARCH ISSUES
AND CREDIBILITY
• Three key issues surrounding research
into games and learning that require
acknowledgement.
– Games and publication cycles
– Games as an interdisciplinary subject
– Games researchers as „defenders‟ of
games
12. 2. GAMES CULTURES AND
PLAY
• CATEGORISING GAMES
• THE PREVALENCE
OF GAMES PLAY
• WHY DO PEOPLE PLAY GAMES?
• CONCERNS AROUND
COMPUTER GAMES PLAY
13. 2. GAMES CULTURES AND
PLAY – CATEGORISING
GAMES
• The Herz system presents these major
categories:
– Action games
– Adventure games
– Fighting games
– Puzzle games
– Role-playing games
– Simulation games
– Sports games
– Strategy games
14. 2. GAMES CULTURES AND
PLAY – THE PREVALENCE
OF GAMES PLAY
• Digital games are clearly an important
part of most young people‟s lives today
• Nearly 70% of children play computer
games every week
– Mobile games play is increasingly
common, with 68% of children playing games
on their phone every week (Facer 2001).
15. 2. GAMES CULTURES AND
PLAY – WHY DO PEOPLE
PLAY GAMES?
• A 2001 survey (ESA) produced four main
reasons for gameplay, namely:
– (87%) of players said the number one reason
they play games is because “it‟s fun”
– Games are challenging (72%)
– Games are an interactive social experience
that can be shared with friends and family
(42%)
– Games provide a lot of entertainment value
for the money (36%).
16. 2. GAMES CULTURES AND
PLAY - CONCERNS AROUND
COMPUTER GAMES PLAY
• Games displacing other activities
• Durkin (1995) concludes that what
appears to be game-playing addictions
are:
– “…actually transient phases of excessive
involvement rather than enduring
dependencies from which the victim will find
it very difficult to escape.”
17. 2. GAMES CULTURES AND
PLAY - CONCERNS AROUND
COMPUTER GAMES PLAY
• McFarlane (2002) surveyed English
schoolchildren and discovered that:
– “There is a tendency among girls to play
games when they are bored or have nothing
more interesting to do, whereas boys are
more likely to play games as a first choice
activity.”
19. 3. GAMES AND LEARNING
• GAMES DEFINING
• LEARNING THEORIES
• Computer Game Perspective
• LEARNING WITH GAMES OUTSIDE
SCHOOL
• LEARNING WITH MAINSTREAM GAMES
IN SCHOOLS
20. 3. GAMES AND LEARNING -
GAMES DEFINING
• Jesper Juul propused six criteria of
definitions for a game to be a game.
– A game is a rule-based formal system with a
variable and quantifiable outcome, where
different outcomes are assigned different values
– The player exerts effort in order to influence the
outcome, the player feels attached to the
outcome, and the consequences of the activity
are optional and negotiable
21. 3. GAMES AND LEARNING -
GAMES DEFINING (Cont.)
• Games are often defined in terms of their
interactive and engaging nature:
– An interactive and entertaining source of
play, sometimes used to learn a lesson.
22. 3. GAMES AND LEARNING -
GAMES DEFINING (Cont.)
• Salen and Zimmerman wrote the following
often-quoted definition of a game:
– A game is a system in which players engage in
an artificial conflict, defined by rules, that results
in a quantifiable outcome.
23. 3. GAMES AND LEARNING -
GAMES DEFINING (Cont.)
• Erik Champion‟s definition of a computer
game :
– A game is a challenge that offers up the
possibility of temporary or permanent tactical
resolution without harmful outcomes to the real
world situation of the participant.
24. 3. GAMES AND LEARNING -
LEARNING THEORIES
Table 1. The view of learning model
25. 3. GAMES AND LEARNING -
LEARNING WITH GAMES
OUTSIDE SCHOOL (Cont.)
• Games are characterised by a trialand-
error approach to overcoming
challenges or obstacles
• Strategy or adventure games, which
encourage students in exploratory
quest-like scenarios with a high degree
of control over their progress
26. 3. GAMES AND LEARNING -
LEARNING WITH GAMES
OUTSIDE SCHOOL (Cont.)
• Children‟s use of computer games may
play a significant role in developing
effective use of computer-mediated
information resources.
• Mackereth (1998) argues that “there is
evidence to suggest that familiarity
with, and interest in, video games can
influence children‟s confidence when
using computers for more professional
applications”
27. 3. GAMES AND LEARNING -
LEARNING WITH GAMES
OUTSIDE SCHOOL (Cont.)
• Two studies argue that
– Interactions with computer games encourage
them to develop a playful approach to
computers which develops the expectation
that „trial and error works‟ (Downes 1998)
– Linear progressive models for using
computers are often the least effective way
of engaging with computer-based
technologies (Facer et al 2003).
28. 3. GAMES AND LEARNING -
LEARNING WITH GAMES
OUTSIDE SCHOOL (Cont.)
• The „new vs old‟ tensions are
summarised by Marc Prensky as:
Twitch speed vs Conventional speed
Parallel processing vs Linear processing
Graphics first vs Text first
Random access vs Step by step
Connected vs Standalone
29. 3. GAMES AND LEARNING -
LEARNING WITH GAMES
OUTSIDE SCHOOL (Cont.)
Active vs Passive
Play vs Work
Payoff vs Patience
Fantasy vs Reality
Technology as friend vs Technology
as foe.
30. 3. GAMES AND LEARNING -
LEARNING WITH MAINSTREAM
GAMES IN SCHOOLS
• The most frequently encountered perceived or
actual obstacles were:
– It was difficult for teachers to identify
relevant component of the statutory
curriculum
– The difficulty in persuading other school
stakeholders as to the potential/actual
educational benefits of computer games
– The lack of time available to teachers to
familiarise themselves with the game
– The amount of irrelevant content or
functionality in a game which could not be
removed or ignored
31. 3. GAMES AND LEARNING -
LEARNING WITH MAINSTREAM
GAMES IN SCHOOLS (Cont.)
• Teachers and parents recognised that
games play can support valuable skill
development such as: (McFarlane et al
2002)
– Strategic thinking
– Planning
– Communication
– Application of numbers
– Negotiating skills
– Group decision-making
– Data-handling.
33. 4. KEY ISSUES IN DEVELOPING
GAMES FOR LEARNING
Table 2:
comparison
between
mainstream and
„learning‟ games
34. 4. KEY ISSUES IN DEVELOPING
GAMES FOR LEARNING (Cont.)
• There are two key themes common to
the development of games for
education, namely:
– The desire to harness the motivational power
of games in order to „making learning fun‟
– A belief that „learning through doing‟ in
games such as simulations, offers a powerful
learning tool
35. 4. KEY ISSUES IN DEVELOPING
GAMES FOR LEARNING (Cont.)
• The conditions likely to induce the flow
state are characterised by Malone as:
– The activity should be structured
– It should be easy to isolate the activity
– There should be clear criteria for
performance;
– The activity should provide concrete
feedback to the player
– The activity ought to have a broad range of
challenges, and possibly several qualitatively
different ranges of challenge
36. 4. KEY ISSUES IN DEVELOPING
GAMES FOR LEARNING (Cont.)
• How to design engaging learning
experiences (Jones 1998) :
– Task that we can complete
– Ability to concentrate on task
– Task has clear goals
– Task provides immediate feedback
– Deep but effortless involvement exercising a
sense of control over our actions
– Concern for self disappears during flow, but
sense of self is stronger after flow activity
– Sense of duration of time is altered.
41. 6. FUTURE DIRECTIONS IN GAMES
AND LEARNING
• Using mainstream games in schools
• Using „lite‟ versions of mainstream
games
42. 6. FUTURE DIRECTIONS IN GAMES
AND LEARNING –
Using mainstream games
in schools
• The key issues concerning the use of
mainstream games in schools are:
• Teacher keep the students „on track‟ and
troubleshooting
• Identifying games that may be successful or
useful in a classroom situation
• Cultural acceptance of games as media
through which learning can take place
• Compatibility with school
hardware, licencing agreements, and
arguably other software
• There is a need for developers of games
aimed at the stakeholders needs
43. 6. FUTURE DIRECTIONS IN GAMES
AND LEARNING –
Using ‘lite’ versions of
mainstream games
• A compromise between edutainment and
mainstream games:
• Have all unnecessary content removed
• Have their content and underlying rule base
verified and tested by educational
organizations
• Include background/help/training materials
for both the teacher/ motivator, and for
students
44. 6. FUTURE DIRECTIONS IN GAMES
AND LEARNING –
Using ‘lite’ versions of
mainstream games (Cont.)
• Include curriculum-relevant tasks and
content
• Allow users to save at regular intervals
• Be compatible with the original „full‟
versions, so students could continue using
the game at home
• Be offered to schools on an attractive
licensing system.
45. 7. SUMMARIZE
• This chapter has expounded a
consideration of the case for
developing, and using, computer and
video games for educational purposes.
• Before games can take on a meaningful
role in formal or informal education, the
education sector and the wider public
and media need to better understand the
potential and diversity of such „tools‟.
46. 7. SUMMARIZE (Cont.)
• Though a rapidly growing and maturing
body of research is helping to develop a
clearer understanding of the educational
potential of games, there are as yet a
small number of games that have a clear
contribution to make to the educational
agenda.
48. GBL -- Theories of Learning
1. Introduction
2. Behavioral learning theory
3. Cognitive learning theory
4. Motivation theory
5. Summarize
49. 1. Introduction
• Computer games are having a shorter
learning curve.
• Some games involve intricate rules that
learner must master in order to win.
• This chapter attempts to shed some light
on how players learn in computer games
based on the theories.
50. 2. Behavioral learning theory
• The explanation of learning that emphasis on
observable changes in behavior is called behavioral
learning theory.
– Classical conditioning
– Operant conditioning
51. 2. Behavioral learning theory
(Cont.)
• The studying of the digestive reflexes of a dog by
Ivan Petrovich Pavlov.
– This serendipity resulted in the definition of a
new paradigm in psychology – Classical
conditioning.
53. 2. Behavioral learning theory
(Cont.)
• Cobwebs are placed together with spiders so that
when seeing the cobweb, players know there are
spiders lurking around the area.
– Players learn to act accordingly, depending on
different stimuli.
Figure 2. Relation between Cobweb and Spider
54. 2. Behavioral learning theory
(Cont.)
• According to Burrhus Frederic Skinner, there are
two kinds of behavior:
– Respondent behavior
– Operant behavior
55. 2. Behavioral learning theory
(Cont.)
• When seeing the monster and than casting
magic, this is an example of respondent behavior
because it is elicited by stimuli.
• Walking about and jumping without a particular
reason are operant behavior because there are not
correlated with known stimuli.
56. 2. Behavioral learning theory
(Cont.)
• Skinner tried to condition the lever-pressing
response of a rat in the Skinner box.
• Using consequences to control the occurrence of
behavior is known as operant conditioning.
Figure 3. Skinner box
57. 2. Behavioral learning theory
(Cont.)
• Most games involve this kind of trial and error
learning, in which reinforcers are used tactfully to
evoke specific behavior.
Figure 4. Operant conditioning
58. 2. Behavioral learning theory
(Cont.)
• There are two types of reinforcers:
– Positive reinforcers
– Negative reinforcers
Figure 5. Positive and Negative Reinforcer Example
59. 2. Behavioral learning theory
(Cont.)
• There are four types of schedule that determine the
frequency and predictability of reinforcement.
– Fixed-ratio schedule
– Variable-ratio schedule
– Fixed-interval schedule
– Variable-interval schedule
60. 3. Cognitive learning theory
• Cognitive theorists argue that learning is a more
complex process that utilises problem-solving and
insightful thinking in addition to repetition of a
stimulus-response chain.
• This theory attempts to answer several questions:
how are memories encoded, how are memories
retained and how are memories retrieved.
61. 3. Cognitive learning theory
(Cont.)
• One classical model of memory proposed by
Atkinson and Shiffrin describes how information is
processed, stored and retrieved in the mind.
Figure 6. Memory model of Atkinson and Shiffrin
62. 3. Cognitive learning theory
(Cont.)
• According to schema theory proposed by Jean
Piaget, information is stored in long-term memory
in network of connected facts and concepts that
provide a structure for making sense of new
information.
63. 3. Cognitive learning theory
(Cont.)
• Figure 7. The network of the enemies in
Super Mario Bros. 3
64. 3. Cognitive learning theory
(Cont.)
• While the information in sensory register and short-
term memory may be forgotten due to decay and
displacement of new information.
• The access to information in long-term memory
may be lost as a result of interference.
65. • There are two types of interference:
– Proactive interference
– Retroactive interference
3. Cognitive learning theory
(Cont.)
66. • It should be noticed that learning one thing could
sometimes help a learner in learning similar
information.
• There are two types of facilitation :
– Proactive facilitation
– Retroactive facilitation
3. Cognitive learning theory
(Cont.)
67. • The skills needed in a game should be introduced in
a well-planed sequence to optimise facilitation.
• Primacy and recency effect suggests the items that
appear at the beginning and end of a list are more
easily recalled than other items.
3. Cognitive learning theory
(Cont.)
68. • The most mundane technique for committing
information to memory is probably practice.
• There are two kinds of practice:
• Massed practice
• Distributed practice
3. Cognitive learning theory
(Cont.)
69. 3. Cognitive learning theory
(Cont.)
• 15th century, Galileo Galilei
• Discovery learning is one of the instruction models
based on constructivism.
• Learner literally construct the knowledge internally
by immersing themselves into the virtual world.
• When learner encounter new thing, they learn to
adapt it with their existing schema by trial and error
or mental reflection.
70. 4. Motivation theory (Cont.)
• Learners who are motivated can learn almost
everything.
• Motivation is the internal process that
activates, guides, and maintains behavior over time.
• The Maslow‟s hierarchy of needs can be adapted to
explain the needs of player so as to understand
how players are motivated in the game
environment.
72. 5. SUMMARIZE
• Using games as learning tools is an interesting field
to be explored.
• Psychology not only provides a way to apprehend
the learning that occurs naturally in game, but also
helps in developing an environment in which the
players can learn a particular domain of knowledge
extrinsically.
76. 1. Introduction
• There are many research that promote
the use of game-style interaction for both
virtual environments and for virtual
learning environments.
• Development of learning tools based on
the adventure game could provide
educators with a superior mechanism to
entice learners into virtual environments
where knowledge is acquired thought
intrinsic motivation.
78. 2. Game-style Interaction
Defining
• Game Genres
• Environments as Interactive „Places‟
• Games Classified by Learning Modes
• Social Role Playing
• Learning through World Building
79. 2. Game-style Interaction
Defining - Game Genres
• What games typically have that virtual
environments do not, is a relation to a cultural
genre.
• It might appear that we can learn from the
classification of important game elements
according to the genre that they appear in, the
feedback they provide, and the way in which the
player is “afforded” immersion.
80. 2. Game-style Interaction
Defining - Game Genres
• The games that tend to emphasize physical
embodiment, are typically combat and racing
games.
• An avatar represents the player
• Collision typically results in acoustic feedback
and / or surface erosion or deformation.
• Feedback tends be by loss of points, or the
signaling of end of game or game level.
• The games tend to increase hand-eye co-
ordination.
81. 2. Game-style Interaction
Defining - Game Genres
• Game learning tasks include being set
roles, procedures, or levels of ability to complete
tasks.
• This feature includes in racing games, strategy
games, Civilization-type world building
games, interrogation or text-guessing
games, riddles.
82. 2. Game-style Interaction
Defining - Game Genres
• Competitive or collaborative sense of others
pervades almost all genres
• The player feedback is generally via changes in
points
• Genre can help develop the player‟s memory
83. 2. Game-style Interaction
Defining - Game Genres
• One thing common to all game genres is that they
are challenging (hard fun)
• All games tend to feature increasing
complexity, number of puzzles, or situations to
overcome
• They have tasks, affordances, and constraints.
• The mixture of affordances and constraints and
different levels is designed to be challenging in the
sense of „hard fun‟
84. 2. Game-style Interaction
Defining - Game Genres
• As an easy way of increasing the challenge, games
are also often “time-based”
• As challenges, games can develop pattern
matching and puzzle solving skills, predictive
thinking and bluffing.
• Rewards are also a universal feature of games
• In games knowledge is unfolded, directly related to
the increasing success of the player.
86. 2. Game-style Interaction
Defining - Social Role
Playing
• It may pay to tailor the virtual environment to the
expected social role and objectives of the user, in
terms of prescriptive learning as a social scientist
(detective), tourist (non-playing character or
observer), or in terms of procedural learning aimed
at the traveler (adventurer).
87. 2. Game-style Interaction
Defining - Social Role
Playing
• There exists a degree of separation between games
that develop procedural knowledge, and virtual
environments‟ tendency to follow traditional
pedagogy by presenting prescriptive knowledge.
• An obvious example of procedural learning is the
First Person Shooter genre.
• Progress in these games is through procedural
learning, knowledge learnt through trial and
error.
88. 2. Game-style Interaction
Defining - Social Role
Playing
• Hence we could crudely separate games into those
that attempt to unravel narrative (such as Myst and
other types of interactive fiction), and those that
allow interaction through doing (the competitive
adventurer-explorer games).
• Ex : archaeology is usually attempting to uncover
prescriptive knowledge, knowledge of events, what
happened when, and who did what.
• The detective style games
89. 2. Game-style Interaction
Defining - Social Role
Playing
• The strategist type games (it incorporates
procedural learning, and prescriptive learning)
• This type of game may expose the workings of
previous civilizations, and it may incorporate
historical events in the way it works out
permutations of player decisions
90. 2. Game-style Interaction
Defining - Social Role
Playing
• Awareness of other cultural perspectives may be
far more achievable than full understanding of
others cultures.
• Providing full immersion takes time and
concerted understanding.
• Games trivialize consequences
• One takes silly risks and does not care about
others unless respect and recognition of their
social status is required by the gamer.
• Online worlds may offer some hope for
developing meaningful learning, but they tend to
be liberal with their relation to authenticity.
91. 2. Game-style Interaction
Defining - Social Role
Playing
• Players could learn different ways of interacting
with the world depending on the nature of their
character‟s background and the location of that
character.
• The teacher or guide could act as a game-
keeper, allowing people to explore the parameters
of their roles, give suggestions, and punish or
reward players.
92. 2. Game-style Interaction
Defining - Learning through
World Building
• In the Information Environments Program at the
University of Queensland have encouraged
students to explore virtual environment building
through game-level editors and through user-
testing.
Figure 2. Scenes of the Virtual Environment world
94. 3. SUMMARIZE
• When told a virtual environment is a
game, participants of all ages and both genders
seem much more at ease and aware of potential
affordances.
• Games do offer some form of social
context, embodiment, and challenge
• Fantastical Simulations
• In order to stimulate that learning process, we need
to investigate what the learner experience is for and
how the interaction methods and metaphors can
best present content, engage, and coax the learner
to develop either transferable skills or factual
knowledge.
98. 1. Learning Game-style
SIMULATION GAME
Example(1)
• LEAN MANUFACTURING SYSTEMS (Durk-
Jouke van der Zee, 2005)
– A CASE EXAMPLE FROM INDUSTRY
• The objective of the game
Support the introduction of lean
principles in an existing assembly line
102. 1. Learning Game-style SIMULATION
GAME Example(1) (Cont.)
• Figure 1: A Simulation Game for Teaching – EM-
PlantTM Model
103. 1. Learning Game-style
SIMULATION GAME Example(1)
(Cont.)
• Authors found the simulation game has essential
strengths relate to the possibilities to:
• Demonstrate workings and control of the system
• Experience the proposed system
• Involve users in determining job and worker
characteristics that are relevant for selecting
control decisions
• Involve users in the construction of alternative
rules for worker deployment
• Contribute to team coordination and team
building, by assigning appropriate roles
104. 1. Learning Game-style
SIMULATION GAME Example(2)
• Kenya Freeman Oduor et. al. (2007) want to explorer
the reliability as key factors in whether automation
will be properly used, misused, or disused in
systems management.
– Authors conducted an experiment in which an
automated decision aid presented suggestions
or policies to participants while they managed a
simulated city (i.e., Policity).
106. 2. Learning Game-style
Mobile Game – Example(1)
Reality Role Playing
Figure 3. A screen shot of a handheld AR game (left) and
2 players conducting an AR investigation (right).
107. 2. Learning Game-style
Mobile Game – Example(2)
Mystery at the Museum
The fundamental interactions that were inherent to
the game were as follows:
In each room was a set of virtual characters,
which could be "interviewed" by clicking on them.
In many rooms there were virtual objects, which
could be picked up and examined.
In several locations virtual equipment could be
used to obtain further information about the virtual
objects.
Several items in the museum were tagged with
infrared tags.
Players could exchange objects and interviews
with each other through localized infrared beaming.
108. Figure 4. A screen shot showing virtual items and
characters in the room (left) and a group of players
collecting clues in the museum (right).
2. Learning Game-style
Mobile Game – Example(2)
Mystery at the Museum (Cont.)
109. Figure 5. Interfaces of the BuinZoo PDA Application
2. Learning Game-style
Mobile Game – Example(3)
Mobile Game-Based Science Learning
110. Summary
• Now a day, there are two popular types of game-
based learning – Simulation and Mobile game.
• According to more and more technologies can
support for interactive game design
(Ex, Wireless Lan, GPS system and other useful
control media)
• It will helpful to solved problems in designing
phase
• Gaming content (Interactive elements and
learning behaviors)
• Learner‟s Learning behavior