Uploaded byBryan Fendley
What Educators Can Learn From the Video Game Industry
The document discusses how educators can learn from principles of game design used in the video game industry, identifying 15 instructional design principles found in video games and examples of how those principles have been implemented in educational settings through gamification techniques and technologies. It also outlines Bryan Fendley's workshop on this topic, which incorporated various game elements and mechanics to engage participants.
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What Educators Can Learn From the Video Game Industry
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- 2. What Educators canLearn from the Video Game Industry Bryan Fendley Director of Academic Computing University of Arkansas at Monticello November 6, 2012
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- 5. 1. Developing gameliteracy 2. Identifying instructional design principles found in video games 3. Implementing game mechanics within learning environments 4. Introducing technologies for implementing game mechanics 5
- 6. Rules of playfor this workshop
- 7. • Two tenminute breaks after 50 minutes of play. • Feel free to use the chat, or ask questions through phone line. • Couple of mini games within the workshop. • Chance for discussion and reflection at the end. 7
- 8. Identify the gamifiedelement Game Element 8
- 9. Game Element Where does this story begin?
- 10. Game Element My quest was started.
- 11. Game Element Then, I leveled up.
- 12. Sharing what Ihave learned during my quest.
- 13. • Defining games •Gamification • Games and learning • Gaming the classroom • Gamified syllabus • Technology supporting educational gaming • The future of gaming • Where my quest will be taking me next 13
- 14. Game Element Ice - breaker
- 15. What’s your playertype? 15
- 16. Bartle’s player types – Achievers – Explorers – Socializers – Killers 16
- 17. Generation “G” “Games arethe norm for people born after 1971”. http://en.wikipedia.org/wiki/Bing_Gordon
- 18. Game Element Poll • What percent of youth play games? • What percent of gamers are women? • How old is the average game player?
- 19. Game Stats • 97%youth play games • 40% gamers are women • Average game player is 35 years old and has been playing for 12 years Entertainment Software Association’s annual study of game players http://www.theesa.com/facts/gameplayer.asp
- 20. What are gamesreally about? • Problem solving • Engagement • More and more also involve a social component
- 21. Defining traits ofa game • Goal • Rules • Feedback system • Voluntary participation Jane McGonigal, Reality Is Broken: Why Games Make Us Better and How They Can Change the World
- 22. Goals • In instructionaldesign we call this “objectives”. 22
- 23. Rules • All classeshave rules – syllabus. 23
- 24. Feedback system • Wehave many feedback systems. • In video games feedback is instant. 24
- 25. Voluntary participation • Technicallystudents are in classes voluntarily, but the reality is they might rather be somewhere else. 25
- 26. Let’s not forget“Fun” • Games are fun, although the word fun is subjective. 26
- 27. Types of games • Text based games • Alternate Reality Games (ARG) • Mobile games • Virtual worlds • Single player • Massively Multiplayer Online (MMO) • Epistemic • Serious 27
- 28. What is gamification? •The application of game mechanics; term is mostly used in marketing, but also applicable to education.
- 29. 4 Hallmarks ofGamification • Badges • On boarding • Challenges and quests • Social engagement Game Mechanics defined by Gabe Zichermann in his book “Gamification by Design”
- 30. Digital Badges forLearning “Badges can help speed the shift from credentials that simply measure seat time, to ones that more accurately measure competency.” Secretary Duncan, U.S. Department of Education http://www.ed.gov/news/speeches/digital-badges-learning
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- 34. What do thevideo game industry and education have in common? • Demographics • Repeat Customers • Teaching of Complex Skills • Probably more…
- 35. How do videogames teach? tutorials videos peer/network learning trial and error puzzles games inside of games build culture players guides collect stuff
- 36. 15 Instructional design principlesfound in video games 1. Identity 10. Situated meaning 2. Interaction 11. Pleasantly frustrating 3. Production 12. System thinking 4. Risk taking 13. Explore, think laterally, rethink goals 5. Customization 14. Smart tools and distributed knowledge 6. Agency 15. Cross functional teams 7. Well ordered problems James Paul Gee identified15 instructional design principles in his paper: 8. Challenge and consolidation “Good Video Games and Good Learning” 9. “Just in time” and “On demand”
- 37. Identity James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 38. Interaction James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 39. Production James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 40. Risk taking James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 41. Customization James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 42. Agency James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 43. Well ordered problems James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 44. Challenge and consolidation James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 45. “Just in Time”and “On Demand” James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 46. Situated meanings James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 47. Pleasantly frustrating James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 48. System thinking James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 49. Explore, think laterally,rethink goals James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 50. Smart tools anddistributed knowledge James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 51. Cross functional teams James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
- 52. Performance before competence James Paul Gee identified15 instructional design principles in his paper: “Good Video Games and Good Learning”
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- 54. Flow challenge skill From Flow: The Psychology of Optimal Experience Mihaly Csikszentmihalyi 54
- 55. Conditions of flow •Clear goals • Immediate feedback • Skills match challenge • Deep concentration • Problems forgotten • Control is possible • Self-Consciousness disappears • Altered time • Intrinsically rewarding Gregory, E. (2008). Understanding Video Gaming’s Engagement: Flow and Its Application to Interactive Media. Media Psychology Review. Vol. 1(1) 55
- 56. Technologies for implementing gamemechanics • LMS • Game development platforms 56
- 57. Syllabus for agamed classroom Spring 2012 The Multiplayer Classroom, Designing Coursework as a Game By Lee Sheldon
- 58. From my syllabus Grading Policy This course will function like a role playing game, where you work for WeevilTech Game Studio. I will be your boss. Your grades will be assigned like experience points, you level up to get a better grade. Everybody starts with zero points. Your goal should be to become a full time employee for WeevilTech Game Studio, by successfully completing all projects and attending and participating in all virtual project meetings. We have roughly 15 weeks for this course. We will cover the first eight chapters of the book. There will be a test and assignment for each chapter. We will have meetings twice a week called “SCRUM” meetings. Discussion boards will be used for the meeting. You will be graded for your participation in these meetings. There will be a final project in this class, and a short 1000 word essay. END OF COURSE TEAM PROJECT 1. The teams will be selected randomly 2. We will develop a game with a UAM theme 3. The required format and delivery of the project materials will be determined 5. The grade will be given on a 100 point scale
- 59. From my syllabus Scoring System for Class Grades Level Xp points Letter Grade Employee 2640-3300 A Intern 1980-2639 B Rookie 1320-1979 C n00b 660-1319 D Nublet 0-559 F Point Distribution 8 exams 100 pts each 800 8 weekly assignments 100 pts each 800 15 pre sprint meetings 50 pts each 750 15 post sprint meetings 50 pts each 750 Final Project 100 pts each 100 Final Paper 100 pts each 100 Total Points 3300
- 60. SAMR by Puentedura Technologiesat this two levels fall into the transformation category Technologies at this two levels fall into the enhancement category http://hippasus.com/resources/tte/ 60
- 61. It’s not allroses • Some educators worry that teachers haven’t been sufficiently trained to integrate video games into schools. http://www.huffingtonpost.com/2012/09/25/education-nation-why-educ_n_1912506.html
- 62. Developing your owngames 62
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- 64. The future ofgaming 64
- 65. Identify the gamifiedelement 65
- 66. Each time yousee one of these “Game Element” symbols, take note. Game Element At the end of the workshop, we will see how many game elements used during the workshop that we can identify. 66
- 67. Game Element Where does this story begin?
- 68. Game Element My quest was started
- 69. Game Element Then, I leveled up
- 70. Game Element Ice - breaker
- 71. Where will myquest taking me next?
- 72. Thank you forparticipating! • GamedLearning.com • Twitter: @GamedLearning