Super Saturday Event . . . Games and Learning

1. The Use of Games to Educate
Super Saturday 2008
November 1, 2008
Dru Ryan
Manager of Technology Training and Learning Resources,
Center for Professional and Organizational Development
dru.ryan@montgomerycollege.edu

2. Overview
• Workshop Goals
• To introduce the concept of social networking and games in the
classroom.
• Objectives
• Have an appreciation of learning and gaming
• Introduce the differing learning styles of digital native/millennials
• Expectations
• Be yourself
http://www.montgomerycollege.edu/departments/cpod/tutorials.htm#

3. Agenda
1. Introductions
2. Games Defined
3. Introducing Gen Y
4. Wrap Up

4. What is a Game
• … an activity among two or more independent decision makers
seeking to achieve their objectives in some limiting context.
• . . Not all games are contests among adversaries -- in some
games the players cooperate to achieve a common goal against
an obstructing force or natural situation that is itself not really a
player because it does not have objectives.
• Industrial Training
http://www.etceteraedutainment.com/cs_alcoa.php
• Virtual Heroes
http://www.virtualheroes.com/work.asp
James Gee Video

5. Attributes for Learning

6. Basic Game Types

7. Agenda
1. Introductions
2. Games Defined
3. Introducing Gen Y
4. Wrap Up

8. Generational Variance in the Classroom
• The Veteran Generation -- 1920 -1933 (WWII Veterans, larger
cohort)
• The Silent Generation -- 1933 - 1946 (depression Babies, smaller
cohort)
• Baby Boom -- 1946 - 1964 (birth rate above 3.5 to 4 million a
year)
• Generation X -- 1964 - 1980 (birth rate below 3.5 million a year)
• Generation Y -- 1980 - 2000 (birth rate above 3.5 to 4 million a
year)
• Generation Z -- 2000+ (birth rate consistently above 4 million/
year)
Adopted from Generation Learning Styles by Julie Coates
Students Today Video

9. Digital Natives
• Born between 1976‐2000.
• Almost 100 million young adults between 3‐24 years old.
• Largest generation (36% of total population).
• 31% are minorities; more diverse than the adult
population.
• Have grown up in digital era surrounded by video
games, DVD, computers, cell phones, iPods, etc.
• Prefer multitasking, receiving information quickly, using many
forms of media, working together, and want learning to be
immediately relevant and applicable

10. Skills Gamers Have
• They are natural multi-taskers
• Are unafraid of making mistakes [constructivist
philosophy] … scenario based learning
• Enjoy collaboration: Web 2.0
• Are capable of non-linear Thinking
• Goal oriented, appreciate inquiry based learning,
especially via projects
• Ability to transfer lessons learned in virtual worlds to
the real world (spatial orientation, best practices,
mistake management)
• Tend to mix personal and professional

11. Video Games have been a defining part
of the Video Game Generation
• They are everywhere
– For those born before 1980s, video games are a fad
– For others, video games are far more pervasive
• Established
– People in their 20s and 30’s have never known a
time without digital games
• Emotional
– Many memories formed playing video games
• Expected
– Early career professionals believe 90% of their
colleagues play video games more than casually.
[Got Game: How the Gamer Generation is Reshaping Business Forever]

12. Lessons Games Teach: The Individuals Role
• You’re the Star
– You are the center of attention
• You’re the Boss
– The world is responsive to you . . You can choose things about
reality or switch to different experiences
• You’re the Customer and always right
– The game is designed for your satisfaction and entertainment,
opponents are tough but not too tough
• You’re an expert
– You have the experience of getting really good
• You’re a tough guy
– You can experience all sorts of crashes, suffering and death . . .
And it doesn’t hurt
[Got Game: How the Gamer Generation is Reshaping Business Forever]

13. Lessons Games Teach: How the World Works
• There’s always an answer
– You might be frustrated for a while, but you know the answer is out
there
• Everything is Possible
– You see yourself doing amazing things . . . Defeating hundreds of
people or beat the best sports team ever
• The world is a logical, human-friendly place
– Games are fair, events may be random but not inexplicable
• Trial and error is the almost always the best plan
– You can always start again
• Things are (unrealistically) simple
– You can experience all sorts of crashes, suffering and death . . .
And it doesn’t hurt
[Got Game: How the Gamer Generation is Reshaping Business Forever]

14. Lessons Games Teach: How People Relate
• It’s all about Competition
– You’re always competing . . . Even when collaborating
• We are all alone
– The game experience is basically solitary . .. Even in groups
• Young people rule
– Young people dominate gaming . . . Paying your dues takes a
short time and there is no attention paid to elders
[Got Game: How the Gamer Generation is Reshaping Business Forever]
Financial Times Article and Exercise
Read article, then discuss one way you have attempted
(or witnessed) to incorporate one of these realities in class.

15. Lessons Games Teach: What you should Do
• Rebel
– Edginess and attitude are dominant elements of the culture
• Be a hero
– You always get the star’s role . . That is the only way to get
satisfaction
• Bond with people who share your game experience
– National and cultural backgrounds take aback seat to common
experience
• Make your own way in the world
– Leaders are irrelevant and often evil; ignore them
• Tune out and have fun
– The whole experience of gaming is escapist . . . When a game is
boring, you leave
[Got Game: How the Gamer Generation is Reshaping Business Forever]

16. Benefits of Gaming
• Authentic Learning
• Makes training personally meaningful and relevant to the trainee by
showing how the trainee will use the training in the real world
• Games greatly accelerate the sequence of acitivities being simulated and
provides an immediate reward to those who make a correct decision
• Students who fail are informed of mistakes in real time and can correct the
error
• Espouse constructivism: “.. An educational philosophy founded on the
premise that by reflecting on our experiences, we construct our own
understanding of the world we live in” Iverson, “Interactive Learning
Strategies for Digital Delivery”
• Games allow the player to gain experience and create their own model for
what can be applied to life . . . Not just memorize facts.
Anthrax Scare: http://www.thepodgame.com/pod/

17. Benefits of Gaming [2]
• Encourages systems thinking
• Games are logically created and skills, strategies and ideas come together
to create success. Carefully manipulating levels, friends and foes, and
tendencies all lead to success
• Allows for a sandbox
• Games allow participants to play and make mistakes
http://www.seriousgames.org/index2.html
[poke around and try a few games]

18. Links
Students Today
http://www.youtube.com/watch?v=dGCJ46vyR9o
Social Networking and the Classroom
http://www.youtube.com/watch?v=vrmGzJKU2JQ
Web 1.0 vs 2.0
http://www.youtube.com/watch?v=YXFYkbQRgY4
James Gee on Games and Learning
http://www.youtube.com/watch?v=qGd1URORsoE

19. The Use of Games to Educate
Super Saturday 2008
November 1, 2008
Dru Ryan
Manager of Technology Training and Learning Resources,
Center for Professional and Organizational Development
dru.ryan@montgomerycollege.edu