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Educational games and simulations
- 1. Educational Games andSimulationsLauren BeckTaylor FieldsLynee FlemingRachel OwensChristine Wilson
- 2. Educational GamesEducational gamesare games that have been specifically designed to teach people about a certain subject, expand concepts, reinforce development, understand an historical event of culture, or assist them in learning a skill as they play. This includes board, card and video games.http://www.funbrain.com/
- 3. SimulationsSimulation is theimitation of some real thing, state of affairs, or process. The act of simulating something generally entails representing certain key characteristics or behaviors of a selected physical or abstract system.http://www.download-free-games.com/download/cat/simulation/http://www.learn4good.com/games/simulation.htm
- 4. Pros of EducationalGames and Simulations Improves analytic skills and decision making skills.Improves communication, problem solving skills, and alertness.Improves mathematics, spelling and reading grades. Children love games and won't even realize that they are learning.Real life problems can be taught using games. Fun and excitement will encourage children to learn to their best ability.Provides real-world contexts. Increases attention span.
- 5. Pros of EducationalGames and Simulations (Cont’d)Helps students “think outside the box”. Allows students to create and manipulate systems and problems within certain parameters and without the normal constraints of time and space.Provides a wide range of opportunities.Don’t require actual materials.Saves money. Clean and easy.Includes all content areas.Teaches students about technology.
- 6. Cons of EducationalGames and Simulations Doesn’t always promote social skills and interaction with others.
- 7. Kids who spendtoo much time playing games can develop bad posture and RSI (repetitive strain injury), eye strains, headaches, wrist, neck and back pains, etc.
- 8. Less active thanother activities.
- 9. Requires technology whichmight not be available or accessible.
- 10. Lack of computersmight prohibit whole group instruction.
- 11. Safety issues concerningthe internet.
- 12. Can be difficultto monitor and assess progress.
- 13. May lack differentiation.Simulation Research“Improves motivation & interest in a subject
- 14. Enhances cognitive learningof factual information with the acquisition of concrete meaning for abstract terms
- 15. Better understanding ofprocesses
- 16. Helps develop favorableattitudes to social issues
- 17. Positive attitude towardlearning and instructional process
- 18. Helps develop communication& social skills
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- 21. http://www.questia.com/googleScholar.qst;jsessionid=MvrQclp221jrv48ThNHJvVXsHzGt8MQzXhv4hy6DLV1V3xzlz2Jz!-2117024426!1719321309?docId=76947623\Simulation ResearchSimulations canprovide students engaging experiences towards learning crisis -management, communication and problem solving, data management, and collaborationhttp://www.netc.org/focus/strategies/simu.php
- 22. Game ResearchGaming teachescompetition strategies, cooperation and teamwork and conflict resolution
- 23. The effectiveness ofgaming relies on the degree to which the games simulate real life
- 24. Games are dynamic,intrinsically motivating, and involve high levels of involvement. They provide immediate feedback to participants, and mistakes do not result in actually losing assets
- 25. Games have beenfound to serve a range of functions in education including tutoring, exploring and practicing skills, and attitude change
- 26. The effective useof games differs depending on the educational areas where the games are employed. The best results were found to be in the areas of mathematics, physics, and language arts (as opposed to social studies, biology and logic). The beneficial effects of gaming are most likely to be found when specific content is targeted and objectives precisely defined
- 27. http://www.netc.org/focus/strategies/simu.phpGame Research researchedfound when studying 700 children aged 7-16 children prefer to plan games in pairs or small groups
- 28. which then meansthat children are working on their social skills such as: negotiations, planning, strategic thinking and decision making
- 29. Games used inthis study
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- 48. http://news.bbc.co.uk/2/hi/uk_news/education/1879019.stmGame Research487 5thgraders found that games were more motivating than pencil and paper activities when learning math
- 49. Motivation and conceptuallearning increased
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- 51. 81 7th gradestudents found that using simulated frog dissection resulted in significantly better understanding of the anatomy than dissection alone students need guidance
- 52. students need tobe challenged
- 53. students need timeto reflect
- 54. http://www.cited.org/index.aspx?page_id=143HistoryJust a fewplaces you see Educational games being used :K-12
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- 58. Flight SimulatorsThey wereamong the first education simulators created. There were created back in the 1940’s to help teach men how to fly planes during the war.http://www.simpit.net/
- 59. What the gameneedsMaloneHis theoryIn the 1980’s a man named Malone studied video games as a strategy to make educational games.
- 60. The three elementsvideo games had that he thought educational games should have are: Challenge, fantasy, and curiosity.Kurt SquireClear goal that students find meaningful
- 61. Multiple goal structuresand scoring to give students feedback on their progress
- 62. Multiple difficulty levelsto adjust the game to different learners
- 63. Random elements ofsurprise
- 64. An emotional appealingfantasy and metaphor that is related to game skillsDrillsIn the past computer games have been used primarily for drills and practives:Alga Blaster
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- 67. Debate over TimeConcernsAsthe idea of educational video games has evolved and become more popular there has been a growing debate on how much we need to allow them in the classroom.Kurt SquireCan lead to violent, aggressive behaviorEmploy destructive gender stereotypingPromote unhealthy attitudesStifle creative play
- 68. AdvancedToday educational gamesare more advanced and focused on simulation:SimEarthHidden AgendaSimCityDigital Weather Station
- 69. Application to Education(e.g. use in the classroom)
- 70. Games, Simulations, andVirtual WorldsGames, simulations, and virtual worlds provide educators with an opportunity to engage learners in an immersive and interactive environment that requires knowledge, decision making, and information management skills. However, the use of immersive learning environments can be controversial; their association with play and fun is often considered non-educational. Even so, games, simulations, and virtual worlds are gaining increased cultural acceptance. Research suggests that these environments can play a significant role in facilitating learning through engagement, group participation, immediate feedback, and providing real-world contexts.
- 71. Learning with ComputerGames and Simulations Computer games and simulations can be defined as interactive multimedia with dynamic elements that are under user control. They range from games that require simple, repetitive actions, such as Tetris®, to complex digital worlds. Unlike much of the currently available educational multimedia, games and simulations are highly interactive, with many user-controlled features. Although similar in many ways, games differ from simulations by including a goal or challenge.
- 72. Learning with ComputerGames and Simulations (Continued)Most people agree that video games can promote learning, although critics suggest that what is learned may be inappropriate.Video games are highly engaging, and there is great interest in how to harness their power to support learning. Educational games and simulations have been found to be effective in motivating students to learn, and games that encourage exploration may be particularly engaging to students, especially girls.
- 73. Overview of Gamesand Simulations Some games and simulations allow students to explore and create materials that they could not work directly with in real life. Simulations can enable students to develop familiarity with an activity before they engage in it. As an example, with Froguts students can use an interactive computer program to proceed fully through a frog dissection before attempting dissection of an actual frog. Students who use simulations report that they feel more confident in their skills when later working with real materials.
- 74. Frogutshttp://dissect.froguts.com/welcome.htmlFroguts is subscription-based softwarethat students can use to simulate dissecting several different animals, including frogs, fetal pigs, squids, and starfish.
- 75. Students Need tobe Challenged As in any learning situation, students are usually more engaged when they face a challenge that they feel they can meet. The level of challenge should match the student’s skill level. If the task is too hard, the student will give up easily, and if it is too easy, the student may become bored. Students also benefit from games that become progressively more complex and difficult. Thus, an effective game allows students to begin at different levels of challenge and gradually take on more challenge. As an example, Chucky’s Chicken Stacker is a game in which players find words with a specific vowel sound. There are two levels of difficulty, and the speed of the game can be adjusted.
- 76. Chucky’s Chicken Stackerhttp://pbskids.org/lions/games/stacker.htmlInChucky’s Chicken Stacker, available at the PBS Kids website, students identify words that have a specific vowel sound (e.g., short a). It takes 5 correct words to win the game. Students can select the speed at which the words are shown and choose between two levels of difficulty.
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- 83. Squire, Kurt. VideoGames in EducationReference Page (cont’d)Games, Simulations, and Virtual Worlds http://www.educause.edu/ELI/LearningTechnologies/GamesSimulationsandVirtualWorl/11263Learning with Computer Games and Simulations http://www.cited.org/index.aspx?page_id=143