Educators as Game Designers Workshop - 3
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The document discusses embracing the role of game designer and provides guidance on designing educational games. It defines key elements of games, such as goals, rules, feedback, and voluntary participation. Tips are provided for game design, such as starting small and involving students. A process for 15-minute game design is outlined that includes defining the learning goal, story, game goal, rules, and feedback system. Principles of educational simulations are presented, such as having a theme, clear goal, challenges, and providing frequent feedback. Questions are provided to guide the design of an educational simulation or scavenger hunt. The importance of play and its role in learning and development is emphasized through a Benjamin Franklin quote.
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Educators as Game Designers Workshop - 1
This document discusses how educators can design games for learning. It begins by defining what makes something a game, noting they usually have goals, rules, feedback, and voluntary participation. It then discusses four categories of games and learning: games in education, repurposing non-educational games, gameful learning which takes inspiration from good games, and game-based learning which designs games for specific learning goals. The document emphasizes how games keep people engaged through constant feedback, challenges at an appropriate level, collaboration, and flow. It suggests educators can apply these principles when creating their own educational simulations.
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This document discusses how educators can design games for learning. It begins by defining what makes something a game, noting they usually have goals, rules, feedback, and voluntary participation. It then discusses four categories of games and learning: games in education, repurposing non-educational games, gameful learning which takes inspiration from good games, and game-based learning which designs games for specific learning goals. The document emphasizes how games keep people engaged through constant feedback, challenges at an appropriate level, collaboration, and flow. It suggests educators can apply these principles when creating their own educational simulations.
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2. It then expands on each option, noting that gamification can promote engagement and deeper learning but may not be suitable for all types of learning. It also discusses definitions of gamification, intrinsic vs. extrinsic motivation, and challenges like lack of research and difficulty in designing good games.
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2) What activities lead to that change? Possible activities include receiving information, practicing skills, experimenting, solving problems, and reflecting.
3) How can gameplay facilitate those activities? The document provides examples of games that could teach medical diagnosis skills or financial literacy through simulated experiences and feedback.
The overall document provides a framework for designing games that aim to create meaningful change in players.
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1. The document discusses the idea of using gamification to improve learning outcomes in schools. It presents three options for responding to a school head who wants to invest in gamification: that it's a great idea, that it needs more thought, or that it's a terrible idea.
2. It then expands on each option, noting that gamification can promote engagement and deeper learning but may not be suitable for all types of learning. It also discusses definitions of gamification, intrinsic vs. extrinsic motivation, and challenges like lack of research and difficulty in designing good games.
3. Overall, the document presents both benefits and risks of gamification, concluding that rewards systems can work and games/simulations provide
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Why Use Games
How do you run a game?
How do you build it into a programme?
What types of games
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Pitfalls
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Digital games as a powerful tool in learning 0.1
The document discusses how digital games can be effective learning tools. It explains that games provide immersive environments where players use information to develop knowledge and skills through imitation, experimentation and practice. The document also discusses how games motivate learning through features like clear goals, immediate feedback, meaningful choices and rewards. It suggests games are good at simulating environments and situations to encourage problem-solving skills.
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This document discusses educational game design and describes two games developed for the European Commission's e-Bug project. A platform game was designed for younger children to teach microbiology concepts through gameplay mechanics. A detective game was designed for older children to teach through narrative scenarios. Both games showed some knowledge gains but also highlighted lessons learned, such as the need for user testing to identify interface issues before development is completed.
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This document discusses gamification and game-based learning. It begins by asking questions about games and play. It then provides statistics on gaming and discusses how games appeal to students. The document outlines characteristics of games and what defines a game. It discusses using games in education by applying game mechanics to learning. Examples are provided of content-specific games and initiatives that incorporate games. Benefits of games for learning like feedback, collaboration and problem-solving are highlighted. The document concludes with references for further information.
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This document discusses using games to teach children and students. It contains a quote emphasizing that play should be fun and educational for children. The rest of the document provides tips and examples for using games to teach. Some key points made are that games can motivate students by making learning fun and incorporating competition/teamwork. Educational games should provide clear goals, appropriate challenges, feedback, and rewards. The document also lists some websites with educational games and tips for designing game-based learning.
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Final_Presentation
1) Dr. Joe Totherow discusses three options for using games for instructional goals: creating gamified activities, leveraging commercial games, and designing instructional games.
2) Important concepts in designing effective instructional games are ensuring the motivation - intrinsic or extrinsic - directs learners to the instructional content, and balancing the feasibility of a project with its expected impact.
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Chapter-1
Introduction to objective, scope and outcome the subject
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Chapter 3
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- 1. EMBRACINGTHE ROLE OF GAME DESIGNER Dr. Bernard Bull @BernardBull Bernard.Bull@cuw.edu
- 2. “Baseball, it is said, is only a game.True. And the Grand Canyon is only a hole in Arizona. Not all holes, or games, are created equal.” - GeorgeWill
- 3. What is a Game? "When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, and voluntary participation.“ – Jane McGonigal
- 4. DesignTips • Own the game. • Start slow and small. • Use what is around you in the classroom and beyond. • Give yourself plenty of time to plan it. • The game design is more important than polish and looks. • Involve the students in co-designing , playtesting, and game support. http://playmakers.instituteofplay.org/wp-content/files_mf/iop_games_for_learning_design_pack.pdf
- 5. The 15-Minute Game Design 1. Learning Goal 2. Story 3. Game Goal – Make it focused but imaginative/playful 4. Rules 5. Feedback system 6. Voluntary participation
- 6. Clark Quinn’s Principles of Educational Simulations 1. Theme - a setting and context 2. Goal - a clear goal that can guide the student actions and it should be tied into the story 3. Challenge - challenging but not overwhelming goal 4. Action-Domain Link - decisions in the context of the story 5. Problem-learner Link - matches the learner interests 6. Active - frequent actions required 7. Feedback - quick feedback on decisions 8. Affect - emotion – often through unpredictability Quinn, C. (2005). Engaging Learning: Designing E-learning Simulation Games. San Francisco:Pfeiffer.
- 7. The Educational Simulation / Scavenger Hunt 1. What is the learning goal? 2. What is the theme or story? 3. What is the goal or objective of the game? 4. What are the rules of the game? 5. How does the story and game match the interest of the learners? 6. How will frequent feedback be provided within the game? 7. How will you evoke emotion within the game? 8. What is the timeline allotted for the game? 9. How will you measure/document learning? 10. What materials do you need? 11. What is your pre-game role? 12. What is your role during the game? 13. What is your post-game role?
- 8. “We don’t stop playing because we grow old.We grow old because we stop playing.” – Benjamin Franklin
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