Engaging Students Through Game-Based Learning
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Presented at the College Personnel Association of Kentucky annual conference; this presentation was designed to introduce game-based learning to Student Affairs professionals. This was done by defining game-based learning, explaining its core concepts, and providing relevant examples. Session attendees were also given the opportunity to play a game designed by Brittini and I to educate students about financial literacy concepts.
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Engaging Students Through Game-Based Learning
- 1. Engaging Students Through Game-Based Learning By: Derrick A. Picard & Brittini Wise
- 2. Introductions AKA: Your Game-Masters Derrick Picard Brittini Wise
- 3. Why Game-Based Learning 40.3 46.526.35 41.85 Gamer Demographics (Numbers in Millions) Under 18 18-35 Years 36-49 Years 50+ Years 115 million total gamers 54% report games help in creating social connections (ESA, 2015) Engages students with the freedom to fail (Jones, 2013)
- 4. Learning Outcomes Define Game-Based Learning Describe Concepts/Elements of Game-Based Learning Recognize Examples of Game-Based Learning in Educational Practice
- 5. Defining Game-Based Learning? 1. Approach to teaching that takes real-world concepts, information, and skills and creates a game-like experience designed to meet certain goals and outcomes (EdTech, 2013) 2. The usage of games to meet specified goals and outcomes
- 6. Elements of Game-Based Learning Challenge & Support Social Goals
- 7. Game-Based Learning through Kolb Concrete Experience Players engage in the game and its various concepts Reflective Observation Players reflect on concepts learned and new information gained. Abstract Conceptualization Players begin to create new ideas around new knowledge. Active Experimentation Players begin to incorporate new knowledge and concepts into action.
- 8. Game-Based Learning on Colleges & Universities 1. Academic Applications 2. Student Affairs Applications 3. Financial Education 4. Institutional Services
- 13. References Essential Facts about the Computer and Video Game Industry (Rep.). (2015). Retrieved November 5, 2015, from http://www.theesa.com/wp-content/uploads/2015/04/ESA-Essential-Facts-2015.pdf Evans, N. (2010). Kolb's theory of experiential learning. Student development in college: Theory, research, and practice (2nd ed.) (pp.136-152). San Francisco, CA: Jossey-Bass. Jones, S. (2013, September 17). "Introduction to Gamification vs. Game-Based Learning (GBL): Make an Engaging Classroom!" Lecture. Stuart, K. (2016, January 22). Minecraft Education Edition: Why it's important for every fan of the game. Retrieved January 22, 2016, from http://www.theguardian.com/technology/2016/jan/22/minecraft-education-edition-why-its-important-for-every-fan-of-the- game
Editor's Notes
- “Games are complex systems composed of rules that interact. Gamers must think like a designer and form hypotheses about how the rules interact so they can accomplish goals and even bring about emergent results. Thinking like a designer in order to understand systems is a core 21st-century skill.” — Dr. James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University *Does not include the number of mobile gamers. Which was reported to be 164.9 Million in 2015 and is forecasted to be 180.4 Million by the end of 2016
- 1st Definition: Technical definition of Game-Based Learning. 2nd Definition: Our created definition of Game-Based Learning.
- Challenge & Support: A game that is too challenging for students can lead to frustration and apathy; ultimately leading to disengagement from the experience. A game that is too easy for students can lead to quick victories, but ultimately prevents them from staying engaged in the long run. The balance of Challenge & Support is difficult to strike and is usually obtained through multiple play-throughs and feedback from students. Social: Games are by nature a social experience. As opposed to having an individual experience, game-based learning allows practitioners to take a topic and create a communal experience where students are free to fail without repercussions. Goals: It is important to establish clear goals and objectives in a game-based learning approach. These goals and objectives can be set by the facilitator or co-created with the students. This provides the foundation for the game-like experience; Game-Based Learning is NOT playing games just for the sake of playing ga,es
- Concrete Experience Players engage in the game and its various concepts Reflective Observation Players reflect on concepts learned and new information gained. Abstract Conceptualization Players begin to create new ideas around new knowledge. Active Experimentation Players begin to incorporate new knowledge and concepts into action.
- Angry Birds Concepts include: Physics, Working on a Team Minecraft Education Concepts: Design Thinking, Engineering, Mathematics
- Ball State Achievements Mobile app released to Ball State Pell Grant students Rewards students with Experience Points and Ball State Points for interacting with various parts of the campus (Visiting campus library, going to a campus event, etc.) Yielded a 33% increase in campus engagement with Pell Grant students
- Spent Game created by the Urban Ministries of Durham (Durham, NC) The game challenges players to make it through one-month after recently being laid off. Players are presented with information regarding their choices on living costs, hunger, bills, and healthcare. iGrad Fully interactive Financial Literacy platform Provides players with various games on topics covering budgeting, student loans, credit cards, etc. Player receives feedback and badges based on progress through the various games and challenges
- HumansVsZombies Week-long game of tag where the main goal is to survive throughout the week. Various missions are created to explain the backstory of the game. Institutional services can be inserted into the game structure to increase overall awareness, visibility, and knowledge of campus services.