The opening song to the 80's sitcom, Cheers, reminds us that we all need a space where we're welcomed, valued, and part of a community. Ray Oldenburg calls these Third Places. For many of our students today, Minecraft and other multiplayer online games, have become that third place. This year, I launched a 24/7 Minecraft server for our district's students. This presentation shares how it has become both a third place and a world that fosters powerful, informal learning!
The opening song to the 80's sitcom, Cheers, reminds us that we all need a space where we're welcomed, valued, and part of a community. Ray Oldenburg calls these Third Places. For many of our students today, Minecraft and other multiplayer online games, have become that third place. This year, I launched a 24/7 Minecraft server for our district's students. This presentation shares how it has become both a third place and a world that fosters powerful, informal learning!
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
In this presentation, you'll connect play with learning, explore the instructional side of video games, get 11 tips for integrating video games into your classroom, and explore a few examples of games you can use in the classroom.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
It's Gonna Be The Future Soon: Science Fiction, Video Games, and the Future ...Lucas Gillispie
What if science fiction were a reality? What if the way we interact in games were the way we interacted in real life? Soon, these things will be a reality and they'll impact learning! It's going to be exciting!
Gamification vs. Game-Based Learning - Theories, Methods, and ControversiesSherry Jones
My presentation for October 25, 2013 - Metro State University of Denver (MSUD) Symposium for Teaching and Learning with Technology Conference 2013. Access Conference Schedule here: https://metroteachingwithtechday.pbworks.com/w/page/69613174/2013%20Schedule
This presentation introduces the SAGA (Story and Game Academy) project. A program designed to enrich students' experiences through the exploration of games and the storytelling in games.
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
This presentation, originally presented in Second Life to the NC Distance Learning Association, explores how video games and virtual worlds can be valuable tools for instruction and shares resources that teachers might use to incorporate gaming into their curriculum.
In this presentation, you'll connect play with learning, explore the instructional side of video games, get 11 tips for integrating video games into your classroom, and explore a few examples of games you can use in the classroom.
Introduction to Gamification VS. Game-Based Learning (GBL) - Make An Engaging...Sherry Jones
September 17, 2013 - My Training Presentation prepared for educators at Colorado Community College System (CCCS).
Access this Slideshow: http://bit.ly/gamifyvsgbl
Questions or Comments? Contact me:
sherryjones.edtech@gmail.com
http://www.twitter.com/autnes
It's Gonna Be The Future Soon: Science Fiction, Video Games, and the Future ...Lucas Gillispie
What if science fiction were a reality? What if the way we interact in games were the way we interacted in real life? Soon, these things will be a reality and they'll impact learning! It's going to be exciting!
Gamification vs. Game-Based Learning - Theories, Methods, and ControversiesSherry Jones
My presentation for October 25, 2013 - Metro State University of Denver (MSUD) Symposium for Teaching and Learning with Technology Conference 2013. Access Conference Schedule here: https://metroteachingwithtechday.pbworks.com/w/page/69613174/2013%20Schedule
This presentation introduces the SAGA (Story and Game Academy) project. A program designed to enrich students' experiences through the exploration of games and the storytelling in games.
A guest presentation given to students at the University of Cape Town introducing games and learning, serious games, and how these relate to the South African context.
"Overview and Conclusions" by Sherry Jones (August 16, 2014)Sherry Jones
I am the Game Studies Facilitator for the #Metagame Book Club (http://bit.ly/metagamebookclub). This is my Week 5 Lecture on "Overview and Conclusions." This is an overview lecture of major concepts and theories I have discussed during Weeks 1-4 lectures. Please see my previous slideshows for clarification of the ideas discussed in this slideshow.
Live Video Lecture - The live recorded youtube video of this lecture is included toward the end of this presentation.
Join the Metagame Book Club - We welcome all educators interested in gaming in education, game-based learning, gamification, and game studies to join the #Metagame Book Club.
#Metagame Book Club (July 15 - August 16, 2014)
http://bit.ly/metagamebookclub
Find us on various social media with the hashtag, #Metagame
Trip report: Games and Learning Conferences 2008Steve Vosloo
I presented at the 2008 Games, Learning and Society and ED-MEDIA conferences. In this presentation are broad themes related to digital game-based learning ...
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
Game Studies Download 2009 - Top 10 Research FindingsJane McGonigal
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Video Games as Learning Tools & Making Games as Systems ThinkingMichelle
Playing and making video games – classroom appropriate? Games encompass many new media literacy skills and allow opportunities to develop analytical, systems, and problem-solving skills. There are three ways to use games with students: play an existing game, you make a game, and students make a game.
Ian Bogost’s concept of procedural rhetoric is a tantalising theory of the power and potential of computer games, especially serious games. Yet does this concept really distinguish games from other media? Can this concept be usefully applied to the design and critique of serious games? This paper explores the ramifications of games (particularly serious games) as procedural rhetoric and whether this concept is problematic, useful, inclusive, or better employed as a recalibrated meta-epistemic theory of serious games that persuade or suggest to the player that the game mechanics, game genre, or digitally simulated world-view is open to criticism and reflection.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. “VIDEO GAMES have quickly become
the most PERVASIVE, PROFITABLE,
and INFLUENTIAL forms of entertainment
in the United States and across the world”
(Squire, 2003)
4. “Gamers devote more than triple
the amount of time spent PLAYING GAMES
each week to exercising or playing sports,
volunteering in the community,
religious activities, creative endeavors,
cultural activities, and reading.”
ESA’S 2006 ESSENTIAL FACTS ABOUT THE COMPUTER
AND VIDEO GAME INDUSTRY.
5. World of Warcraft
has surpassed 11 million
MONTHLY subscribers worldwide
6. Second Life about 12.8 million
registered members.
About 800,000 are active.
an average of 50.000 residents
in world at a given time.
7. Game genres:
Action, Adventure, Casino, Puzzle,
Role Playing Games, Simulations
Strategy, Trivia,
Massively Multiplayer Online Games
8. Most studied and
commented games with
potential for learning:
MUVEs and MMORPGs
17. Benefits of Games
• abilities in spatial modeling
• design composition
• foster various types of information
literacy
• problem solving, decision making
Ok, this is
getting
boring…
18. Benefits of Games
• analytical and spatial skills
• strategic skills and insight
• learning and recollection capabilities
• psychomotor skills
• visual selective attention
Oh no,
bullets!!!...
19. Benefits of Games
• better short-term and long-term
memory
• increased social skills
(collaboration and negotiation) *
* Ok, then, for more research findings see
Susi, Johannessen & Backlund (2007)
22. Individualization - tailored
Feedback – immediate, contextual
Active Learning – discovery, construction
Motivation – relevant, rewarding
Social – participatory
Scaffolding – gradual challenge
Transfer – to novel context
Assessment – of self compared to others
Oblinger’s list of some characteristics of digital games
32. (Let’s get technical)
References
Citation: Huitt, W. (2004). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved
October 25, from: http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html.
Jones, M. G. (1997, February). Learning to play, playing to learn: lessons learned from computer games. Paper presented at the Association for
Educational Communications and Technology, Albuquerque, New Mexico.
Masey, A. (2007). Software Industry Trends: Emerging 3D Internet (3Di) Multi-user Virtual Environments (MUVEs). Tech Quarterly, 3, 1-3.
Clifton Gunderson LL.
Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396. Retrieved October 25, from
http://psychclassics.yorku.ca/Maslow/motivation.htm.
Murray, J. (1997). Hamlet on the Holodeck: The Future of Narrative in Cyberspace (Cambridge,
MA: The MIT Press.
Oblinger, D. (2003). “Unlocking the Potential of Gaming Technology”, Pre-Conference Paper.
Ritterfeld, U., & Weber, R. (2006). Video games for entertainment and education. In P. Vorderer, & J. Bryant (Eds.), Playing computer games -
Motives, responses, and consequences (pp. 399-413). Mahwah, NJ: Lawrence Erlbaum. Retrieved October 20, 2008 from:
http://people.ict.usc.edu/~morie/PDF%20PresencePapers/RitterfeldPaper.pdf
Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games: an overview. TechnicalReport HS- IKI -TR-07-001. University of Skövde.
Retrieved October 27 from http://www.his.se/upload/19354/HS-%20IKI%20-TR-07-001.pdf
Wagner, H. (1999). The Psychobiology of Human Motivation. Londres: Routledge.
Yee, N. (2007). Motivations of Play in Online Games. Journal of CyberPsychology and Behavior, 9, 772-775.
Editor's Notes
“from a developmental perspective, the ultimate pathway of game-based entertainment–education is offered through online multiplayer simulation.” (Ritterfeld & Weber, 2006)
MMORPGs are role-based and goal-oriented games that revolve around scenarios and stories that unravel while the players engage in pre-defined roles as their “avatars” complete quests and challenges to achieve higher levels (Masey, 2007) and conquer new skills and objects that will enhance game play and their abilities to work in groups and possibilities be accepted socially in these environments. MUVEs, on the other hand, are not necessarily role-based and goal-oriented and, while MMORPGs have the worlds and characters created by the game creators, MUVEs normally have the content and objects created by their “residents” (Masey 2007) while normally only the infrastructure and “viewers” (client software) is offered by host companies.
“simulation does not necessarily involve conflict or competition, and the users are not trying to win, as they are always doing in a game. Many educational simulations, unlike games, can function without human intervention, for example, the dynamic representation a planetary movement in the solar system” (Sauvé, Renaud, Kaufman & Marquis, 2007).
MMORPGs are role-based and goal-oriented games that revolve around scenarios and stories that unravel while the players engage in pre-defined roles as their “avatars” complete quests and challenges to achieve higher levels (Masey, 2007) and conquer new skills and objects that will enhance game play and their abilities to work in groups and possibilities be accepted socially in these environments. MUVEs, on the other hand, are not necessarily role-based and goal-oriented and, while MMORPGs have the worlds and characters created by the game creators, MUVEs normally have the content and objects created by their “residents” (Masey 2007) while normally only the infrastructure and “viewers” (client software) is offered by host companies.
Try looking these terms up on Wikipedia… ;)
“For the military, game technology allows to create low-cost simulations that are both accurate and engaging, and for a severely lower cost than traditional simulations.” (Susi, Johannessen & Backlund 2007)
From a military perspective, video game playing (more generally) has a number of advantages, such as improved hand-eye coordination, improved ability to multitask, ability to work in a team using minimal communication, and willingness to take aggressive action (Michael & Chen, 2006 as referenced in Susi, Johannessen & Backlund 2007))
America’s Army is a game that cost the Army 16 million dollars and is available for free download. The game helps the Army recruit soldiers for for 15% of the cost of other programs.
Please refer to:
Susi, Johannessen & Backlund (2007) and the references: (Grossman, 2005; Michael & Chen, 2006).
Please refer to:
Susi, Johannessen & Backlund (2007)
Please refer to:
Susi, Johannessen & Backlund (2007)
Ritterfeld & Weber (2006)
Whether you are developing learning-specific games or implementing mainstream games into your learning environments (or as your learning environments), there are many underlying theories of learning and gaming that might need to be considered, including theories of gamer/learner motivation, the Constructivist epistemology and traditional IDT.
Flow is the mental state of operation in which the person is fully immersed in what he or she is doing by a feeling of energized focus, full involvement, and success in the process of the activity. Proposed by positive psychologist Mihály Csíkszentmihályi
http://en.wikipedia.org/wiki/Flow_(psychology)
We seek
the same feeling from a psychologically immersive experience that we do from
a plunge in the ocean or swimming pool: the sensation of being surrounded by
a completely other reality, as different as water is from air, that takes over all
of our attention, our whole perceptual apparatus . . . Murray (1997)
Games can be used as simple assessment and concept review or presentation, but they can also be used as the learning environment itself where problem-solving is mainly the focus.
Oblinger, D. (2003). “Unlocking the Potential of Gaming Technology”, Pre-Conference Paper.
From Yee (2007)
The Achievement Component
Advancement. The desire to gain power, progress rapidly, and accumulate in-game
symbols of wealth or status.
Mechanics. Having an interest in analyzing the underlying rules and system in order to
optimize character performance.
Competition. The desire to challenge and compete with others.
The Social Component
Socializing. Having an interest in helping and chatting with other players.
Relationship. The desire to form long-term meaningful relationships with others.
Teamwork. Deriving satisfaction from being part of a group effort.
The Immersion Component
Discovery. Finding and knowing things that most other players don’t know about.
Role-Playing. Creating a persona with a background story and interacting with other
players to create an improvised story.
Customization. Having an interest in customizing the appearance of their character.
Escapism. Using the online environment to avoid thinking about real life problems.
Maslow’s Hierarchy of Needs:
Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396. Retrieved October 25, from http://psychclassics.yorku.ca/Maslow/motivation.htm.
Wagner, H. (1999). The Psychobiology of Human Motivation. Londres: Routledge.
Maslow’s Hierarchy of Needs applied to MMORPGs: http://www.werkkrew.com/2008/07/09/maslows-needs-and-gaming/
http://mason.gmu.edu/~bbrown/courses/2004fall/govt351/Maslow_Hierarchy%20of%20Needs.doc
Add constructivistic therories from Karagiorgi and my review of it…
Jones (1997) notes that making mistakes is a crucial element of games and of education: “One can be told countless times, but making the mistake and the proper adjustment creates deeper connections with the content than simply trying to remember.”