Uploaded byPaul Pivec
Games for learning & Role Play Scenarios
This document discusses research on the effectiveness of game-based learning. It summarizes various studies that have found mixed results about games stimulating learning. Some studies found games can develop skills like strategic thinking while others found no significant learning differences compared to traditional methods. The document also notes learners prefer games that are fun, collaborative, and relevant to learning objectives. Game-based learning works best when games are well-designed for learning goals and used as a supplemental tool in a classroom environment rather than replacement for teachers.
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Games for learning & Role Play Scenarios
- 1. Games for learning& Role Play Scenarios ADL-Conference 2010 Training, Education and Simulation by Paul Pivec Copyright (c) 2010 - All Rights Reserved
- 2. Game Based Learning Does it really work?
- 3. “video games canstimulate learning of facts and skills such as strategic thinking, creativity, cooperation and innovative thinking” European Parliament session document (2009) Game Based Learning Does it really work?
- 4. “video games canhave substantial educational advantages and be beneficial in developing linguistic, creative and strategic skills and intellectual capacities ” European Committee on Culture and Education (2009) Game Based Learning Does it really work?
- 5. “20 years ofresearch into game-based learning show mixed results and methodologies are flawed” Egenfeldt-Nielsen (2007), Pivec (2009) Game Based Learning Does it really work?
- 6. “CounterStrike increases Multitaskingabilities” Kearney (2005) Game Based Learning Does it really work?
- 7. “Dance Dance Revolutiontrains cognitive abilities” Pivec (2008) Game Based Learning Does it really work?
- 8. “The Game environmentmade no significant difference with the same amount of practice” Pivec (2010) Game Based Learning Does it really work?
- 9. The advantages ofGBL can only be realized if: the games are designed correctly are used in the appropriate environment employ a suitable pedagogical framework Game Based Learning Does it really work?
- 10. Game Design forLearning Does the target audience matter?
- 11. The “Digital Natives”myth... ro n g! Today’s generation grew up playing games w and want to learn using serious games! Game Design for Learning Does the target audience matter?
- 12. ng! The DigitaloNativemyth... wr Those who are more experienced with digital games are less likely to play games specifically designed for learning. Game Design for Learning Does the target audience matter?
- 13. Learners suggest... “Educational games are boring and no fun.” “Games are not a serious activity, learning is.” “You cannot learn anything from games so why waste the time.” “They are not really games, they are tutorials or digital lessons.” Game Design for Learning Does the target audience matter?
- 14. Learners want... better Gameplay/Challenge interesting and humorous story-lines collaborative learning scenarios relevant feedback Game Design for Learning Does the target audience matter?
- 15. Using Games forLearning Does the environment matter?
- 16. The “Games willreplace Teachers” myth... n g! Video Games will replace classrooms and Teachers! ro w This is what the 21st century learner wants. Using Games for Learning Does the environment matter?
- 17. The Games willro w ng! replace Teachers myth... Learners prefer collaborative and face-to-face learning. They would like games to be used as a tool for understanding or a study aid. Using Games for Learning Does the environment matter?
- 18. Learners state... “Educational games should be multiplayer.” “We need to know that we are learning.” “3D Graphics are not important, face-to-face is!” “Virtual Worlds are not Games! Why do Universities use SL?” Using Games for Learning Does the environment matter?
- 19. Learners want... games to be used as a tool or study aid a meta game surrounding the digital game the game to be relevant to the learning outcomes Using Games for Learning Does the environment matter?
- 20. Perceptions of Game-BasedLearning 100 75 50 25 0 ICT Skills Motor Skills Social Skills Highorder Thinking Knowledge Trainers Learners Using Games for Learning Does the environment matter?
- 21. Pedagogical Frameworks forGBL How does the learning occur?
- 22. The “Digital NativesThink Differently” myth... g ! Today’s Learners process information and think n w ro differently than learners of the past because of growing up playing video games. Frameworks for GBL How does the learning occur?
- 23. ng! The “Digital NativesThink Differently” myth... w ro Children involved in the Hole in the Wall Project in India and the Poverty alleviation project in Peru, both displayed so-called digital native tendencies. Frameworks for GBL How does the learning occur?
- 24. Game-Based Learning Model Frameworks for GBL How does the learning occur?
- 25. Recursive Learning Frameworksfor GBL How does the learning occur?
- 26. Educational Game Design What should be included?
- 27. Gameplay defined as the quality of player engagement and is promoted by the challenges offered to the player within the game environment, in an attempt to immerse the player in the tasks presented. Educational Game Design What should be included?
- 28. Re-playability multiple paths through a level or game, providing different results and varying learning outcomes, allowing the player to experience the “what if” method of learning. Educational Game Design What should be included?
- 29. Relevant Content game elements need to match the learning outcomes and the on-screen feedback should reflect the players progress on these outcomes. Educational Game Design What should be included?
- 30. The Meta Game- the game surrounding the game. support and User content forums chat screens, development blogs, user postings user generated content Educational Game Design What should be included?
- 31. Scenario Role PlayGames Developed from the Research!
- 32. Single Player Scenarios ScenarioRole Play Games Developed from the Research
- 33. Single Player Scenarios “the game made me laugh, it was fun” “way more fun than just reading pdf files” “the content was relevant and the game was easy to play” “the feedback was good, you knew how you were doing” “I played the same level several times to see different outcomes.” Scenario Role Play Games Developed from the Research
- 34. Multiplayer Player Scenarios ScenarioRole Play Games Developed from the Research
- 35. Multiplayer Player Scenarios “the game aspects of the scenario were great” “it was social but also collaborative” “learning to deal with cultural issues in a fantasy world was well done ” “I like that it was all in one program” “very competitive, I liked that” Scenario Role Play Games Developed from the Research
- 36. Game Based LanguageLearning Scenario Role Play Games Developed from the Research
- 37. Game Based LanguageLearning “the game is a great way to learn English” “it keeps you interested and makes you practice” “the social network around the learning activities is a great way of doing it” “I like the humor, it makes learning fun” “looking forward to more episodes, keeps my English current” Scenario Role Play Games Developed from the Research
- 38. Games for Learning challenge tasks at the appropriate level interesting and humorous story-lines collaborative learning environments relevant feedback to the player used as a tool or study aid related to the learning outcomes a meta game surrounding the digital game user generated content Scenario Role Play Games Developed from the Research
- 39. www.piveclabs.com www.gamedesigncampus.com www.thelanguagecampus.com www.paulpivec.com Paul Pivec Imagines remain the property of Electronic Arts Inc. ©2009 All Rights Reserved
- 40. Games for learning& Role Play Scenarios ADL-Conference 2010 Training, Education and Simulation by Paul Pivec Imagines remain the property of Electronic Arts Inc. ©2009 All Rights Reserved