Presentation given at the 2016 UNI Ed Summit on 3/10/16. Given to a room of about 20 people ranging from 18 - 60 years old. It was presented as a discussion of the essence of gaming, how it could be used in learning and the results of the research on how successful gaming can be in math, science, language learning, and history.

1. Dr. Leigh Zeitz
University of Northern Iowa
zeitz@uni.edu
Drzreflects.com

2.  What is it?
 Who does it?
 Does it make a difference?
 Things to consider

4. thefuntheory.comTinyurl.com/UNIbottlebank

5.  Rule-based
 Variable and QuantifiableOutcome
 Diff Outcomes = Diff Points
 Player works to control outcome
 Game provides timely feedback
 Player cares about the outcome
 Mastery = Leveling up

6. Xperience Points Leveling Up
united.com

7. games Gaming

8. tinyurl.com/TheMathBlaster

10. An organized social
system using positive
and negative
feedback to direct a
player towards a
desired goal.
microsoft

11. An organized social
system using positive
and negative
feedback to direct a
learner towards a
desired goal.
iclipart.com

14.  Optimal Experiences
 Clear Goals
 Immediate Feedback
 Challenges/Skills Balance
 Action/Awareness Align
 No Distractions
 Failure Not a Problem
 Activity is its Own Reward
Mihaly Csikszentmihalyi

17.  Trends in Serious Gaming for Education
 Young et al (2012)
 Reviewed 300+ articles
 Math
 Science
 Language Learning
 History

18.  Inconclusive findings
 Mixed results
 Gamers more engaged
 Useful in achieving deeper learning
 More successful when learning and gaming
objectives aligned

19.  Language acquisition, composition, language
arts
 Games as learner-centered environments
 Immersive experiences
 Kindergarteners learned language faster than
control group
 Language pedagogy more aligned with gaming

20.  History-based video games engaging
 Useful in middle school economics
 Useful to integrate SimCity, Age of Empires
and Civilization into history curriculum
 Instead of requiring outside reading, include
the content in the gaming situation

21.  Transfer requires reflection
 Difficulty level needs to align with skill level
 Poor design can’t be hidden in game world
 Boys communicated about the game
 Girls communicated more generally
 Instructor must scaffold as necessary

22.  Can gaming be useful in the classroom?
 Is it worth the time?
 What does gaming teach besides content?
 What’s cheating?
 What is the diff btwn Gamification and Game-
based Learning?

23. If we teach today
as we taught yesterday,
we rob our children of their tomorrow.