This document discusses the advantages of using digital games for education. It explores game definitions and histories, and how games can promote learning through safe environments that improve cognition and test scores. The document covers designing, developing, and implementing games for learning. It also outlines barriers to educational games and leading tools like game engines. Finally, it discusses the bright future for games in education, including supporting organizations and the role of academia.
Presentation at FETC13 with Dr. Francisca Yonekura of the University of Central FLorida and Tanya Martin of Broward County Public School in Orlando, FL, January 2013
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.
Presentation at FETC13 with Dr. Francisca Yonekura of the University of Central FLorida and Tanya Martin of Broward County Public School in Orlando, FL, January 2013
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.
Playing to Learn: Using Games and Simulations in the Classroom 07-19-11Andy Petroski
Playing to Learn: Games and Simulations in the Classroom
12:30 PM - 3:30 PM
Promote active learning, impact student motivation and improve learning outcomes through the use of games and simulations in the classroom. Technology expands the opportunities for learning through games by increasing the interaction, expanding the audience and tracking the results. This session provides an overview of using games and simulations for learning, including an exploration of the impact of games and simulations, the types of games and simulations and considerations for using games and simulations in the classroom. Off-the-shelf games and game templates that can be implemented immediately will be reviewed and simple tools for creating your own games will also be explored.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
We presented this deck at the ESOMAR Congress 2011 conference in Amsterdam where it was nominated for "Best Methodological Paper".
The meat of this deck is a collection of case studies showing the efficacy of gamification in various BUSINESS contexts. It took us ages to contact and collate these various examples, so hopefully having them all in one place will save you time.
A big thank you very much to the various folks who helped us put this piece of research together!
If you have any questions, comments, requests, or are interested in the original paper that this deck is based on, please feel free to drop us a line :)
Icebreakers and games for training and workshops - My website moved now to Bo...Boxolog.com
My preferred icebreakers and games for mid-level workshops and training. I like very much the 10 dollar auction game!
My website moved now to Boxolog.com
A Power Point Presentation of some creative and lateral thinking puzzles for the young and old. Exercise for the brain.Clues and answers are given. Download for the animation effects. Done by Bro. Oh Teik Bin, Lower Perak Buddhist Association, Teluk Intan, Malaysia.
Playing to Learn: Using Games and Simulations in the Classroom 07-19-11Andy Petroski
Playing to Learn: Games and Simulations in the Classroom
12:30 PM - 3:30 PM
Promote active learning, impact student motivation and improve learning outcomes through the use of games and simulations in the classroom. Technology expands the opportunities for learning through games by increasing the interaction, expanding the audience and tracking the results. This session provides an overview of using games and simulations for learning, including an exploration of the impact of games and simulations, the types of games and simulations and considerations for using games and simulations in the classroom. Off-the-shelf games and game templates that can be implemented immediately will be reviewed and simple tools for creating your own games will also be explored.
The Business Case for Game Based LearningKarl Kapp
Games, gamification, and game-based learning have entered into the vocabulary of trainers, e-Learning developers, and instructional designers in the past few years.
While many companies are beginning to explore ways to use games for learning, questions arise. How should games be integrated into the curriculum? Can attitudes and behavior change as a result of playing a game? What elements of games can learning designers borrow from game designers?
Creating engaging learning using game elements requires matching instructional content with the right game mechanics.
We presented this deck at the ESOMAR Congress 2011 conference in Amsterdam where it was nominated for "Best Methodological Paper".
The meat of this deck is a collection of case studies showing the efficacy of gamification in various BUSINESS contexts. It took us ages to contact and collate these various examples, so hopefully having them all in one place will save you time.
A big thank you very much to the various folks who helped us put this piece of research together!
If you have any questions, comments, requests, or are interested in the original paper that this deck is based on, please feel free to drop us a line :)
Icebreakers and games for training and workshops - My website moved now to Bo...Boxolog.com
My preferred icebreakers and games for mid-level workshops and training. I like very much the 10 dollar auction game!
My website moved now to Boxolog.com
A Power Point Presentation of some creative and lateral thinking puzzles for the young and old. Exercise for the brain.Clues and answers are given. Download for the animation effects. Done by Bro. Oh Teik Bin, Lower Perak Buddhist Association, Teluk Intan, Malaysia.
10 Ice Breaker Games - How to get to know your officeElodie A.
Joining a new group can be pretty intimidating. I remember when I joined the team at Officevibe, I was pretty nervous, and wanted to make sure I became friends with the team as quickly as possible.
Learn more on our blog:
https://www.officevibe.com/blog/ice-breaker-games
learn more about Officevibe:
https://www.officevibe.com/
Development and Engagement in the Age of Social Media Paul Brown
Originally presented to the professional staff at the University of Dayton in January of 2016. Reviews aspects of college student development online and how to engage college students.
Being in touch with trends in online learning is crucial for anyone responsible for managing and delivering E-Learning and training within their organisation. So we've prepared a handy infographic that contains our predicated 10 key E-Learning trends and foresights to watch out for in 2016. You can read the full blog on this at blog.aurionlearning.com
While working as interns, we were tasked with the project of collecting different leadership games to be used for a leadership camp of high school students.
Low self-esteem affects the way you see yourself, do your job, and relate with the people around you. Learn to overcome it with these quick tips.
More themed slides: https://slideshop.com/Themed-Slides
10 Ways Your Boss Kills Employee MotivationOfficevibe
It’s so hard to have engaged employees. It’s such a delicate thing to try and get right because employees can be fragile.
As a manager, you have to do everything in your power to make sure employees are happy and engaged at all times.
Usually, the problem is the boss, and not things like the company, mission statement, or co-workers.
If you know that your boss is the biggest problem, there are ten things that they do to kill motivation. If you’re a manager and you’re reading this, make sure you avoid these mistakes to ensure that your employees are engaged during work.
The secret to good leadership is to be authentic. Be honest with your staff.
Read more on Officevibe blog:
https://www.officevibe.com/blog/10-kill-employee-motivation
like us on Facebook!:
www.facebook.com/officevibe
The Productivity Secret Of The Best LeadersOfficevibe
Content by Jacob Shriar & Kevin Kruse.
In this Officeviibe presentation, you'll see:
- 3 biggest problems leaders face and what you can do to fix them
- The secret to time management
- Examples from great leaders
- You'll find bonus content
Creative Traction Methodology - For Early Stage StartupsTommaso Di Bartolo
How to build a mindset that gets a new product traction? 99% of all startups are forced to give up because they lack traction. As founders are thrilled and captivated to build a product that could change the world - the majority downright neglects to put equal efforts towards how to differentiate in taking the product to market. The difference between those who make it to get traction and the rest lies in the innovator’s mindset.
WTF - Why the Future Is Up to Us - pptx versionTim O'Reilly
This is the talk I gave January 12, 2017 at the G20/OECD Conference on the Digital Future in Berlin. I talk about fitness landscapes as applied to technology and business, the role of unchecked financialization in the state of our politics and economy, and why technology really wants to create jobs, not destroy them. (There is a separate PDF version, but some readers said the notes were too fuzzy to read.)
This presentation discusses identifying the “Learning” Elements of Instructional, Learning-Focused Games. It will look at such elements as the best method for including a game into a corporate curriculum and game features that lead to impactful learning outcomes. It also discusses game elements that have been directly linked to learning.
Karl Kapp - Identifying the “Learning” Elements in GamesSeriousGamesAssoc
Presenter: Karl Kapp, Co-Founder, 2K Learning
We know that under the right conditions, learning occurs in games…but learning doesn’t occur in all games—even ones intended to lead to learning. Why? What makes a game effective from a learning perspective? What elements lead to learning and what elements detract from learning? This decidedly unacademic presentation provides research-based recommendations and guidelines for creating a game that leads to positive learning outcomes. Learn the best method for including a game into a corporate or K-12 curriculum, discover the number one game feature that leads to impactful learning outcomes and uncover game elements that have been directly linked to learning. Find out how to use empirically-based guidelines to create the outcomes you want to achieve with your serious game.
Pamela Rutledge: Video games, Problem Solving and Self-EfficacyPamela Rutledge
Presentation from 2012 APA National Convention Symposium on the Positive Psychology of Video Gameplay as part of a panel on Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills
Reaching the Engagement Horizon in Virtual WorldsKarl Kapp
Games, gamification and game-based learning have entered into the vocabulary of educators, eLearning developers and instructional designers from around the global in the past few years. Games have a seductive force and are seen as a great tool in creating engaging and interactive instruction. But are they effective for learning? What does the research tell us? We’ll explore some of the research around games, gamification and virtual worlds while creating links between research and virtual world actions and interactions.
The use of games for learning seems like a good match, but we can’t blindly take it for granted. Instead, we need to explore questions to make sure the intuitive link between games, gamification and virtual worlds reaches its full potential. In this keynote, we’ll answer questions like: How does one mix virtual world and game-based learning experiences? How should games be integrated into a curriculum? Can attitudes and behavior change result from playing a game in a virtual world? What elements of games can learning designers borrow from game designers? Can flying around as a superhero in a virtual world make you a nicer person? Discover evidence-based techniques for increasing online engagement, interactivity and, most importantly, learning.
AzLA 2010 handout : links and resources on gamesLiz Danforth
Handout accompanying presentation given 15 Nov 2010 by Liz Danforth and Don Dehm, for half-day pre-conference workshop at Arizona Libraries Assoc. annual meeting.
10 Things We Know about Designing Games for Learning From ResearchKarl Kapp
This decidedly nonacademic presentation provides a broad scientific overview of what we know from research about the effectiveness of games and game-elements to changing learner behaviors. You will examine 10 findings from research and see how those findings directly relate to the creation of instructional games, games that make an impact on learner behavior. And, yes, you will play a game in this session!
Learn to apply:
-Findings from game-based research to create effective learning content.
-Three principles for adding game elements to online and stand up instruction.
-Four motivational aspects of games to improve learning recall and application.
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.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
22. Aldrich, C. (2009). Learning Online with Games, Simulations, and Virtual Worlds: Strategies for Online Instruction (Online Teaching and Learning Series (OTL)). San Francisco: Jossey-Bass. Annetta, L. A. (2008). Video Games in Education: Why They Should Be Used and How They Are Being Used . Theory into Practice,47, 229-239. Beal, T. (2006). Getting Real Results: How to Add Dramatic Power to Your e-Learning. Learning Solutions Magazine, March 20. Retrieved February 2, 2010, from http://www.learningsolutionsmag.com/articles/232/getting-real-results-how-to-add-dramatic- power-to-your-e-learning/page2 Bennett, S., Maton, K., & Kervin, i. (2008). The Digital Natives Debate: A Critical Review of the Evidence . British Journal of Educational Technology, 39 (5), 775-786. Bolch, M. (2009). Games People Play. Training Magazine, (October/December), 53-56. Chuang, T., & Chen, W. (2009). Effect of Computer-Based Video Games on Children: An Experimental Study. Educational Technology & Society, 12(2), 1-10. Foreman, J. F. (2003). Next Generation: Educational Technology versus the Lecture. Educause Review. , March/April, 12-23. Gee, J. P. (2007). What Video Games Have to Teach Us about Learning and Literacy: Revised and Updated Edition (2 ed.). New York: Palgrave Macmillan. Continued, next page... Resources 22
23. Gibson, D. (2006). Games and Simulations in Online Learning: Research And Development Frameworks (illustrated edition ed.). Hershey: Information Science Publishing. Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress. Klopfer, E., Osterweil, S., & Salen, K. (e.d.). Moving Education Games Forward. Creative Commons. Retrieved February 1, 2010, from http://creativecommons.org/licenses/by/3.0/ Liu, E. Z., & Lin, C. H. (2009). Developing Evaluative Indicators for Educational Computer Games. British Journal of Educational Technology, Vol 40 (1), 174-178. Mayo, M. J. (2007). Games for Science and Engineering Education. Communcations of the ACM, 50(7), 30-35. Oblinger, D. G. (2004). The Next Generation of Educational Engagement. Journal of Interactive Media in Education, May. Retrieved February 2, 2010, from http://jime.open.ac.uk/2004/8/oblinger-2004-8-disc-paper.html Prensky, M., & Thiagarajan, S. (. (2001). Digital Game-Based Learning. New York: Paragon House Publishers. Prestera, G. (2007). Put the Learning Back in e-Learning- Making it Meaningful, Relevant, and Engaging. Learning Solutions Magazine, March 27. Retrieved February 2, 2010, from http://www.learningsolutionsmag.com/articles/231/put-the-learning-back-in-e-learning--making-it-meaningful-relevant-and-engaging Ritterfeld, U., Shen, C., Wang, H., Nocera, L., & Wong, W. L. (2009). Multimodality and Interactivity: Connecting Properties. Cyberpsychology and Behavior, 12(6), 691-697. Steinkuehler, C., & Duncan, S. (2008). Scientific Habits of Mind in Virtual Worlds. Journal of Science Education and Technology, 2008. Retrieved February 2, 2010, from http://website.education.wisc.edu/steinkuehler/papers/SteinkuehlerDuncan2008.pdf APA formatting by BibMe.org. Resources 23
24. Image Credits 24 Credits listed as images appear: right to left and top to bottom Slide 1: Hasbro Games, 1988 (Nancy Konopka) Slide 2: Susann Samples; Hasbro Games, 1988 (Nancy Konopka) Slide 3: Nancy Konopka Slide 4: Riverdeep Interactive Learning Ltd. 2007 Slide 5: Riverdeep Interactive Learning Ltd. 2007 Slide 6: http://www.leapfrog.com/en/Demos.html;http://www.americasarmy.com/downloads/ Slide 7: Aldrich, C. (2009). Learning Online with Games, Simulations, and Virtual Worlds: Strategies for Online Instruction (Online Teaching and Learning Series (OTL)). San Francisco: Jossey-Bass. Slide 8: Mattel (Nancy Konopka) Slide 10: Habgood, J., & Overmars, M. (2006). The Game Maker's Apprentice: Game Development for Beginners. New York: Apress (Nancy Konopka); Robert Keefer Slide 13: Riverdeep Interactive Learning Ltd. 2007 Slide 14: http://www.ftc.gov/bcp/edu/microsites/youarehere/site.html#/the-food-court :
25. Image Credits 25 Credits listed as images appear: right to left and top to bottom Slide 14: http://classtools.net/ http://www.adventuregamestudio.co.uk/ http://www.adventuremaker.com/ http://www.qube.com/ http://www.articulate.com/ http://www.clickteam.com/website/usa/ http://www.kar2ouche.com/ Slide 15: http://irrlicht.sourceforge.net/ http://www.blender.org/ http://www.openscenegraph.org/projects/osg http://www.freegameengines.org/gamebook-engine/ Slide 16: Harrisburg University, http://www.harrisburgu.edu Slide 17: http://www.alice.org/ http://www.peteandc.org/ http://harrisburgu.edu http://www.digra.org/ http://www.instituteofplay.com/ http://www.elearningguild.com/ http://www.gametheorysociety.org/
26. Image Credits 26 Credits listed as images appear: right to left and top to bottom Slide 18: Harrisburg University, http://www.harrisburgu.edu Slide 19: Harrisburg University, http://www.harrisburgu.edu Slide 20: Susann Samples Slide 21: Hasbro Games, 1988 (Nancy Konopka)
Editor's Notes
Does anyone recognize these game pieces? Who had a favorite board game as a child? Why did you like that game?
My daughter, Sara, used to spend a lot of time babysitting Rose. It didn’t take Sara long to develop a pattern for their time together and one way to engage a precocious 5 year old is by playing games, which Rose came to expect every time they were together. One day Sara asked Rose which game she would like to play to which Rose replied: “Let’s play Candyland. I’ll be the winner!” Being sure of winning! That may be motivation for a five year old, but game designers know that when designing a successful game there is a lot more to it than that especially when it involves digital-based games for learning.
In this presentation we will explore three key elements:The advantages of games in developing a 21st Century skill set of: critical thinking, teamwork, problem solving, collaboration and information literacyConsiderations for designing and developing successful games Leading tools and open source options for game design and development
I chose the topic of game-based learning as a way to explore an unfamiliar genre. In the article “Moving Education Games Forward,” people’s reactions to game-based learning are categorized in three ways. They are either joyful about the idea, they cringe at the idea or they question its value. I have been skeptical that games could be used for learning on a consistent enough basis to make them worthwhile tools for anything more than a supplement to traditional course material, so with a little cringe, I put myself into the “question” category. Here’s what I learned to move me from the skeptical to the joyful acceptancecategory.
Youngsters have used pretend play to construct their own views of themselves within the world around them for thousands of years. Over time, adults began to provide structured games to guide their life-learning. In the early 1980’s several trends occurred. The serious digital-based game movement began with the development of simulations for military recruitment and training and the aviation industry. Commercially available learning games, such as Jumpstart, became available and parents who purchased these games for their children to play at home, began to expect similar products in the school environment.
In Learning Online with Games, Simulations and Virtual Worlds, Clark Aldrich puts “games” into two categories, “frame games” and “serious games” and defines their characteristics. I have included a table that will show you these types of games side-by-side.The same topic can be used for both a frame game and a serious game. Here’s an example of how the games would differ. A Jeopardy-style game could be created to review blood type theory with high school students. Because students are not permitted to type their own blood in class anymore due to risks of infection, an interactive game fcould be created for students to practice a simple procedure for virtual blood typing.
Can you see how the games I described would have the characteristics listed on this table. Would anyone like to comment?If nobody has a comment, I will point out how the GOALS of the two games differ.
Games allow a “safe environment” for learners to role-play, meet challenges, experiment with solutions, and reflect on the outcomes of their actions. Learning outcomes data show that playing games stimulates changes in the brain that promote learning. Although critics say it has been slow in coming, there is now a growing body of recent evidence demonstrating that game-based learning has a significant positive influence on K-12 test scores.Games are readily adaptable to the learning of 21st Century Competencies, including critical thinking, teamwork, problem solving, collaboration and information literacy.
Here I am making my first game using The GameMaker’s Apprentice. I created this game to get a feel for what it would be like to build a game from scratch. It wasn’t a very complicated game to make (I only had one mess-up), but it gave me an appreciation for some basic game mechanics and got me excited about game design. A successful game is one that learners WANT to play and that measurably improves skills. Learners must feel like players, not students or trainees.
Game designers use specific game mechanics, each of which can be related to proven learning principles. I have included a table that shows these game mechanics alongside their related learning principles.Would anyone like to comment on any of these relationships?If nobody has a comment, I will remark on the Conflict/scaffolding relationship. Most games are designed as a series of increasingly difficult challenges. Players must be successful at one challenge before being able to move to the next. This is a great example of scaffolding that is used in the classroom to gradually build a student’s mastery of a subject.
Implementation of learning games requires the interest of educators, the support of administrators, accessible technology, adequate funding and designers who understand how to create games for learning..
A barrier to the design and development of digital-based learning is the cost, not so much for frame games, but definitely for serious games. There aren’t many companies who create educational games that have the same depth as the commercially available blockbuster games. The size of the educational market is too small to make design and development of educational games profitable to the same degree. One way to offset the cost barrier is by funding partnerships with institutes of higher learning, corporations, foundations and the federal government. A barrier to implementation of games, both for corporate staff training and for K-12 education, is a “games are for play, not learning” attitude that board members, administrators and educators may have towards the genre. This can be offset by finding advocates in the “right places”, wherever they may be, for each organization. Additional implementation barriers in the current K-12 curriculum include lack of standards to address games for learning, and the logistics of incorporating games into the school day. The difficulty of incorporating learning assessment tools into games can also be challenging when teaching high-order skills such as critical thinking and teamwork.Lack of appropriate technology can be a barrier to implementation. Problems include issues with browser type, network speed, network capabilities and security issues. This can be offset by adequate planning at the beginning of the game selection process.
When I say Federal Trade Commission to you, what comes to mind? (Take responses) So, nobody thought of the word FUN? Here’s a screen capture from the FTC website. It’s my 10 year old niece’s current favorite website for playing games. She especially likes CandyTooth Kingdom, where youngsters can learn about supply and demand by guessing the prices of candy. Who knew? Many foundations and corporations have free, easy-to-access, on-line games that educators can use to increase topic awareness. Some of the ones I discovered are included in the Presentation Materials section of our Moodle site.
Many game design tools allow users to create games via templates and point-and-click actions. Free and easy on-line options include ClassTools and Adventure Game Studio. For-purchase options include Qube (used in the corporate world), kar2ouche, Adventure Maker, Clickteam and, with a little ingenuity, Articulate .
Open source game engines allow game development via systems of reusable software components. Although they give users more flexibility than off-the-shelf options, they require knowledge of programming language and platform integration. They include Irrlicht Engine, the Gamebook Engine, Blender, OpenSceneGraph. Links to the websites of the tools I mentioned here are included in the Presentation Materials section of our Moodle site.
The future is bright for digital-based learning games with experts predicting higher acceptance, wider audiences and lower costs.
Getting people excited about game design and the prospect of games for education are the keys to the future. The ALICE project from Carnegie Mellon University, was developed to generate excitement about game design in young students. Organizations such as The Institute of Play, The eLearning Guild, The Digital Games Research Association and The Game Theory Society all promote digital-based games as learning tools. Locally, teachers have access to such events as the recent Pennsylvania Educational Technology Expo & Conference and HU’s summer 2010 Educators’ Technology Clinics and the 2010 Learning and Entertainment Evolution Forum.
It is academia that will produce the game-makers of tomorrow. Universities including our own Harrisburg University, MIT and Drexel University will continue to recruit students into Learning Technology and similar undergraduate and graduate programs.
In summary, you have had an opportunity to learn about:The advantages of digital based learning gamesConsiderations that need to be taken for their design, development and implementation Some of the leading tools for purchase as well as no-cost and open source options The game-makers of the future
This is the Rose of today. She is 15 years old now. Her plan is to study Physical Education in college. How will she use digital-based games with her own students? One thing that I like to imagine Rose doing is working with a class of students who are physically unable to play tennis or pick up a bowling ball. I think that she will be helping them to have those virtual experiences in ways that we cannot yet imagine.