This presentation was given by Peter Shea and Jim Grenier at the Northeast Regional Computing Program (NERCOMP) conference on March 23, 2016 in Providence, RI.
Maryland ATD 90 Minute Serious Game JamAndy Petroski
These slides are from a 90 minute serious game jam I facilitated for the Maryland ATD on March 12, 2015
Materials and resources can be accessed at http://apetroski.wikispaces.com/Serious+Game+Jam
Maryland ATD
Serious Game Jam
Thursday, March 12, 2015
Bring the learning objectives for your next performance improvement or behavior change effort and leave with a serious game design. In this serious game jam session participants will explore the major elements of serious game design (story, character, mechanics) and create a rough plan for a serious game. Small group or individual work will be an option. Bring your laptop or tablet to create your plan for a serious game.
Objectives:
- Identify ways in which elements of serious game design can improve existing learning solutions
- Increase the focus and achieve depth of learning by applying serious game design techniques
- Improve performance outcomes with serious game design
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.
Maryland ATD 90 Minute Serious Game JamAndy Petroski
These slides are from a 90 minute serious game jam I facilitated for the Maryland ATD on March 12, 2015
Materials and resources can be accessed at http://apetroski.wikispaces.com/Serious+Game+Jam
Maryland ATD
Serious Game Jam
Thursday, March 12, 2015
Bring the learning objectives for your next performance improvement or behavior change effort and leave with a serious game design. In this serious game jam session participants will explore the major elements of serious game design (story, character, mechanics) and create a rough plan for a serious game. Small group or individual work will be an option. Bring your laptop or tablet to create your plan for a serious game.
Objectives:
- Identify ways in which elements of serious game design can improve existing learning solutions
- Increase the focus and achieve depth of learning by applying serious game design techniques
- Improve performance outcomes with serious game design
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.
Peter Shea - Serious Games in Higher Education: Problems and PotentialSeriousGamesAssoc
Presenters:
Peter Shea, Director of the Office of Professional Development, Middlesex Community College
Nikki Boots, Instructional Technologist, Harvard University
Jim Grenier, Associate Director of The Center for Teaching, Learning and Technology Innovation, Mass Bay Community College
Despite the large body of research which supports the use of serious games and simulations in a variety of knowledge domains, sg/s have not made a significant impact in higher education. In this presentation, three professional instructional designers will discuss the reasons why higher education is a difficult market to break into, but also why and where there are signs of hope.
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Serious Games/Simulations: Potential Impact on Assessment and Instructional Design
1. Peter Shea & Jim Grenier
March 23, 2016
2:15 PM - 3:05 PM
Room 555
Serious Games/Simulations: Potential Impact on
Assessment and Instructional Design
2. Session Description
This session will address such issues as using games/sims for
student performance data collection and assessment, customizing
instruction with games/sims, and overcoming obstacles to integrating
games/sims in the curriculum, as well the possible solutions to these
implementation issues.
3. • Learn about the potential impact of serious games/sims on your
professional role (as instructors and instructional technology staff)
• Learn how to make the best use of these tools at your institution
Learning Outcomes
4. Presenters
Peter Shea
Director, Office of Professional Development
Middlesex Community College (Massachusetts)
E-mail: sheap@Middlesex.mass.edu
Jim Grenier
Director of Online Education
Massachusetts Bay Community College
E-mail: jgrenier@massbay.edu
5. You can discover more about a person in
an hour of play than in a year of
conversation.
Plato
6. Definitions
A simulation is an “interactive environment in which
features in the environment behave similarly to real-
word events.” (Clark & Meyer, 2003).
“A serious game is a game in which education (in its
various forms) is the primary goal, rather than
entertainment.” (Chen, 2006)
7. Important Terms
“Educational data mining (EDM) refers to the process of extracting useful information out of a
large collection of complex educational data sets (Berland, Baker, & Blikstein, 2014 ).
“Academic analytics (AA) is the identification of meaningful patterns in educational data in
order to inform academic issues (e.g., retention, success rates) and produce actionable
“strategies” in budgeting, human resources, etc. (Long & Siemens, 2011 ).”
“Learning analytics (LA) emphasizes on insights and responses to real-time learning
processes based on educational information from digital learning environments, administrative
systems, and social platforms. Such dynamic educational information is used for real-time
interpretation, modeling, prediction, and optimization of learning processes, learning
environments, and educational decision- making in near real time (Ifenthaler &
Widanapathirana, 2014 ).”
[Source: Loh, C., Shang, Y., & Ifenthaler, D. (Eds.). (2014). Serious Games Analytics: Methodologies for
performance measurement, assessment, and improvement]
8. Emerging Market for Serious Games
& Simulations
[Source: Ambient Insight. The 2012-2017 Worldwide Game-based Learning and Simulation-based Markets
Key Findings from Recent Ambient Insight Research. Presentation for Serious Play Conference 2013.
http://goo.gl/6WL39G]
9. Example of a Serious Game with LAD
Screenshot of Agent Surefire game space Screenshot of Agent Surefire Player LAD
[Source: Mavi Interactive]
11. Example of a Simulation with LAD
Simformer offers a learning management system which provides both
an LAD for student players tracking the success of their virtual
businesses as a well as a LAD that provides instructors data on student
performance in the simulation. [Source: Simformer]
12. “We overestimate student knowledge and thus
build new knowledge on a shaky foundation.”
(Ambrose et al., 2010)
13. How is Simulation or Game-based
Assessment Different from Traditional
Educational Assessment?
15. Examples of Serious Games
Nobel Prize Website – Displays several games in different content
areas. http://nobelprize.org/educational_games/
FunBrain – Great website for K-8, both for students and teachers.
www.funbrain.com
Educational Learning Games – boasts over 4000 games for
education. http://www.educationallearninggames.com/
17. Advantages of Game-Based
Assessment
"The greatest advantage of an in situ analysis algorithm built ... into the game
engine is that it allows for ad hoc (formative) assessment. This means that
stakeholders can access the assessment report as the game is still in
progress, without waiting for play-learners to complete the entire game." (Loh
et al.,2014)
[Source: Loh, C., Shang, Y., & Ifenthaler, D. (Eds.). (2014). Serious Games Analytics: Methodologies for
performance measurement, assessment, and improvement]
18. Paradigm Shifting
“If great lecture is theatre,
the future of learning is
games.”
Anant Agarwhal – President, EdX
[Source: Inaugural Celebration Symposium: The Future of Education.
2012 MIT Alumni Leadership Conference
.http://storify.com/mitalc/2012-mit-alumni-leadership-conference]
19. Recommended Reading
Aldrich, C. (2009). The Complete Guide to Simulations & Serious Games: How the
Most Valuable Content Will Be Created in the Age Beyond Gutenberg to Google.
San Francisco, CA: Pfieffer
Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based
Methods and Strategies for Training and Education. Pfieffer.
Loh, C., Shang, Y., & Ifenthaler, D. (Eds.). (2014). Serious Games Analytics:
Methodologies for Performance Measurement, Assessment, and Improvement.
Springer.
Mayer, R (2014). Computer-Based Games for Learning: An Evidence Based
Approach. Cambridge: MIT Press
Michael, D & Chen, S. (2006) Serious Games: Games that Educate, Train, and
Inform. Boston: Thomson
20. All play means something.
- Johan Huizinga, Homo Ludens: A Study of the Play-Element in Culture
[Special thanks to our friend Nikki Boots, PhD for
some of the slide content]