Classroom Constraints and the Passback Effect: Games designed to trascend generational divides
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Games for Learning have two audiences: the learners (children) & the adults. For scalability, both audiences must be considered. Thoughtful design addresses adult & child without compromising the needs of either. Presented at the 7th annual Games For Change Festival 2010. 5/27/10
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Classroom Constraints and the Passback Effect: Games designed to trascend generational divides
- 1. Classroom constraints & the pass-back effect: Games designed to transcend generational divides Marjee Chmiel- The JASON Project Nina Walia- PBS KIDS
- 4. Time
- 10. Identify things that are the most conceptually challenging
- 11. Model Use in Classroom
- 14. Pass it Back! Kid Apps on Grown-Up Devices PBS KIDS Interactive Nina Walia, Associate Director
- 21. 60% of Top 25 Paid Educational Apps Target Preschoolers iLearn: A Content Analysis of the iTunes App Store’s Education Section , Joan Ganz Cooney Center, 2009
- 23. NOT Quiet
- 27. Resources PBS KIDS Mobile Downloads: pbskids.org/mobile PBS KIDS Mobile Technologies & Learning Research: pbskids.org/read/research/ The JASON Project: www.jason.org
Editor's Notes
- Time: Most classrooms (not on block scheduling) have no more than 25 minutes of usable, lesson time. While long, meaningful engagement is a hallmark of what makes a game great for many of us, that isn’t possible in a classroom, and if a teacher feels like he or she cannot get in and out without meeting some important learning objects, they are reticent to use it. The following are a few ways to provide long, meaningful engagments while designing for classroom constraints.
- “Locked” accomplishments and no cap on a high score
- Provide video models of teachers using the games in the classroom.
- You know us best from TV. In 1997 we hopped onto computers with pbskids.org where we had to gleen how to make kid friendly learning experiences
- Appear on these clunky boxes and mice meant for adults.
- Turns out usable design can triumph – we currently get more than 9million uniques per month. Just when we had becomes experts in making guis that put kids in the drivers seat and compensate for their still developing fine motor skills using the mouse, along comes mobile.
- We leapt onto iphones and ipod touches last year. Once again we were faced with challenges – and this time, some promising affordances – for kid centered design and education on devices intended for grown ups. But parents have needs too.
- Strong connection between passback effect and educational apps.
- Sid: Not enough content/educational value to make it worth it/not enough perceived value. Even though it was free. Not quiet
- Rogers: First one with analytics. We know that the average time spend on it is 22 minutes less audio on it, engages kids with construction of something.
- Conclusion that ties together our presentations after this slide.
- How do we incorporate formal learning standards from the gaming in the classroom and port some of them to the informal learning environment of the back seat of the car? Boost credibility of edu games baking standards into design decisions from the getgo. Who takes the charge? Communicate to developers? Apple?