Gaming to Learn

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Gaming to learn is the next important change that we must see in our schools. Such student-centered learning opportunities can make learning more student-centered and interactive.

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  • Parks.sandi.net
  • Gaming to Learn

    1. 1. Dr. Leigh Zeitz University of Northern Iowa
    2. 2. Dr. Leigh Zeitz University of Northern Iowa Tinyurl.com/intotogames
    3. 7. Mihaly Csikszentmihalyi
    4. 8. <ul><li>Clear Goals </li></ul><ul><li>Immediate Feedback </li></ul><ul><li>Challenges >< Skills </li></ul><ul><li>Merge Action & Awareness </li></ul><ul><li>Distractions excluded </li></ul><ul><li>No worry of failure </li></ul><ul><li>No Self-Consciousness </li></ul><ul><li>Distorted Sense of Time </li></ul><ul><li>Activity is Autotelic </li></ul>
    5. 9. <ul><li>An organized system using positive and negative feedback to direct a player towards a desired goal. </li></ul>
    6. 11. Xperience Points Leveling Up
    7. 14. <ul><li>Choice </li></ul><ul><li>Long and Short Aims </li></ul><ul><li>Progress Indicators </li></ul><ul><li>Prompt/Meaningful Feedback </li></ul><ul><li>Reward ALL Successful Efforts </li></ul><ul><li>Failure is Real </li></ul><ul><li>Elements of Uncertainty/Awards </li></ul><ul><li>Socialization </li></ul>
    8. 15. <ul><li>Clear Goals </li></ul><ul><li>Immediate Feedback </li></ul><ul><li>Challenges >< Skills </li></ul><ul><li>Merge Action & Awareness </li></ul><ul><li>Distractions excluded </li></ul><ul><li>No worry of failure </li></ul><ul><li>No Self-Consciousness </li></ul><ul><li>Distorted Sense of Time </li></ul><ul><li>Activity is Autotelic </li></ul><ul><li>Long and Short Aims </li></ul><ul><li>Prompt/Meaningful Feedback </li></ul><ul><li>Choice </li></ul><ul><li>Progress Indicators </li></ul><ul><li>Reward ALL Successful Efforts </li></ul><ul><li>Failure is Real </li></ul><ul><li>Elements of Uncertainty </li></ul><ul><li>Socialization </li></ul>
    9. 18. P
    10. 19. <ul><li>Complex </li></ul><ul><li>Adaptive </li></ul><ul><li>Social </li></ul><ul><li>Searches for Meaning </li></ul><ul><li>Meaning through Patterning </li></ul><ul><li>Emotional Patterning </li></ul><ul><li>Developmental </li></ul><ul><li>Craves Challenge </li></ul><ul><li>Inhibited by Threat </li></ul><ul><li>Each Brain is Unique ( Caine, 1994) </li></ul>
    11. 20. <ul><li>Orchestrated Immersion </li></ul><ul><ul><li>Complex, interactive experiences </li></ul></ul><ul><li>Relaxed Alertness </li></ul><ul><ul><li>Safe and highly-challenging environment </li></ul></ul><ul><li>Active Processing </li></ul><ul><ul><li>internalize info by actively processing it </li></ul></ul>
    12. 22. <ul><li>Critical Thinking </li></ul><ul><li>Complex Communication </li></ul><ul><li>Creativity </li></ul><ul><li>Collaboration </li></ul><ul><li>Flexibility and Adaptability </li></ul><ul><li>Productivity and Accountability </li></ul><ul><ul><ul><ul><li> Iowa Core Curriculum, 2010 </li></ul></ul></ul></ul>
    13. 23. <ul><li>Construction of Learning </li></ul><ul><li>Metacognition </li></ul><ul><li>Educator/Student Partnership </li></ul><ul><li>Collaborative Learning </li></ul><ul><li>Meaningful Assessment in a Real World Context </li></ul><ul><ul><ul><ul><li>Iowa Core Curriculum, 2010 </li></ul></ul></ul></ul>
    14. 26. <ul><li>World Without Oil </li></ul><ul><li>Demand > Supply (5%) </li></ul><ul><li>32 daysof crisis </li></ul><ul><li>Players live solutions </li></ul><ul><li>Collective Intelligence </li></ul><ul><li>Problem Solving </li></ul>
    15. 28. <ul><li>We must teach our students </li></ul><ul><li>for their tomorrows, </li></ul><ul><li>NOT our yesterdays. </li></ul>
    16. 29. <ul><li>We must teach our students </li></ul><ul><li>for their tomorrows, </li></ul><ul><li>NOT our yesterdays. </li></ul>

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