Playing to Learn: Using Games and Simulations in the Classroom

PAGEThursday, April 14, 2011

Get your cell phones out for text polling

Andy PetroskiDirector of Learning TechnologiesAssistant Professor of Learning TechnologiesHarrisburg University

HarrisburgUniversity

LTMS

CAE&LT

BenefitsUses

TypesDefine

Games Simulations

“A structured activity in which two or more participants compete within constraints of rules to achieve an objective.”

“An operational model, using selected components, of a real or hypothetical process, mechanism or system.”

-ASTD

Games & Simulations

Problem-Based Learning

Activities

Serious Games

Immersive Learning Simulations

Learning Games

Mini-Games

Educational Games

Games Hybrid Simulations•Action•Fighting•Sports•3D shooter•Card or Board•Adventure

•Driving or Flying•Strategy Game•Role Playing•Multiplayer•Augmented Reality•Alternate Reality

•Branching Stories•Interactive Spreadsheets•Virtual Labs•Mini-games

Genres

Game Simulation

Games in Education

Games for Formative Assessment

Categories for LearningSimple

Serious

Software

Physical

Soft Skill

Cause/Effect

Game

Simulation

Games in Education

Students Games

EffectiveTeaching &

LearningStrategies

Improved Learning Outcomes21st Century Skills

Educators

Games in Education

Flow: The Psychology of Optimal ExperienceMihaly Csikszentmihalyi

Ch

alle

ng

e

Skill

Flow Channel

American Psychological Association

Examined 122 fifth-, sixth- and seventh-graders' problem-solving behavior while playing a video game.

Analyzed a random sample of nearly 2,000 discussion posts in November 2006 where participants talked about various game-related topics.

"These forums illustrate how sophisticated intellectual practices to improve game play mimic actual scientific reasoning," said Duncan. "Gamers are openly discussing their strategies and thinking, creating an environment in which informal scientific reasoning practices are being learned by playing these online video games."

Studies on the difference between simulations/games and conventional instruction in student performance

• 36 (56%) found no difference

• 22 (32%) found differences favoring simulations/games

• 5 (7%) favored simulations/games, but their controls were questionable

• 3 (5%) found differences favoring conventional instruction

Game Attributes & Learning

(a) contextual bridging, (b) high time-on-task,

(c) motivation and goal orientation, even after failure,

(d) providing learners with cues, hints and partial solutions to keep them progressing,

(e) personalization of learning, and

(f) infinite patience

Quest to LearnSupports a dynamic curriculum that uses the underlying design principles of games to create academically challenging, immersive, game-like learning experiences for students. Games and other forms of digital media also model the complexity and promise of “systems.” Understanding and accounting for this complexity is a fundamental literacy of the 21st century.

6th-12th grade school launched in fall 2009http://q2l.org/

June 16-17, 2011Harrisburg University

Games . Simulations . Virtual Worlds

www.leef2010.netKeynotes . Case Studies . High Tech Demos

Entry-Level Game Dev Tools

• Sploder• Kodu• Scratch

LTMS 603•Living Free Financial Management Game•Math Buddies•Entrepreneur Board Game•Super Stu and the Grammar Gremlin•Cultural Bias Awareness for Cultural Voices•Defeat Nardak: Network Password Rules Game•Roaming the Halls

Graduate Courses in Learning Technologies

Integrate technology to ENGAGE your students!

Classes offered at 6 locations!!!

www.HarrisburgU.edu/IULTCohortswww.edtechclinics.net

Andy PetroskiDirector of Learning TechnologiesAssistant Professor of Learning TechnologiesHarrisburg University

apetroski@harrisburgu.edu

http://www.linkedin.com/pub/andy-petroski/

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http://www.ning.com/andypetroski

http://learnev.blogspot.com/

apetroski

Playing to Learn: Using Games and Simulations in the Classroom

PAGEThursday, April 14, 2011