A A E441 Final Presentation
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Transcript of A A E441 Final Presentation
Presented by Amy, Nitthiya, Puvan and Sumathi
1. First log in.
2. Under links,Click on Ray and Tombscape 2.
3. Read the instructions on what you are required to do for each game.
4. As you play reflect on 2 questions:
What are the advantages or disadvantages of the games in terms of developing literacy?
How would you use the game/games as a teaching tool in your class?
“Playing video games helps develop sophisticated
operational, cultural and critical literacy skills.”
( Sun , 1996)
Disagree?or
Gee, J. P. (2007). What video games have to teach us about learning and literacy.
Video gaming is multimodal ; another vehicle or tool
Meanings are created
Develop and
educational tools
Create a and control as players become active and reflective participants
Allow among affiliated people which develops language and social skills
Encourage players to relationships, strategies and skills; how each action would impact on future actions and other players’ actions
Learners could bring along e.g. social class, gender, interests, motivations
Develop and
educational tools
Create a and control as players become active and reflective participants
Allow among affiliated people which develops language and social skills
Encourage players to relationships, strategies and skills; how each action would impact on future actions and other players’ actions
Learners could bring along e.g. social class, gender, interests, motivations
cognitive, spatial
coordination skills
real sense of ownership
interaction
think about
multiple real-world identities
Powerful
video games offer strong identities allow players to think in different roles project their values and desires onto the virtual character by
making use of the resources provided by the designer :
words are linked to the experiences, actions, images or dialogues whereas schools are unable to situate meanings in real contexts all the time
Generate processes Enhances
video games offer strong identities allow players to think in different roles project their values and desires onto the virtual character by
making use of the resources provided by the designer :
words are linked to the experiences, actions, images or dialogues whereas schools are unable to situate meanings in real contexts all the time
Generate processes Enhances
Effective
decision-making
problem -solving ability
Situated meanings
Science teachers struggled to get students to learn literacy and numeracy
Students commented, ‘We did literacy and numeracy at school and we've never had to use it since.’
Modified a popular computer game, Neverwinter Nights, published by Atari and produced by Bioware.
$25 million was spent on the game
94% of the students achieved key skills
Science teachers struggled to get students to learn literacy and numeracy
Students commented, ‘We did literacy and numeracy at school and we've never had to use it since.’
Modified a popular computer game, Neverwinter Nights, published by Atari and produced by Bioware.
$25 million was spent on the game
94% of the students achieved key skills
http://news.bbc.co.uk/2/hi/uk_news/education/6254989.stm
Students were invited to pick a character and go on a quest in which they have to make decisions about what to take and how to progress using mathematics and their literacy skills.
For example, before they set off in their ship they have to fill it with the things they are going to need. This requires them to calculate the area of the ship and how much they can manage to bring.
Those who faced difficulty to progress in the game would come knocking on the staff room door and wouldn't let the teachers go until they were taught how to overcome them
Students were invited to pick a character and go on a quest in which they have to make decisions about what to take and how to progress using mathematics and their literacy skills.
For example, before they set off in their ship they have to fill it with the things they are going to need. This requires them to calculate the area of the ship and how much they can manage to bring.
Those who faced difficulty to progress in the game would come knocking on the staff room door and wouldn't let the teachers go until they were taught how to overcome them
http://news.bbc.co.uk/2/hi/technology/5398230.stm
http://www.reuters.com/article/idUSTRE50819H20090110
http://www.mindef.gov.sg/content/imindef/publications/pointer/journals/2006/v32n4/Evolution_of_Modelling_and_Simulation_in_the_Singapore_Armed_Forces.print.html?Status=1
A quote taken from Youtube: ‘…some 9 year old are still afraid of their own
shadow, not to talk about a gun. I am 16 and I love violent video games, love them nice and gory.. When I was 15 I was let to shoot a real gun at a firing range for the first time, and there they said I'm a natural. I did not let them help me with anything, I knew how to handle a gun.. which I learned from games…’
A quote taken from Youtube: ‘…some 9 year old are still afraid of their own
shadow, not to talk about a gun. I am 16 and I love violent video games, love them nice and gory.. When I was 15 I was let to shoot a real gun at a firing range for the first time, and there they said I'm a natural. I did not let them help me with anything, I knew how to handle a gun.. which I learned from games…’
Only entertainment.
Clash of CONFLICTS with schools’ ideal of learning. Important knowledge/ information should be related to
intellectual/ academic disciplines.
discourse of media has an influence over ignorant, passive viewers/ players especially the young audience
Lead to violence and obesity Simply bad influence.
Only entertainment.
Clash of CONFLICTS with schools’ ideal of learning. Important knowledge/ information should be related to
intellectual/ academic disciplines.
discourse of media has an influence over ignorant, passive viewers/ players especially the young audience
Lead to violence and obesity Simply bad influence.
Exposure to violent media will reinforce and increase aggressive behaviour
Some gamers find it difficult to distinguish between real and fantasy
Exposure to violent media will reinforce and increase aggressive behaviour
Some gamers find it difficult to distinguish between real and fantasy
Objective Be clear of the learning outcomes
Assess the content: Select games with no undesirable themes, language
and animation
Evaluate the demands of the game e.g. instructions, skills and prior experience required
Aligns with the syllabus
Required level and nature of involvement:
Active or passive gaming
Objective Be clear of the learning outcomes
Assess the content: Select games with no undesirable themes, language
and animation
Evaluate the demands of the game e.g. instructions, skills and prior experience required
Aligns with the syllabus
Required level and nature of involvement:
Active or passive gaming
Information : Amount of information given vs. prior knowledge of
the game required
Progressive learning: Range and options in difficulty levels for all learners
Information : Amount of information given vs. prior knowledge of
the game required
Progressive learning: Range and options in difficulty levels for all learners
http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf
Create opportunity for play Curriculum time may not be sufficient for the use
of computer games. Provide alternative places and time for students to play the game (e.g., at home or in an internet café).
Create a community of practice for students. They can learn how to move on to higher levels in the game, from one another.
Look out for opportunities to facilitate learning, like subtly providing hints on some skills pertaining to a subject.
Create opportunity for play Curriculum time may not be sufficient for the use
of computer games. Provide alternative places and time for students to play the game (e.g., at home or in an internet café).
Create a community of practice for students. They can learn how to move on to higher levels in the game, from one another.
Look out for opportunities to facilitate learning, like subtly providing hints on some skills pertaining to a subject.
http://news.bbc.co.uk/2/hi/technology/5398230.stm
Watch Video Clip
“ Video and computer-based games represent one technique that may be available to educators, however care should be taken that enthusiastic use
of this tool does not displace other more effective techniques.”