Intro to Games Based Learning - Week 1
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READY TO PLAY?
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SHALL WE PLAY A GAME?
NO SERIOUSLY…..
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Overview
• What is Game Based Learning?
• What are Serious Games
• What about COTS – Commercial Off the Shelf Games
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Participatory Culture
Game Based Learning
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AVATARS, ALTS, TOONS
And the WORLDS they
live in
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Big “G” Games
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G Factors
• Collective Intelligence• Gamification• Smart Tools• Convergence• Distributed Intelligence• Constant Assessment
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The New Literacies• Play — the capacity to experiment with one’s surroundings
as a form of problem-solving
• Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
• Simulation — the ability to interpret and construct dynamic models of real-world processes
• Appropriation — the ability to meaningfully sample and remix media content
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The New Literacies• Multitasking — the ability to scan one’s environment
and shift focus as needed to salient details.
• Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
• Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
• Judgment — the ability to evaluate the reliability and credibility of different information sources
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The New Literacies• Transmedia Navigation — the ability to follow the
flow of stories and information across multiple modalities
• Networking — the ability to search for, synthesize, and disseminate information
• Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Source: http://www.digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
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Or as Michigan State puts it…
Source: http://seriousgames.msu.edu/
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Game Genres
• Mini games: – Small, easy-to-access game built to be simple and
addictive, which often focuses on mastering an action and can provide awareness of more complicated issues.
• Interactive metrics: – Simulation in which students typically try to impact
critical metrics by allocating resources along competing categories and getting feedback of their decisions through graphs and charts.
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Game Genres
• Frame games: – Students engage familiar games and puzzles such
as Wheel of Fortune®, solitaire, or memory, with important pieces of awareness or task-based content replacing trivia or icons.
• Branching story: – Simulation in which students make a series of
decisions via a multiple choice interface to progress through and impact an event.
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Game Genres
• Practice ware: – Real-time, often 3D sims that encourages
participants to repeat actions in high fidelity situations until the skills become natural in the real-world counterpart
• Virtual product or virtual lab : – A series of challenges/puzzles to be solved using
on-screen representations of real-world objects and software.
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Additional Genres
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COTSCommercial Off the Shelf
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Console Games
• Portal• Skyrim• Assassin's Creed • Others
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Cognitive Dissonance
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MMORPGs
• WoW• Minecraft• TERAOnline• EVEOnline• Club Penguin• Poptropica• Others
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MMORPG
• Massively Multi-player Online Role-Playing Game
• End Content requires cooperative groups known as guilds
• World of Warcraft, Guild Wars II, and League of Legends
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Virtual WorldsImmersive Online Environments that allow individuals to interact in each
other and environment.
Accessible 24 / 7
Metaverse
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Naming Your Avatar
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Virtual World
• Synchronous world• Persistent network of people• Avatar representation• Facilitate by networked computers• Definition by Mark Bell
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November 2 & 3
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Sandbox Genre
• Open world• Video game where the player is given
considerable amount of freedom • Allows for Content Creation• Minecraft
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Mobile Games
• Mobile Apps• Alternate Reality Games• Location Based Games
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Vocabulary
• Simulation v. Game
• Engagement v. Fun
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How can I use Games?
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Before using Games
• Determine what your objectives are.
• Determine simulation requirements and reasonable computer capacity. – This will determine if students will encounter
simulation in class / on campus or off campus
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Before using Games
• Use the simulation yourself– Student’s will expect that you have done this and
can solve any of their problems
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Before Games
• Develop grading and task rubric – Student’s will want clear goals and objectives
• Pre-survey• Actual task• Discussion
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Before using Games
• Assign task with realistic timeframe– If simulation is too large, cut it down
• Request feedback / post survey– Student’s want to know that you are doing this for
a reason– Survey’s allow students to vent and point out
issues and areas for improvement
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Using Games
1. Ice breakers– Utilize serious games/ simulations to introduce
class to new topics and stimulate discussion
2. Projects– Group or individual work– Use to reinforce class concepts and assess
mastery
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Using Games
3. Competitions– Break students into groups and have them
compete for prizes / extra credit
– Set up a computer lab for real time competition/ tournaments. ****
– Show screen on SmartBoard, so teams can share tactics/ learn new methods. *****
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Place• On the SmartBoard before class
• On the SmartBoard during class
• In computer classroom
• Computer Commons
• Student’s personal Computers
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Big “G” Games
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G Factors
• Collective Intelligence• Gamification• Smart Tools• Convergence• Distributed Intelligence• Constant Assessment
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Games for You to Test
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REST OF THE WEEK
• Play one or all of the games– Post Finding in Discussion Forum– Screenshot– Link up and place it in Diigo– Tweet it out
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REST OF THE WEEK
• Google Doc
– Add a game– In 25 – 50 words tell us about it– Would you use it? – Why? Why not? – Found something better? Share the link!
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Wednesday – 7 pm MST
• TWEETCHAT
– 60 minutes of twitter discussion– Start with quick intro– Then 4 questions– #gamemooc
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Thursday – 6 pm MST
• Broadcast over Games MOOC YouTube• Discussion of Games Based Research and how
to use Game Based Learning!– Hannah Geber and Sandy Abrams