Learning by making: It's All fun and Games
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Transcript of Learning by making: It's All fun and Games
Learning by Making
Elizabeth Goins
Games in the Classroom•Make Your Own Games
• Use serious or commercial games
• Let students to build their own games
COTSCommercial Off The Shelf games in the classroom
Learn with PortalsPhysics and Critical Thinkinghttp://www.learnwithportals.com/
Surgeon Simulatorhttp://www.surgeonsimulator2013.com/
COTS: Practicalities
1.Teacher owned copy for playing on screen
2.Students each purchase their own copy
3.Have library copies that they can check out
Serious/Educational Gameshttp://www.playsweatshop.com/
A Selection of titlesLayoff Game
http://www.tiltfactor.org/play-layoff
Pox and the Cityhttp://scholarworks.rit.edu/jih/vol1/iss1/5/
Darfur is Dyinghttp://www.darfurisdying.com/
History of Biologyhttp://www.spongelab.com/game_pages/hob.cfm
High Teahttp://www.wellcomecollection.org/whats-on/exhibitions/high-society/high-tea.aspx
DIYUsing Templates
Free Game templates and Ideas
http://people.uncw.edu/ertzbergerj/msgames.htm
https://www.superteachertools.net/jeopardyx
/http://
www.edtechnetwork.com/powerpoint.html
http://www.classtools.net/http://classroom-aid.com/educational-resources/play-and-learn/game-building
/
LEARNING BY BUILDINGStudents as Game Designers
BASICsFocus on Process
Not the product
ResearchEducational Goals and OutcomesPracticalities
Platform/technologyArt workNarrative and text elementsGame Mechanics and art
ExamplesReview
Trivia Game
• Divide students into teams
• Each team makes up Trivia questions to try to stump the other team
• Open book/notes
Discussion, Research and Reflection
Create a design document
• Require bibliography and references
• Student teams?
• Give plenty of time in class to work on project
• Teams present game ideas to the class for critique
Back to YOU!Design your game exercise• General Topic
• Assignment parameters
• Educational content (what will they build?)
• Platform or tools (how will they build it)
• Time frame
• Assessment
• Discussions
• Critiques (important to give feedback during the process)
• Final project
Step 1• Pick your topic
• Educational goals (one or two)• What do you want students to
learn?
IntersectionsNarrative (dramatic elements)Mechanics/formal (what will players
do?)Agency (how much choice will
players have?)Educational Goals: tie everything
together
Example:Layoff Gamehttp://www.tiltfactor.org/play-layoff
Player
designer
formal
dramatic
Example: ChemistryCreate a design and paper
prototype for a game about:
• Organic chemical reactions
• The history of organic chemistry
• Why organic chemistry is important in everyday life
• Organic chemistry
Step 2:Refine topicDefine audience
Or not you can require students to specify
BUILDINGPrototypes or documents?
Tools of the tradePaper and penRole playingPowerpoint presentationsDesign documents (Word)Interactive Tools
TwineStoryNexusVaryTale
Game buildersGame MakerRPG Maker
ResourcesGame Maker
https://www.yoyogames.com/studio
Twinehttp://twinery.org/
VaryTalehttp://varytale.com/books/
Story Nexushttp://www.storynexus.com/s
How to Write a Game Design Dochttp://www.stemchallenge.org/students/game-design-documents
/
Step 3Decide on format
What will students build/deliver?Design document or treatment?Prototype and presentation?Document + prototype?
What components MUST they include?
Examples:Educational goalsResearch/references/bibliographies
ASSESSMENTFocus expectations
Example Rubric• Theme/thematic statement: 10• Equivalent of educational goal
• Narrative elements: 35
• Narrative Treatment: 30
• Research and Analysis: 25
Example guidelineshttp://www.slideshare.net/ElizabethGoins/anime-final
Step 4Sketch out guidelines and rubric• Make sure students know what is
important to you
• Important to give feedback during the process
• Critiques and presentations
Questions to ask
• How does this (mechanic, character, etc) help me understand your educational goal or add to my knowledge?