NELSON ALTAMIRANO, PH.D. BEN RADHAKRISHNAN, M.S.,MBA JAMES J. JAUREZ, PH.D. IACBE Annual Conference...

N E L S O N A LTA M I R A N O , P H . D .

B E N R A D H A K R I S H N A N , M . S . , M B A

J A M E S J . J A U R E Z , P H . D .

Economics, Sustainability and Gaming: Deeper Learning in Business Schools”The building blocks and techniques for introducing student built games into your onsite and online classes.”

IACBE Annual Conference and Assembly MeetingApril 8-11, 2014Hyatt Regency Mission Bay , San Diego, CA

I t i s a ‘ p r o c e s s t h r o u g h w h i c h a n i n d i v i d u a l b e c o m e s c a p a b l e o f t a k i n g w h a t w a s l e a r n e d i n o n e s i t u a t i o n a n d a p p l y i n g i t t o n e w s i t u a t i o n s ( N R C R e p o r t 2 0 1 2 ) . ’

T h r o u g h d e e p e r l e a r n i n g t h e i n d i v i d u a l g a i n s e x p e r t i s e i n a p a r t i c u l a r a r e a o f k n o w l e d g e a n d i s c a p a b l e o f k n o w i n g ‘ h o w , w h y , a n d w h e n t o a p p l y t h i s k n o w l e d g e t o a n s w e r q u e s t i o n s a n d s o l v e p r o b l e m s . ( N R C R e p o r t 2 0 1 2 ) ’

DEEPER LEARNING

GAMES IN CLASS AND DEEPER LEARNING

D O U B L E - A U C T I O N M A R K E T G A M E

Buyers & Sellers

Fun, simple,flexible

5-7 Rounds

Market shocks

D E B R I E F I N G S E C T I O N

Eng

agem

ent

Deeper Learning

BENEFITS AND COSTS

P L A Y I N G G A M E S

Professor designs the game

Professor provides logistics including game engine

Professor motivates students to play it

Professor runs the game

Professor runs debriefing

Risk: students don’t get it!

G A M E D E S I G N M E T H O D O L O G Y

Students design the game

Professor empowered to teach economics with GDM tools

Professor facilitates transfer of knowledge into new situations

Students provides logistics

Students do the debriefing

Risk: students like it too much!

PRINCIPLES OF MICROECONOMICS AND GDM

O B J E C T I V E S

understand economics at a deep level

learn how to differentiate theoretical results from real situations

gain excel skills, team working skills and game creation skills

reinforce writing and presentation skills

G A M E P A P E R

5 to 10 page long without including the pages for the title, references and appendixes.

Sections:

A.Abstract

B. Instructions

C. Game Board and Excel Engine

D.Microeconomics Debriefing Section

E. References

F. Appendix

G.Attachments

C O P Y R I G H T © N AT I O N A L U N I V E R S I T Y 5

(1)Game paper in word(2)Game engine in excel(3)Game presentation in

power point.

Deliverables

MODULES PER WEEK AND CLOS

C O P Y R I G H T © N AT I O N A L U N I V E R S I T Y 6

Tue Thu Fri SunW1Demand-Supply; Market Equilibrium; Opportunity Cost

Session 1Excel Basics

Session 2Excel D/S

Office Hour Exam1Group members

W2Consumption and Production Decisions

Session 3Excel Elasticity, Consumption

Session 4Excel Profit, Costs

Office HourGame Description

Exam2Comment on Game Description

W3Competitive and Non-Competitive Markets

Session 5Excel Perfect Competition

Session 6 Excel Monopoly30’ Advising

Office Hour Assignment

W4Labor Market and Government Intervention

Session 7 Session 8Game Presentations

Office Hour Exam3

Copyright © National University

PAPER RUBRIC AND GRADING ITEMSPaper (50 points) Content: Structure: Style:

Game Board and Engine (20 points)

Game Board Design and Integration with Engine:

Engine Design: Engine Formulas that express game

rules: Engine Formulas that calculate

winners:

Powerpoint (10 points) Content direct to the point: Design for slides:

Self Evaluation: 10 points

Peer Evaluation: 10 points

Activities and Assignments Grade

Live Session Attendance 8 %

Weekly Discussion 8 %

Group Game Assignment 20%

Group Presentation (Individual Grade) 5 %

Exam 1 18 %

Exam 2 18 %

Exam 3 and learning outcomes 23 %

Total 100 %

Extra Credit: Comment on Game Description 2%

7

GDM: TEACHING AND FACILITATING

Demand in Traditional Texts

Interactive Demand in Excel

STUDENT DEEPER LEARNING EXAMPLE: FISHING GAME

ENGINE AND DEEPER LEARNING

SUSTAINABILITY CONCEPTS WITH GAMESAttributes of Games in General for studentsMakes learning fun

Less stressful

Active learning (as opposed to passive learning) Engaged in learning

Participative, collaborative, innovative/creative Teamwork

Concepts become easier to understand and practical Innovate/create a game, Demonstration and

Quantification

Randomness and Unknown Environments Applying the known concepts to new situations

LEARNING SUSTAINABILITY CONCEPTS WITH GAMES

Sustainability conceptsRecent subject-matter in higher education

Getting recognition as a matter of ‘survival’ for the planet and its beings

Modern Sustainability Definition in 1987 (UN’s Brundtland’s report)"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs”

Modern Interpretation in 3 Es: Environment, Economics and Equity(Social Justice)

Not easy for students to understand the concept of 3 EsThe inter-relationships of the 3 Es

SUSTAINABILITY CONCEPTS WITH GAMES

Sustainability and Student Created Games

Student teams to design/create/play games tied to the course outcomes Students can also adopt any existing game

Course Learning Outcomes (CLO) linking game outcomes: Develop critical thinking concepts and Tools which will be used in

the course, including the different measurement unit systems used for Sustainability

Explore, evaluate the improvements and changes required to achieve sustainability

Game attributes support these CLOs qualitatively and quantitatively Critical thinking for game objective, rules and quantification (game

engine) helps students to turn the definitions (qualitative) to seeing actual real results


Sustainability Games Home or commercial building water, energy management Use actual home or building actual information (or standards

available from EPA) for the engine

LEED Certification – demonstrate key aspects of obtaining LEED points without really having to spend money, but doing it in a fun way

LEED is not an easy process and this makes good training tool as well

Food impacts on environment and changesCommercial landscaping Waste Management gamesAll games need an engine (usually Excel) with immediate outputs (charts, numbers) Game board, as required

FACULTY EXAMPLE: LEARNING


Dashboard & EngineGame Board

STUDENT EXAMPLE: LEARNING


EngineGame Board

LEARNING SUSTAINABILITY CONCEPTS WITH GAMESSample Size = 25

Questions Relating to GDMRate the following attributes for the Game design and creation activity (rating 1 to 5, with 5 being most favorable): SUS 601 Introduction to Sustainability - Student Feedback Survey on GDMa. Increased student Motivationb. Increased student depth of learningc. Increased student engagement d. Increased team collaboration and communication e. Increased ‘inter’ and ‘intra’ team positive competition f. Increased student creativity and imagination g. Learning was fun through ‘game creation and play’ h. Expect better retention of learned material through game creation and playing i. Games help to demonstrate difficult sustainability concepts j. Increased tools knowledge and skills (PowerPoint, spreadsheet, game website research, etc.) k. Game ‘creation and play’ improved student critical thinking skills l. Team presentation & game demo is an effective method to communicate with the class m. The Game theory videos and tools at www.nucatalyst.com was effective and useful

n. Game creation, playing , demonstration is an effective method of learning

4.164.34 4.20 4.32 4.32

4.564.32 4.28 4.16

4.44 4.324.60

3.63

4.12

1.03 0.90 1.040.85 0.90 0.77 0.80

0.98 0.90 0.90 0.950.58

1.41

0.95

0.00

1.00

2.00

3.00

4.00

5.00

6.00

6a 6b 6c 6d 6e 6f 6g 6h 6i 6j 6k 6l 6m 6n

Ratin

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Specific Game Related Qs (details on the right side)

SUS601 - Survey Feedback on Game Creation & Play

Ave Rating Std Dev

Student Feedback

FOUR PHASES OF STUDENT BUILT GAMES

Phase 1: Elements, Ideation, and Planning• Learn Design through play• Outlining course targets/concepts for game integration• Game teams, titles, and descriptions

Phase 2: Early Implementation and Game Construction• Defining objectives of the student built game• Fleshing out characters and objects in the proposed game,

based on course concepts• Design game assets with approachable tools• Initial Playtest and feedback

Phase 3: Advanced Implementation and Game Shaping• Outline rule sets and feedback systems• Refine game assets and game tracking• Iterative Playtest and improvements

Phase 4: Completion, Reporting, and Presenting Game Designs

• Final/Game Design Document as a Scholarly Document• Completed Game Assets, Boards, and Playable Pieces• Example Gameplay and Live Presentation

GOING TO WAR!U N D E R S T A N D I N G C H A R A C T E R D E V E L O P M E N T A N D B A L A N C E O F P L A Y

POWERPOINT AS A GRAPHIC DESIGN TOOL FOR NON-GRAPHIC DESIGN STUDENTS

Radio Simulation Game

MatLab Simulator

Game Response to Output

Simulator Modification and

Game Play Elements

Game Generated

Input

Player ExecutesGame Strategy

SimulatorOutput

Player DecisionTo Game Interaction

Data from GameInputted to Simulator

Basic Radio Simulation Game Procedure Cycle

LITERATURE GAMEPLAYFaculty and administrators in higher education have

been seeking innovative ways to engage and motivate students in STEM (Science, Technology, Engineering, and Mathematics) disciplines (Shaffer, 2008). Game play and mini games have been used to help reach students and assist in learning the fundamentals of these disciplines (Prensky, 2008). By providing fault tolerant environments and the environment to approach content at the students own pace, games provide a vehicle for students to experiment and approach course concepts through a sandbox of play.

Games have been shown to have a number of distinct benefits when applied to education (Gee, 2007; Linder, 2012):

Fault tolerant (iterate to solution/fail forward) Opportunity for continual feedback Tools within the game have many purposes Builds on prior knowledge and allows for progressing to

new levels Players are rewarded for persistence Players can work at your own pace

GAME DESIGN, TEACHING, AND LEARNING

Fault TolerantProject Based

FormativeContinualFeedback

Skills/ToolsPractical RealWorld

Prior KnowledgeLeveling Up

PersistenceAnd Pace

Game Design and Play

Through providing the fault tolerant environment, games provide a chance for students to make mistakes in a safe setting (McGonigal, 2011).

These educational settings encourage students to try again or “fail forward” when met with obstacles (Shaffer, 2008).

Games provide this opportunity to iterate through a problem, by allowing players to build strategies or test boundaries in the game without the fear of failing (Prensky, 2001).

Even if the student does not reach an objective, they can try again until they succeed.

Games often provide continual feedback, through the screen in video games or status in physical games.

This formative and summative assessment of player progress is helpful in correcting ideas and strategies in the game (Gee, 2007).

Game in education leverage this feature to provide real time assessment of learning and the ability to correct misunderstandings or confusions with course content embedded in the game (Lim, 2008).

The ability of games to provide complex environments and a variety of objects means they can give players exposure to many tools and topics to explore (Linder, 2012; Sheldon, 2011).

As with STEM disciplines, these complex systems are often difficult to demonstrate, however the games can provide a visual representation of concepts and relationships between objects and topics (Kapp, 2012).

Students learn to employ various tools within the game just as they would in the real world in order to problem solve and seek answers to challenges in the course and game (Kapp, 2012).

Games are flexible, but also allow for progress to be measured as players’ progress from one level to another (Linder, 2012; Ray & Coulter, 2010).

Similar to traditional educational environments, game play promotes and rewards the gaining of experience and advancement towards higher levels of expertise (Rogers, 2010).

This “leveling up” provides motivational queues and a consistent monitoring or feedback of academic progress, which is highly desirable in engaging continued play and in assessing the student performance (Prensky, 2008; Rogers, 2010)

This leveling and feedback also promotes students remain persistent in seeking or achieving goals within the educational games (Kapp, 2012).

Persistence is the hallmark of gamers and is often times the very attribute that is lacking in STEM students (Shaffer, 2008).

In order to engage and understand complex concepts in STEM, students must remain persistent through the process and combine the right building blocks in order to achieve the desired outcomes for the course (Jaurez, Fu, Uhlig, & Viswanathan, 2010).

Game environments reward such persistency and levels within the game act as these stepping stones towards knowledge transfer and scaffolding of ideas (Sheldon, 2011).


Phase 1: Behaviorist Focus



Skills/ToolsPractical Real

WorldPrior Knowledge

Leveling Up

PersistenceAnd Pace

ExcelMatlab

R

Unity

Formulas

Heuristics

Codes

MethodsProcess

Statistics

Analysis


Phase 2: Cognitivist Focus





Leveling Up

PersistenceAnd Pace

• Student begin to apply learned course concepts to known situations. • Common solutions use of skill, relationships, and content… testing

models, schema, transfers of knowledge, content frameworks• Example: Elasticity simulation, water usage simulation, computer

ethics case dilemma…


Phase 3 and 4: Social Constructivist





Leveling Up

PersistenceAnd Pace

• Student begin to apply known course concepts to unknown situations.

• Uncommon solutions: use of complex systems, interrelation between advanced content…

• Examining, designing, and testing against fragile gaming systems – enquiry and discovery, capturing the nuances of mastery of course concepts, and team iteration/evolution of system

• Example: Game simulation of competing forces, leveling, designing environments for tactics and strategy, and managing world building


All Phases: Constructionist





Leveling Up

PersistenceAnd Pace

• Students build, build, build.... Making tangible objects and manipulation of materials

• Experimental problem based learning occurs at every phase as students design maps, characters, cards, digital assets, models, rule sheets, procedures, objectives, challenges…

• Systems and subsystems where students construct situations, problems, implications, and need payoff of each component (utility)


Phase 2: Cognitivist Focus

Phase 1: Behaviorist Focus

Phase 3 and 4: Social Constructivist

All Phases: Constructionist





Leveling Up

PersistenceAnd Pace

TOOLS FOR GAME DESIGNConstruction of Universal and Economics Tools

for Student Built Games:• Web based resources (Research Wiki, Repository of articles)

• Course concept card constructors – Characters and objects of the discipline

• Game play card constructors – Worlds, maps, legends, and game flow frameworks

• Rule sheet templates and references – quick sheet, relationship definitions, and gameplay procedure outlines

• Game engine bridge frameworks – templates and connectors for common GDM game engines (Matlab, Excel, R, etc..)

• Presentation Builders – workflows to represent and report gameplay for presentation of final games

• Reusable Game Storage And Compliance Pattern – Establishing game archival and retrieval standard and structures

NUNUKE.COM (RESOURCES AND CONTACT)

Questions and Answer?Nelson AltamiranoBen RadhakrishnanJames J. JaurezJames J. Jaurez, PhD is an Assistant Professor with National University’s School of Engineering, Technology, and Media. Dr. Jaurez teaches courses in Computer Science, Educational and Instructional Technology, and Digital Media Design programs, which has lead him to pioneer a fusion of the education and computing technology disciplines. As lead researcher and co-PI on Hewlett Packard Technology for Teaching – Higher Education – Leadership Grant 2008 and Catalyst Grant 2010, Dr Jaurez has worked extensively in Game Design Methodology as a novel teaching framework for STEM+ courses. A PhD from Nova Southeastern University, his dissertation work is in Research and Development in the discipline of Computing Technology in Education. As board member for an organization called Learning for Life, Dr. Jaurez also uses video game technology to inspire juvenile court system kids in the area of science, technology, engineering and mathematics (STEM). His aim is to encourage academic and professional career paths in gaming, and inspire "at risk" youth to enroll in college. Dr. Jaurez also sits on the board of his local church and assists with outreach programs and ministries.

Ben D Radhakrishnan is a Faculty-Instructor in the School of Engineering, Technology and Media (SETM). He is the Lead Faculty for MS Sustainability Management Program in SETM. He develops and teaches Engineering and Sustainability Management graduate level courses. Ben has taught Sustainability workshops in Los Angeles (Army) and San Diego (SDGE). His special interests and research include promoting Leadership in Sustainability Practices, energy management of Data Centers and to establish Sustainable strategies for enterprises. He is an Affiliate Researcher at Lawrence Berkeley National Laboratory, Berkeley, CA, focusing on the energy efficiency of IT Equipment in a Data Centers. Ben Radhakrishnan holds M.Tech, MS and M.B.A degrees, and Sustainable Business Practices Certification from UCSD. Ben’s hobbies include Photography & Videography, travelling and hiking.

WRAP

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AND THANK

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NELSON ALTAMIRANO, PH.D. BEN RADHAKRISHNAN, M.S.,MBA JAMES J. JAUREZ, PH.D. IACBE Annual Conference...

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