dr. Alenka Kavčič University of Ljubljana, Faculty of Computer and Information Science
Integrating Games in the Classroom
19 May 2015
Outline
• Introduction
• Games in education
• Game-based Learning (GBL)
• Games, gamification, simulation
• Integrating games in educational process
• Goal:
– introduce different approaches to integrating games into the classroom
– (present some examples of developing educational games)
2 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Introduction
• Modern education
– user-centred (learner-centred) activity
– on-demand activity
– engaging activity
– technology-centric activity
• Students use games in their life for entertainment, play, and enjoyment.
• How to make learning more engaging and enjoyable? How to increase motivation?
– games in education
3 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Games in Education
• Educational games
– now common in education
• even mainstream
– not question if appropriate for learning
– question how to create effective, engaging, interactive instruction
• motivate and actively engage
• Different ways of using games in education
– commercial computer games
– special educational computer games
– creating computer games 4 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Games in Education: Approaches
• General (entertainment) computer games
– often commercial, COTS games
– very engaging
– non-educational content
• sometimes topic matches course content
• sometimes short on intellectual content
– educational value
• not in the first plan
• unintended
• accidental
5 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Commercial Games: Example
• Civilization (www.civilization.com)
– strategy game
– allows players to manage the rise of specific civilizations
– an extremely popular commercial game
– can be used for educational purposes
• used in classrooms around the world
– game content (course content): history
• Age of Empires (www.ageofempires.com)
– historical real-time strategy games
– set amidst historical events
6 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Age of Empires 2 HD Edition by HarryBana
Pre-Civilization Marble Age by Clarence1996
Commercial Games: Example
• SimCity 2000 (www.simcity.com)
– a city-building simulation video game
– task of founding and developing a city
• maintaining the happiness of the citizens
• keeping a stable budget
• role of mayor
• balancing the needs
– game content (course content)
• geography
• civil engineering
7 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
SimCity 2013 v1 by HarryBana
Games in Education: Approaches
• Special educational computer games
– developed with purpose for use in education
– by educators and professional programmers
• Creating computer games
– by students
8 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Educational Games
• Application for learning
– not only drill & practice
• Designed to teach new concepts
– typically through a computer game
• Preferably providing lead up and debriefing sessions
• Provide information in various formats
– multiple formats (visual, textual, auditory...)
– learner can choose a preferred style
• also practice skills in other styles
9 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Game-Based Learning
• Game-Based Learning (GBL)
– approach to teaching
• students explore relevant aspect of games in a learning context designed by teachers
– gameplay with defined learning outcomes
– student works towards a goal
• choosing actions
• experiencing consequences (of chosen actions)
• making mistakes (in risk–free environment)
• experimenting
• active learning
10 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Game-Based Learning: Benefits
• Using games in classroom
– popularity of gaming, attractive to learners
– fun factor, capture attention
– inspire and motivate learning
– opportunity for real experience
• authentic learning exercise
• in virtual world (reset if needed)
• learner can develop and test theories
– not feasible in real life
– challenges (tasks)
– problem-based learning
• deeper understanding 11 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Game-Based Learning: Shortcomings
• Using games in classroom
– unsuitable games, without educational value
– possible lack of mental stimulation
• just visual and skills
– possible high effort, low gain
– learner spends more time behind computer
• health problems
12 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Games, Gamification, Simulation
• Similar in
– engaging the learner
– encouraging thoughtful consideration of content
– providing meaningful impact to the learner
• Different in
– purpose
– results
– design
13 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Games: Definition
• „A system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction.“ (Kapp, 2012)
• Various types of games
– puzzle, fighting, exploration...
14 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Karl M. Kapp, The Gamification of Learning and Instruction, 2012
Games: Characteristics
• Type of activities
– matching (e.g. Hangman), collecting/capturing (e.g. Monopoly), allocating resources (e.g. SimCity), strategizing (e.g. Chess, EVE Online), building (e.g. Minecraft), puzzle solving (e.g. Clue), exploring (e.g. Myst), helping, role playing...
• Type of content being taught (type of knowledge)
– declarative, conceptual, rules-based, procedural, soft skills, psychomotor domain...
• Concept of the game
– testing games vs. teaching games 15 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Games: Concept
• Testing games
– test what a learner already knows
– recall knowledge
– important: feedback and repetition
– e.g. matching, MCQ...
• Teaching games
– teach a learner how to do something
– apply knowledge
– series of activities; learner adjusts behaviour or attitude to responses in the game environment
– e.g. negotiation skills 16 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Gamification: Definition
• „Gamification is using game-based mechanics, aesthetics, and game-thinking to engage people, motivate action, promote learning, and solve problems.“ (Kapp, 2012)
• Purpose
– encourage learner
• to solve problems
• to progress through the content
– motivate action, influence behaviour, building skills
– drive innovation
• innovative thinking and activities 17 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Karl M. Kapp, The Gamification of Learning and Instruction, 2012
Gamification: Characteristics
• Special approach to present subject matter
– using game elements in non-gaming context
• levels, points, lives, timing, leaderboard...
• tasks, missions, competition (scores), rank and rewards (earn points), discovery, reinforcement...
– transforming tasks into games
• Uses parts of games, but is not a game
– game is a self-contained unit, with clear beginning and end, defined winning state, with multiple game elements
– in gamification game elements are used, but the intent is not to create a self-contained unit
18 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Gamification: Two Approaches
• Various types of gamification
– structural
• applying game elements
• no alternation or changes to the content
• to motivate, engage, learning through rewards
– points, badges, achievements, levels, leaderboard, freedom to fail, challenge...
– content
• applying game elements and game thinking
• alter content to make it more gamelike
• adding story elements, starting the course with a challenge...
19 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Gamification: Example
• Duolingo (www.duolingo.com)
– „Free language education for the world“
– free language-learning and crowdsourced text translation platform
– gamified skill tree and vocabulary section
• owl as a cheerleader to keep you going
• experience points
• strength bar
• progress tracking in vocabulary
• lives, levels
• positive reinforcement of wins
• social ranking
20 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Simulations: Definition
• „Simulation is a realistic, controlled-risk environment where learners can practice behaviours and experience the impacts of decisions.“ (Kapp, 2012)
• Key features
– simulate reality (not always true for games)
– controlled risk (e.g. flight simulator)
– ability to practice and apply what you have learned elsewhere
– what happens when I do it right/wrong
21 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Karl M. Kapp, The Gamification of Learning and Instruction, 2012
Simulations: Types
• Various types
– branching storyline • learner is an active character in the story
• decision points – simulation branches, the rest of the story changes
• learner can replay the story – making different decisions, experiencing diff. branches
– system dynamics simulation • modelling complex systems
• e.g. physics, business model...
– equipment / software simulations • representation of a mechanical or SW system
• e.g. flight simulator 22 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Simulations: Usage
• Useful
– as application of learning (practice)
• rather that primary learning
– turn knowledge into action
• learn -> do
– in the professional sector
• e.g. flight / driving training with simulators
• training sessions replicate real life stresses
– without the risk factor
23 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Simulations: Example
• Flight Simulator
– professional
• for training pilots
– home entertainment
24 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Canadian Aviations Eletronics, Full Flight Simulator C105 Brazilian Air Force
Piper PA-28-181 Archer III, X-Plane
Simulations: Example
• OSP Simulations (www.opensourcephysics.org)
– Open Source Physics
• Simulation of physical phenomena
– with computational physics and computer modelling
• computational models of physical systems
– provide new ways to understand, describe, explain, and predict physical phenomena
25 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
How to integrate games
• Instructional activities
– top-down: game as framework for new learning
– bottom-up: game as opportunity to synthesize and apply pre-learned skills
– combination
• Different scenarios
– play the game, then study the content, refer back to the game
– study the content, then use the game for application and assessment
– alternate playing the game with activities that extend the game (learning)...
26 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
What to consider
• Games
– not for all topics, learners, or environments
– expensive to integrate and implement
– games are effective only if
• instruction is matched to the medium
• content is integrated with the game
– not all games are alike
• different games, different strategies, different learning supported
• analyse games for underlying strengths and strategies
27 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
What to consider
• Students
– do students play games?
• speed and familiarity
• individual differences (e.g. gender)
– interest
– prior gaming and technical knowledge
– level of comfort
– ability with technology
– access to appropriate computers
28 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
What to consider
• Students and games
– one size (/game) does not fit all
– types of skills practiced: Blooms Taxonomy
• higher level (analyse, evaluate, create)
– appropriate for age
• not too difficult
• yet challenging
– levels
– collaboration
– prompt-feedback
– engagement, enhancement
– ease of use
29 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Bloom's Taxonomy
What to consider
• Teachers (you)
– do teachers play computer games?
• speed and familiarity
– have to know the game well
• systematically
• from start to finish
– approach to game play (completing challenges)
• linear, fixed sequence
• non-linear, different sequences
– does your approach matches to students‘?
30 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
What to consider
• Content of the game
– content of the game, curriculum connection
– what is covered?
• topics focus on breadth or depth?
• which topic will you focus on?
– what is not covered?
• missing topics (breadth)
• missing content within topic (depth)
• required pre-requisite knowledge
31 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
What to consider
• Content of the game
– what is wrong?
• inaccurate information
• misleading information
• alternate viewpoints/interpretations
• inappropriate/incorrect strategies
– adding instructional activities to address weaknesses
• missing and inaccurate information
32 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Conclusion
• Games in the classroom
– improve learning experience
– encourage students to understand subject matter in context
– interact with problems
– if used properly (well implemented)
• content
• educational point of view
• Effective integration
– game embedded into curriculum
– includes instructional support
– matching objectives (game and curriculum) 33 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Guidelines for Effective Integration
• Embed the instructional game into the curriculum
– include debriefing and feedback
• Games need to include instructional support
– elaborative feedback, pedagogical agents, and multi-modal information presentation
• Ensure game objectives align with curriculum obj.
– match with the design of an instructional game
• learning subject areas and learning purposes
• learner characteristics
• game-based pedagogy
34 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Karl M. Kapp, Three Guidelines for Effectively Integrating Games in the Classroom, 2015
Edoo Initiative
• Edoo: what & why (www.edoo.si)
• Teachers...
• Students...
– as part of student projects
– developing educational games
• Edoo Initiative...
– coupling students with experienced school teachers
35 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
users of e-learning materials
have skills and motivation to create them
connects both parties in collaborative creation of e-learning materials
Edoo Initiative
• Main goal: creating didactic applications
– of good quality
– that suit teachers‘ needs in class
– voluntary activity
• Increased involvement of teachers
– in process of developing e-learning applications
• framework for content
• Engaging a group of interested teachers
– to actively participate in development process
– providing ideas and relevant feedback
36 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Edoo Examples: math
• Some examples of the developed games
– Pingoo: mathematical running contest
– Separator: sorting things
• find dividers of a number
37 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom
Top Related