Voorjaarsconferentie Beta en Techniek: serious games in de klas.

1. Serious games in de klas
voorjaarsconferentie Bèta en Techniek
Antoine van den Beemt
Ruurd Taconis

5. Inhoud
• Definities
• Kenmerken en opbrengsten
• Achtergronden
• Voorbeelden
• Gamification
• Meta-game

6. Zinvol?
• veel leerlingen gamen
• groot potentieel voor leren
• toegang tot informeel leerdomein
• Gaming in PO en VO: Kennisnet

7. Spel en spelen
• fantasy violence,
• samenwerken,
• tellen,
• organiseren, strategie,
• tegenslag,
• verhaallijn,
• identiteiten, rollen

8. Definitie 'game'
A game is an artificial system of rules that defines a
conflict and that represents some sort of system, conflict
or idea outside the game. Players participate in games and
their play performance results in, or is evaluated as, a
quantifiable outcome of the game

9. Definitie 'game'
A game is an artificial system of rules that defines a
conflict and that represents some sort of system, conflict
or idea outside the game. Players participate in games and
their play performance results in, or is evaluated as, a
quantifiable outcome of the game

10. rules
play
culture

11. Definitie 'serious game'
We are concerned with serious games in the sense that
these games have an explicit and carefully thought-out
educational purpose and are not intended to be played
primarily for amusement.
(Abt, 1974)

12. Definitie 'serious game'
“Serious games are designed with the intention of
improving some specific aspect of learning, and players
come to serious games with that expectation.”
(Derryberry, 2007)

13. Serious games
• Tim Nixon (Straylight Studios):
Play:
“the experience provided in a fun, interactive,
environment which the player can explore and
experiment with.”
!

14. Serious games
• 'Play' results from the player interacting with the
game!
• 'Meaningful play' results from the context of play!

15. Serious games
Tim Nixon:
Meaningful in that the experience has relevance
to the player s real life by instilling a new skill,
knowledge, or perspective
Playful in that the experience is provided in a fun,
interactive, environment which the player can
explore and experiment with !

16. Serious games
• Instilling!
skill!
!
knowledge!
!
perspective!

17. Serious games
• Instilling!
skill!
!
knowledge!
!
perspective!

18. Serious games
• Instilling!
skill!
!
knowledge!
!
perspective!

19. Serious games
• Instilling!
skill!
!
knowledge!
!
perspective!

20. (mogelijke) opbrengsten
• motivatie/attitude
• kennis (uit het hoofd leren vs begrip)
• vaardigheden ('truukje', cognitieve strategieen,
probleemoplossen)
• motorisch
• sociale aspecten

22. Kenmerken serious games
• Realistische belevenis/ervaring (meer dan film: je ‘doet
mee’)
• Doelgericht en beredeneerd handelen in rijke ‘virtuele
omgeving’
• Directe feedback & beloning (gevolgen van acties,
beloning, ‘levels’)
• Competitie en samenwerking (of solo)
• Doel en uitdaging (beloning, nieuw level, competitie)

23. Flow
Csikszentmihalyi:
flow is completely focused motivation. It is a single-minded
immersion and represents perhaps the ultimate in
harnessing the emotions in the service of performing and
learning

25. Flow occurs when certain conditions are met, four of which
are:
• clear goals
• immediate feedback
• focused attention
• tasks that challenge (without frustrating)

26. • http://gi.hku.nl/projects/carkit/

27. Theory (Engine)
Regularities in
game environment
Game experience
Reconstructie
Theory (learner)
Skilled action
Operational
rules (derived
from experience) transfer

28. Epistemic frames
• http://www.professionals-thegame.nl/poolparadise/
index.htm

29. • Bouw de les zo om de game heen dat analyseren/
theoretiseren er voor en er na gebeurd
• Bouw de game zo, dat analyseren/-theoretiseren er een
onlosmakelijk onderdeel van is.

30. Practicum Serious Game
1. Handleiding maken
2. Basistheorie behandelen
3. Klaar zetten
4a. Deel
opdrachten
4b.
Interpreteren
resultaten ahv
handleiding
4. (meestal) één grote opdracht met levels
(deelopdrachten)
5. Uitwerken van het
eindresultaat
5a. Bijstellen van
de aanpak op basis
van Feedback /
spelverloop
5b.
(tussentijds)
Reflecteren
over de
aanpak
5c.
Analyseren
van het spel
verloop m.b.t.
theorie
6. Concluderen en verbinden van conclusies met theorie

31. • http://www.eeee.tue.nl/sloa/index.html

32. Gamification
• 'een spel maken van een niet-spel situatie'
• extrensieke motivatie -> operante conditionering
• fun: curiosity, connectedness to other people, feelings of
wonder, self-experience and excitement

33. Gamification
• leermiddel:
• Doel
• Drijfveer
• Uitdaging
• Feedback
• Plannen
• Belonen

39. Conclusie
Metagame:
individueel, sociaal
acquisition, participation
analyseren en theoretiseren

40. Serious games in de klas
http://www.slideshare.net/AntoineSlideshare
a.a.j.v.d.beemt@tue.nl
@avdbmt