GAMES IN EDUCATION: REALIZING OPPORTUNITIES AND OVERCOMING OBSTACLES
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The potential for games to augment traditional education and create entirely new learning opportunities is seemingly endless. But along with its new opportunities, educational gaming also brings about a host of new challenges for educators to consider. How do I design and assess an educational game? How can I support educational gaming, in a single class or for an entire institution? How do I even get started? In this session, Andy and Chris will discuss these questions and many others as they share their experiences bringing educational gaming to Harrisburg and Penn State Universities. They'll explore and share examples of the many ways that educational games can be played, from traditional web games to cutting edge alternate reality. They'll discuss common myths about educational gaming, share some of their best (and worst) practices, and even take a look into the future. From design to institutional support and everything in between, this session will discuss all things educational gaming.
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GAMES IN EDUCATION: REALIZING OPPORTUNITIES AND OVERCOMING OBSTACLES
- 1. GAMES IN EDUCATION: REALIZING OPPORTUNITIES AND OVERCOMING OBSTACLES December 5, 2011 1:00 p.m. Andy Petroski Director & Assistant Professor of Learning Technologies Harrisburg University of Science and Technology Chris Stubbs Project Manager, Educational Gaming Commons Pennsylvania State University
- 2. HEADLINES
- 4. QUESTION? What do you attribute to the games for learning movement?
- 8. SERIOUS GAME GENRES Simple Serious Cause/Effect Physical Soft Skill Software Alternate Reality Game Simulation
- 9. QUESTION? What are some ways in which you can envision using games for teaching/learning?
- 11. QUESTION? What game environment is of most interest to you and why?
- 13. GAMES VS GAMIFICATION Games Gamification Contained, artificial environments that can mimic real-life context Applying game elements to seemingly normal / everyday activities and technologies to motivate behavior or attitude change. Simple, Serious, Cause/Effect, Physical, Soft Skill, Software, Alternate Reality, Mobile, Location-based, Augmented Reality, Console, Web-based, Virtusphere Points, Badges, Levels, Leader Boards, Clubs, Progress Bar, Funware
- 15. PENN STATE AND GAMING
- 17. EGC @ PSU: THE IMPLEMENTATION
- 18. “ SO WHAT EXACTLY WOULD YOU SAY THE EGC DOES HERE?”
- 19. Design Development Research Outreach Support
- 21. INTO THIS . . .
- 22. INTO THIS . . .
- 23. INTO THIS . . .
- 24. USING WHATS OUT THERE
- 26. RESEARCH
- 27. OUTREACH
- 28. GOING MOBILE
- 29. REDUCING BARRIERS TO ENTRY
- 30. QUESTION? What else do you want to know about the PSU Educational Gaming Commons?
- 41. QUESTION? What else do you want to know about games for learning at Harrisburg University?
- 44. MYTHS: A GAME NEEDS TO HAVE HIGH FIDELITY TO BE ENGAGING
- 45. MYTHS: A GAME NEEDS TO HAVE HIGH FIDELITY TO BE ENGAGING
- 46. Myths: A Large Amount of Resources are Needed to Build/Support/Deliver a Game
- 47. Myths: A Large Amount of Resources are Needed to Build/Support/Deliver a Game
- 48. Myths: Teenage Boys are the Main Demographic for Gaming Solutions
- 49. Myths: Teenage Boys are the Main Demographic for Gaming Solutions
- 50. Myths: Games Can Replace the Teacher/Professor
- 51. Myths: Games Can Replace the Teacher/Professor
- 52. Myths: Everyone wants to play games
- 53. Myths: Everyone wants to play games have fun <
- 54. QUESTION? What concern about games for learning do you have?
- 55. QUESTIONS?
- 58. THANK YOU! December 5, 2011 1:00 p.m. @apetroski [email_address] apetroski.wikispaces.com/Resources @cstubbs [email_address]
Notas do Editor
- ELI Webinar, December 5, 1:00 p.m. ET (12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT); runs one hour and a half
- Andy Headlines from recent articles
- Andy Poll: What do you think makes games most attractive to education? Increased motivation Individualized learning Social learning opportunities Experiential learning opportunities Problem-solving scenarios Research integration Other Motivation • Attention / Engagement • Relevance • Confidence • Satisfaction Social Games often take place in social environments, involving large distributed communities. These communities have residents, geography, history and cultural norms like their real world counterparts. Experiential Games are inherently experiential giving the user a chance to engage multiple senses, test hypotheses, and judge results. Problem-solving Success in the experience is gained by identifying, proposing, and solving problems. Scenario-based problem solving in the hallmark of virtual experiences. Users/gamers have the chance to master this skill through practice; whether trying to defeat a &quot;Boss&quot;, solve a math equation, or coordinate a team of fire-fighters. Research Many games and simulations require the use of prior knowledge to filter new information, and apply it to a new situation. The gamer is often required to read and seek out new information (in the experience or real world) to master the game
- Chris
- Shoud be 10 minutes into session to start this slide (1:10 PM) Chris Game Genres & Environments Ways to use games to teach Gaming vs Gamification Beginnings, implementation, current projects Penn State Harrisburg University Myths of gaming
- Chris Get to know the audience more so that we can adjust the plan according to their needs. Poll: How have you used games in learning? (click all that apply) I have played games as a learner I have offered games to learners for remediation I have used games to help learners prepare for traditional assessment I have used games to deliver content I have used games as assessment I have not used games in learning
- Chris Get to know the audience more so that we can adjust the plan according to their needs. Poll: What challenges are you facing for which games could be a solution? (click all that apply) Games can't address any of my challenges Low levels of pre-existing knowledge Student motivation to take part in the learning process Providing applied learning experiences Students' critical thinking Other (please explain in the chat)
- Andy Draw an upside down Bloom’s taxonomy triangle to indicate connection to levels of learning Describe each genre, give an example of each Lines are often blurred between the various genres Simple: Based off of traditional game play, but for educational purposes crossword, word find, jeopardy (http://wwww.jeopardylabs.com) Serious: Some context to application (http://financialentertainment.org/play/celebritycalamity.html) The Spill – from the headlines screen Entertainment games used for education would often fall into this category Cause/Effect: http://forio.com/simulate/mbean/mobile-phone-sim/run/ Lemonade Stand and the Beer Game are other examples of this type of game Change variables and quickly see the results of those changes, often over time It is usually more focused and there is usually less storyline and characterization compared to serious games Physical: Mimic physical action in real-life http://www.webcourseworks.com/custom-learning/games-and-simulations/score-your-pour/ Usually device-oriented. A flight simulator would fit into the physical simulation category Soft Skill: Negotiation: http://www.nexlearn.com/client/harvard/negdemo/start.html Communication and decision making games Software: http://ltms.harrisburgu.edu/~jdetig/DeltaSample/Sample/launch.htm Mimicked interaction with software. Controlled software simulation environment Alternate Reality: http://caelt2.harrisburgu.edu/ilovetrees/ Storyline that drives a mix of real world activities and online interactions
- Andy game design as an instructional strategy (students design games as part of the subject matter learning/application) Basic recall and memorization Higher order thinking Qualify for higher level activities (lab safety) Simulate complex processes (business games) Simulate dangerous and/or expensive scenarios Games for attitude change (games for change, games for health)
- Chris Location-based arg (AEP: Alternate Reality? or Augmented Reality?)
- Chris
- Should be 30 minutes into the session to start this slide (1:30 PM) Andy Poll: Have you heard about gamification? Yes No Maybe
- Andy
- Should be 35 minutes into the session to start this slide (1:35 PM) Chris Poll: Have you started a gaming initiative at your college/university? Yes No Sort of Briefly describe the initiative in the chat
- Chris
- Chris The reality - classrooms getting bigger or going online engagement is getting harder competing for student attention
- Chris 2 designers, 2 developers, graduate assistant Located within the central IT organization Ability to work with anyone from anywhere BUT no situated content knowledge
- Chris
- Chris Explore the potential and possibilities for games as a tool to support teaching, learning and research We wear a lot of hats
- Chris
- Chris Improvement in student satisfaction, improvement recall - Competitive aspect was a surprising motivator Discuss design process Call for proposals Collaborative development
- Chris Designed for to help English students improve proofreading Being repurposed in multiple subjects from foreign languages to law
- Chris Listen for the “you know what would be great” A new approach, leverage your knowledge, prototype, pitch Creating new opportunities – interdisciplinary education in a box
- Chris Using commercial games in the classroom LBP2 for game design Sim Health for HPA Students debates at the end of the semester Guitar Hero in Music Ed Passion for an 8am middle school music class Cyberseige for Network Security
- Chris If you want to bring games into the classroom, you need a classroom that can support games Security challenge putting consoles on the University network. There is no authentication Burden of physical Media/ licensing
- Chris Brownbags, meetings, conferences, presentations, speakers – all opportunities to engage faculty. Inspire new thinking build community VALUE of faculty engaging their peers Working to bring corporate companies to campus
- Chris
- Chris
- Chris
- Should be 55 minutes into the session to start this slide (1:55 PM) Andy Science & Technology focus Young university (2006) Center for Advanced Entertainment & Learning Technologies (2008) Learning Technologies Master of Science (2008) CIS / New Media We have focused on gaming from the outside-in. Creating partnerships and a community
- Andy Events for community building and skill development In-kind partnerships (plus, our own events) Grant projects Emerging technologies research (entertainment technologies)
- Andy
- Andy
- Andy Event-based games (LEEF, partner with PETE&C) Internal designer and developer
- Andy http:bit.ly/infoLit focuses on a single learning objective from the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education
- Andy A simulation platform comprising of a 10’ hollow ball of ABS plastic in which users can safely explore hazardous, or complex environments within a virtual world Specs 485lbs Wireless head-mounted display Laptop with proprietary SDK How it works Sphere is safely housed in a base of rolling casters. Sensors monitor 360° movement while goggles deliver virtual environment. Inner Space Outer Space Environmental Analysis Location Tours (History) Architectural Walk Through Data Analysis / Manipulation Final Stage of Psychotherapy
- Andy Games and sims concentration (LTMS) LTMS 531: Designing Games & Sims (this fall) LTMS 532: Developing Games & Sims (spring) 25 PPT games created by K-12 educators, higher ed professionals and instructional designers 21 game design documents in production (right now). A mix of educators, IT professionals and instructional designers Board game mock ups from the undergraduate CISC students
- Andy coordinated with their libraries to develop collections of games- both electronic and tabletop- for students to study in game design courses Coordination with University Librarian Supports students in game design courses games for the Sony Playstation3, Microsoft Xbox360, Nintendo Wii, and PC, as well as several table games
- Andy
- Chris
- Chris Things to Consider: improvements to learning (transfer) time on task/ replay value student satisfaction long term retention
- Should be 1 hour and 15 minute into the session to start this slide (2:15 PM) Chris Poll: Which of these statements do you agree with? (click all that apply) A game needs to look like Halo (high fidelity) to be engaging A large amount of resources are needed to build/support/deliver a game Teenage boys are the main demographic for gaming solutions Games can replace the teacher/professor Everyone wants to play games
- Chris A game needs to look like Halo (high fidelity) to be engaging
- Chris Reality is that a good game is a good game. Mobile and social media platforms have ushered in a new era of gaming that have greater reach than a lot of blockbuster games, despite lacking the Hollywood production values. Keep in mind, most educational games are really being compared to text books, not Halo
- Chris A Large Amount of Resources are Needed to Build/Support/Deliver a Game
- Chris A Large Amount of Resources are Needed to Build/Support/Deliver a Game AEP: “It’s not so easy that a baby can do it. But, you can begin implementing some level of games for learning as early as next semester. There are “off-the-shelf” games that might fit your curriculum and there are also a number of inexpensive/free game and simulation development tools.” Remember, there are also ways to use games without using video games. Technology is not the only way. It does not mean its any simpler, but the burden is on good design as opposed to technology based.
- Andy Teenage boys are the main demographic for gaming solutions
- Andy Teenage boys are the main demographic for gaming solutions Actually, 42% are women Average age is 37 years old 29% are over 50 years old adult women represent a greater portion of the game-playing population (37 percent) than boys age 17 or younger (13 percent) http://www.theesa.com/facts/gameplayer.asp
- Andy Games Can Replace the Teacher/Professor
- Andy Games Can Replace the Teacher/Professor
- Andy & Chris Everyone wants to play games
- Andy & Chris Everyone wants to play games We can assume that everyone likes to have fun, but each person’s definition of fun is different. Theory of Fun for Game Design - http://www.amazon.com/Theory-Fun-Game-Design/dp/1932111972 We can’t assume that all games are intrinsically fun for everyone. We may need to set some context and expectations when using games and simulations in learning. A different role or way of engaging with the game might be provided as an option for some.
- Should be 1 hour and 25 minutes into session to start this slide (2:25 PM) Andy & Chris
- Andy & Chris Take questions in chat while we’re wrapping up (show resource slides and speaker contact information)
- Andy & Chris USA Today - http://www.usatoday.com/news/education/story/2011-11-29/video-games-college-learning/51478224/1 Edudemic - http://edudemic.com/2011/11/gamification/ NJ.com - http://www.nj.com/news/local/index.ssf/2009/11/computer_game_in_classrooms_is.html Jeopardy Labs - http://wwww.jeopardylabs.com Celebrity Calamity - http://financialentertainment.org/play/celebritycalamity.html Mobile Phone Sim - http://forio.com/simulate/mbean/mobile-phone-sim/run/ Score Your Pour - http://www.webcourseworks.com/custom-learning/games-and-simulations/score-your-pour/ Negotiation Sim - http://www.nexlearn.com/client/harvard/negdemo/start.html I Love Trees – http://www.ilovetrees.net
- Andy & Chris Penn State's Educational Gaming Commons – http:// gaming.psu.edu LEEF – http://www.goleef.com HU Summer Gaming Academy - http://www.harrisburgu.edu/theAcademy Information Literacy Game - http://bit.ly/infoLit Virtusphere – http://www.harrisburgu.edu/virtusphere LTMS – http://www.harrisburgu.edu/learningtechnologies Entertainment Software Association Game Player Data http://www.theesa.com/facts/gameplayer.asp Theory of Fun for Game Design - http://www.amazon.com/Theory-Fun-Game-Design/dp/1932111972