2. Digital Play
Computer
Games and
Language Aims
http://www.digitalplay.info/blog http://www.deltapublishing.co.uk
3. Digital Play
Computer
Games and Gamification
Education
Using game
thinking and
Why? game design
What? techniques to
How? enhance non-
game contexts
4. Digital Play
It's not just
about
computer
games
It's about hard fun
http://xeodesign.com/whyweplaygames.html
Nicole Lazarro – 4 types of fun
5. Digital Play
Why?
“Games are a more natural way to learn
than traditional classrooms.
Not only have humans been learning by playing
games since the beginning of our species, but
intelligent animals have as well.”
(Clark Aldrich, Learning Online with
Games,Simulations and Virtual Worlds, 2009)
http://www.clarkaldrichdesigns.com
6. Digital Play
Why? Relevance
There are 1 million gamers in UK
Average young person in UK will spend
10,000 hours gaming by the age of 21*
http://www.digitalplay.info/blog *Jane McGonigal - Reality is broken
7. Digital Play
Why? Engaging
Games make learning fun
Games capture
learners' attention
http://www.digitalplay.info/blog
8. Digital Play
Why? Communication
Games encourage
language production
Learners love
talking about games
http://www.digitalplay.info/blog
9. Digital Play
Why? Teaching
Games can be easily
adapted for teaching
Games can be used to practise
all language skills
http://www.digitalplay.info/blog
10. What is your favourite thing you do with
technology at home
http://milesberry.net/?p=476#more-476
11. What is your favourite thing you do with
technology at school
http://milesberry.net/?p=476#more-476
12. Digital Play
Lee Sheldon
http://gamingtheclassroom.wordpress.com
13. Digital Play
Computer Games
in Education
Some game genres
interactive fiction
escape the room
adventure / rpg
point-and-click
dressing up
14. Digital Play
interactive fiction / text adventure
http://playspent.org
15. Escape the room / point and click
http://amanita-design.net/samorost-2 http://www.albartus.com/motas/
16. Digital Play
adventure / rpg
www.bubblebox.com/play/adventure/1747.htm
20. Digital Play
How to approach task
design?
http://www.braid-game.com
21. Digital Play
Support for preparation of materials
22. Digital Play
Procedure and practicalities
learner grouping – pairs or groups
use handouts – clear instructions / task
teacher uses game guide (walkthrough)
encourage use of English during computer use
learners explore, examine and pick up objects
pause game and reflect on puzzles together
those who solve puzzle tell whole class
discuss where they been and what seen
authentic information gap activity
23. Digital Play
Recommended reading
http://janemcgonigal.com/
24. Digital Play
Recommended reading
http://tomchatfield.net/
25. Digital Play
Recommended reading
http://epistemicgames.org
26. Digital Play
Recommended reading
http://www.jamespaulgee.com
27. Thank you! Any questions?
@grahamstanley
graham.stanley@britishcouncil.com
http://learningthroughdigitalgames.wikispaces.com
Notas do Editor
The aim of the game : The learners predict what to do with a list of pairs of game objects, check their answers by playing the game and then write down the answers using the passive voice. Prepare to play: Choose an adventure game and start playing it. As you play, make a note of what you do with the objects that appear in the game (or use the walkthrough to save time) and produce a list similar to the example below. Make a copy of this list for each learner. You will also need to use online dictionaries. Play: Hand out the list of objects and tell the learners they are to guess how they are used together in the game. Ask the learners to talk together in groups of three and to use the online dictionaries to find out the meaning of the words they do not understand. After fifteen minutes, stop them and ask them to tell you what they think the relationship is between each pair of objects in the game: e.g. I think you use the hairpin to open the shed, etc. They then play the game together. The game should be easier to play because they know which objects they need to use together, but if they get stuck, encourage them to read the walkthrough to find out what to do next. Finally, once they have played the game (or part of the game if it's long), ask them to look again at the pairs of words and to write about them. Encourage the use of the passive voice here: e.g. The hairpin is used to open the shed, etc. Play on: The learners can continue playing the game and finish off writing passive sentences about the objects.