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ame-Based Learning
as Education Reform
Andrew Miller
@betamiller
www.andrewkmiller.com
#gbl
2
3
Game Based Learning As Education Reform
Gamer Style: What do you already know about Game
Based Learning? What do you want to know?
Think Share
By the end of this session, you will:
•Understand how games can engage
us in learning
•Align principles of good games with
effective classroom practices
•See sample GBL implementation and
examples
•Examine a Instructional Practice
Checklist
James Paul Gee. How does what Gee is saying challenge
what you think about using games for learning? How does
it affirm your thinking?
8
Game Based Learning As Education Reform
Conqueror (Defeat):
Socializer (Relate):
Mastermind (Solve):
Seeker (Explorer):
Daredevil (Rush):
Survivor (Escape):
Achiever (Collect):
Game Based Learning As Education Reform
Game Based Learning As Education Reform
Game Based Learning As Education Reform
20
What does a
ame do well?
Situated
© Institute of Play
Situated
© Institute of Play
23
Freedom to Fail
24
Ongoing Assessment
25
“Just in Time” Feedback
26
Critical and Active Learning
27
Mastery Based
28
Personalized
21st
Century Skills
30
GBL Instructional
Practice Checklist
www.tinyurl.com/gb
lpractice
“How do we create
game zen in the
classroom?”
With a partner or trio, create a list of
descriptions of what Game Based Learning
would look like in the classroom.
31
Anchor Chart
32
Where is
ame Based Learning
already occurring?
33
34
Pairing Game and Traditional Instruction
35
Serious Games
36
Gamification
37
38
Game Based Learning As Education Reform
40
Game Based Learning As Education Reform
Game Based Learning As Education Reform
43
44
45
46
47
Game Based Learning As Education Reform
49
50
Game Based Learning As Education Reform
52
Game Analysis
Checklist
www.tinyurl.com/ga
mechecklist
53
Using the Game Analysis Checklist:
Play one of these game choices below and
use see if it matches up
iPad? – Download “Pocket Law Firm”
iPhone? – Download “Lemonade Stand”
Laptop? – Go to iCivics.com and find the
game “Do I Have Right?”
Role of the Teacher. How has using games in the
classroom changed the role of the teacher? What evidence
do you see?
55
56
“I get to participate. Playing games with
students and helping to facilitate throughout
this process doesn’t involve taking over or
showing them what’s important. It’s more
about the opportunity to engage with your
students on a different level as they discover
and connect and create meaning.”
- Tedd, 6th
Grade Teacher
57
“The role of the instructor in a GBL classroom
is to refrain from taking over…Give your
students the change to make connections and
create meaning on their own…The GBL
instructor knows when to intervene. The goals
is that the student becomes independent of the
instructor, not more dependent.”
- Joe Wise, Co-Founder of Playmaker School
Game Based Learning As Education Reform
59
How does the
ame fit into
curriculum and instruction?
60
=
61
Content
62
Content
Application
6363
=
=
65
Gamification
66
ame
67
Authentic Scenario or Story
68
Authentic Identity
69
Game Question
70
Variety of Targeted Quests
71
Summative Levels
72
Benchmarks
73
Incentives
74
You must have all the pieces of the puzzle!
At your tables, add more descriptions of
what Game Based Learning would look like
in the classroom.
75
Anchor Chart
Game Based Learning As Education Reform
77
tinyurl.com/andrewgames1
tinyurl.com/andrewgames2
78
twitter.com/betamiller
andrew@andrewkmiller.com
www.andrewkmiller.com
Scan this QR Code to
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Game Based Learning As Education Reform

Notas do Editor

  1. Some players are not satisfied with winning early – they want to struggle against adversity and fight tooth and nail for victory. When we are up against impossible odds, the body produces both epinephrine (adrenalin) and norepinephrine. This later chemical riles us up, gets us angry and motivated, and when we eventually earn victory the result is especially rewarding. Story: Gamers will retell and retain stories about a hard struggle in a game. This kind of play creates great stories of conquest and triumph that gamers may not experience in reality.
  2. People are fun to the Socializer – they like talking to then, they like helping them, they like being around them. There is a part of the brain known as the hypothalamus which serves as the social centre of the brain. When relating positively with other people, a chemical known as oxytocin is produced from this region, which gives a feeling of unity. Story: When gamers play together they become co-authors of the story of their experience. This bond creates a metastory about the relationship in the context of the game.
  3. A fiendish puzzle that defines solution or a problem that requires strategy to overcome is the essence of fun to this class. Whenever we face puzzles or must define strategies the decision centre of the brain (the orbito-frontal cortex) is involved. Success in your strategy releases dopamine, rewarding you and encouraging you to play again. Story: How you come to a decision is a story in itself. The steps and routs of logic in your mind are just an inner journey to the destination of victory or achievement.
  4. Finding wonderful and curious things is what the seeker enjoys. This stimulates the part of the brain that processes sensory information (the sensory cortices) as well as the memory association centres (hippocampus). This produces a chemical called endomorphin whenever we see something interesting or curious. Story: Every story ever told involves some sort of exploration or discovery. Gamers create long intricate stories every time they play.
  5. This play style is all about the thrill of the chase, the excitement of risk taking and generally living on the edge. Excitement of any kind involves adrenalin, which is technically known as epinephrine. Story: Every story should excite you, get you to the edge of your seat. Gamers seek this climatic moment as the character, responsible for the outcome, and not an observer enjoying the ride.
  6. Some people hate feeling terror, but some people really enjoy the intense excitement of escaping from a terrifying threat. Fear is an experience produced by a particular part of the brain known as the amygdale. Story: Games are the best medium for telling a scary story. The player actually has a stake in the outcome of the story, magnifying the fear factor.
  7. The Achiever is the most goal-oriented of all the classes, and players who enjoy this play style will collect and complete everything they can find – no grind is too arduous for such a player! During play, their pleasure centre (nucleus accumbens) is releasing dopamine, which is especially rewarding, and hence addictive. Story: This balance between struggle and success is the key to every story. This feeling of accomplishment can be of individual achievements or a culmination of achievements throughout a story or game
  8. These styles of gaming overlap! Games utilize many
  9. What is a good game, why does it work?
  10. Let ’s transfer flow to the classroom
  11. Assessing Critical Thinking or Problem Solving
  12. There is a lot under the umbrella of Game Based Learning and Games for learning, all connected
  13. Explanation of pairing games with instruction - beginner level games that don ’t “require learning” to win.
  14. Games that require learning to win. Push out content
  15. High level implementation - gamifying your classroom. Not only are you using games for learning, but your entire structure is a game, with avatar creation, incentives, etc. We are NOT going to focus on this aspect.
  16. Intention is the word of the day. Implementing Games in the classroom, there must be intention in how the game is used and the intent you have for the game within the context of learning
  17. Games to teach civics content
  18. Games to teach ecosystems and wildlife
  19. Skyrim to teach gender, culture and plot structure
  20. WoW to teach economic principles or elements of lit, such as characterization
  21. Minecraft to teach math content and ancient civ
  22. Portal
  23. Evoke
  24. Refugee Realities Oxfam has developed a Game for Change about Aissa, a refugee who has to flee conflict in Darfur with her four children. You can help Aissa and her children avoid all the dangers they face, like landmines and guerrillas, and when you see the children's life running out, look for food to feed them.
  25. Angry Birds to teach physics and force, as well as the math that goes with it
  26. What is a good game?
  27. Games really encapsulate these elements of education reform
  28. Game as “hook” to learn the content
  29. Game as mode to push out content, “serious” game
  30. Game as application, whether guided practice, group, individual, etc
  31. Game as assessment piece, formative, perhaps coupled with reflection
  32. Games As Assessment
  33. High level implementation - gamifying your classroom. Not only are you using games for learning, but your entire structure is a game, with avatar creation, incentives, etc. We are NOT going to focus on this aspect.
  34. Professional Development on how to recognize good games