Games Based Learning (GBL) has been discussed and used in classrooms for the last 10 years or more. Most games used in classrooms have been identified as a connection to the curriculum, however they are not the core of teaching and learning activities. This session will overview GBL and gamification and suggest resources for the classroom and library that can be used and teaching ideas as to how to embed games in learning. At the conclusion of the seminar, participants will be able to: Discuss the concepts of games-based learning and gamification and the application in classrooms. Identify some games relevant for learning. Begin to develop teaching ideas using games or gamification.

1. Games based learning
June Wall

2. Introductions
June Wall was an independent Consultant, eLearning and
Libraries and is an Adjunct Lecturer, School of Information
Studies, Charles Sturt University.
She was previously a Teacher Quality Consultant for the
Association of Independent Schools, NSW.
She has been a teacher at primary and secondary levels, a
lecturer, a professional development and education
consultant, Head of Department, special librarian, teacher
librarian and computer coordinator in the government and
non-government sectors for over 35 years.

3. It'sallinthegame
Key elements of any game are:
 Challenge
 Points or competition
 An end or achievement
 LinkedIn – how is it a game?

4. Experience points -XP
 Web address on games based learning or gamification = 10
 Video of actual game - 20
 Actual game site - rote learning - 20
 Actual game site - simple quest - 30
 Actual game site - problem solving - 50
 Immersive game with direct link to the curriculum - 100

5. Stagesingamesand learning
 Partial gamification
 Single games to link activities for learning
 Gamifying a unit of work
 Simple games based learning
 Immersive GBL

6. Gamemechanics
…THE CORE
CHARACTERISTICS
THAT MAKE A GAME
EG
1 PLAYER VS MULTI
PLAYER
REPETITION FOR
SUCCESS
FORCED
MOVEMENT / TYPE
OF MOVEMENT
TIMED?

7. Gamemechanics
Game
Progression
Clear Narrative
Gradual increase
in difficulty
Teacher as
mediator during
the game
Collaboration
Game mechanics
linked to
collaboration
On-screen
information
Adequate special
distribution
Recognisable
characters
Accessible
Language
Avoiding
information
overload
A holistic game
experience
An action guide
to the game

8. What's the
difference
between GBL
and
gamification?
 Games based learning (GBL) is a
narrative or story where you enter as
a character, proceed through a series
of tasks , challenges or quests to
complete the story …. Finish the
game. You learn specific skills or
knowledge as you progress and the
end of the game includes some form
of evaluation with feedback
throughout.

9. Gamification
Gamification is the application
of game elements to a learning
task.

10. Whatgameshave
youplayedthat
allowyoutobe
partoforcreate
thestory?
Howdotheydo
this?

11. Popular culture and
gaming
Popular culture or pop culture is generally
recognized as a set of practices, beliefs, and
objects that are dominant or ubiquitous in a
society at a given point in time.
Wikipedia https://en.wikipedia.org/wiki/Popular_culture

13. Story /
narrativeand
learning
1. Provides a conceptual framework
2. Contextualises learning
3. Agency
4. Immersion
5. Emotion
6. Memorable
Check out
http://www.ala.org/acrl/sites/ala.org.acrl/files/c
ontent/conferences/confsandpreconfs/2013/pap
ers/SzurmakThuna_TellMe.pdf

14. Whatareyoumostinterestedin?
Image of immersive role play eg wow Image of gamed learning activity

15. Tendefining
characteristics of
games
Whitton,Nicola(2009).LearningwithdigitalGames:Apracticalguide
toengagingstudentsinhighereducation.Retrieved
fromhttp://www.eblib.com
 Competition - The goal is to achieve an outcome that is
superior to others.
 Challenge - Tasks require effort and are non-trivial.
 Exploration - There is a context-sensitive environment
that can be investigated.
 Fantasy - Existence of a make-believe environment,
characters or narrative.
 Goals - There are explicit aims and objectives.
 Interaction - An action will change the state of play and
generate feedback.
 Outcomes - There are measurable results from game play
(e.g. scoring).
 People - Other individuals take part.
 Rules - The activity is bounded by artificial constraints.
 Safety - The activity has no consequences in the real
world.

16. Someresources
 The Good Gaming Guide: A Parent’s Guide to Video Game
- http://www.pegi.info/en/index/id/media/pdf/241.pdf
 Games for Change (International Theme) -
http://www.gamesforchange.org/
 About Game-Based Learning LibGuide -
http://guides.lib.umich.edu/c.php?g=282987&p=3986059#
s-lg-box-12342715
 An introduction to game-based learning -
https://www.ucd.ie/t4cms/UCDTLT0044.pdf.pdf
 Game-based learning: Latest evidence and future
directions -
http://ocw.metu.edu.tr/pluginfile.php/10919/mod_resource
/content/1/GAME01.pdf
 Serious games and learning: An annotated bibliography -
http://dice.newcastle.edu.au/DRS_1_2016.pdf

17.  STOP DISASTERS! (UN disaster simulation game) -
http://www.stopdisastersgame.org/
 3rd World Farmer (Poverty in developing nations) -
http://3rdworldfarmer.com/
 National Geographic KIDS (Various including a Geography
expedition game) - http://kids.nationalgeographic.com/games/
 answer4eather (Trivia and environmental awareness) -
http://www.answer4earth.com/index.php
 Carmen Sandiego (Geography game) -
http://www.hmhco.com/parents-and-kids/the-learning-
company/carmen-sandiego
 Sheppard Software Geography Games -
http://www.sheppardsoftware.com/Geography.htm
 Quizlet (Learn vocabulary in a fun way) - https://quizlet.com/
 Persuasive Games (Various) -
http://www.persuasivegames.com/games/

18. Someideasto
startwith
 https://gamestarmechanic.com/
 Neverwinter
https://www.youtube.com/watch?v=c4O9TOJwAl4
 Ingress
https://itunes.apple.com/us/app/ingress/id576505181?m
t=8

19. JuneWall
Facebook page:
https://www.facebook.com/junewallconsultancy
LinkedIn
https://www.linkedin.com/in/junewall/
Email:
june@junewall.com.au
Twitter: @junewall