Developing Teen Leaders Using 3D Games
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Transcript of Developing Teen Leaders Using 3D Games
Developing Teen Leaders with
3D Games
Lisa Dawley, Ph.D.Chris Haskell
Dept. of Educational TechnologyBoise State University
3D GameLabSummer 2010 teen camp
Goal: teen leadership via meta-gaming and multimedia production
17 teens, ages 13-17
2 teen teaching assistants
2 instructors, 2 teacher-player participants
Wiki with blog
Mobile mac lab and game stations
Guildies
Design-based research
Plan, implement, and evaluate based on anticipated student needs
Generate back totheory
Iterative cycles, non-linear
Theory: games and media production can be used to develop teen leadership
Identify Needs
Design & Implement
Learning Spaces
Collect & Analyze
Data
Generate Backto Theory
Phase 1: Pre-planning
Bateman’s DGD1 player typesArchitect, storyteller, socializer,
player, leader
Weekly themes: 1. Games & play2. Games & learning3. Games & leadership
40 quests, from simple to complex, player choice
Room and equipment set-up
Phase 2: Games & Play
Establishing self: Create a Mii
Learning to self-select roles and quests
Guildies like to help in-class and in-game
Social groups formed around specific games
Interested in specific characters within those games
Phase 3: Games & LearningThe business of
educational games Analysis & Reflection Focus group: what do we learn
by playing games?
Design: what elements make a game fun?
How do we improve our performance with real-time data?
Why are many educational games boring?
How can we share our learning with others through media production?
Phase 4: Exploring Leadership
Leadership 1st: small group discussions of digital citizenship
Peer game evaluation
Tournaments as a meta-game strategy to bring participants together across self-selected game environments
Leadership 1st
Tournaments &Active Gaming
Findings: Questing
Quests 158 completed 52 unfinished or abandoned Preference for social component.
Some chose specific games, others quests.
Some chose isolated gaming.
Consoles and computers, equal use
All 4 Bateman play-styles observed.
Findings: Leadership
coaching othersleading tournamentsselecting and completing quests arriving early and staying latecontributing games/controllers/etccreating games for others to playcollaborative scavenger huntalternative roles for quest achievementcontributed to quest design
Findings: Impact Camp validated talents and interests
Students wanted parents and school leaders… involved in their social gaming to meet parents of other gamers to support the kids’ ability to game
They also expressed the desire … to create a persistent community for quests to continue for their teachers to know what they had
done
A student applied to a high tech HS, reported as more outgoing
“It was nice to know there are
other people who are like me.”
Developing Teen Leaders with
3D Games
Lisa Dawley, Ph.D.Chris Haskell
Dept. of Educational TechnologyBoise State University