Learning with Games
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Transcript of Learning with Games
Learning with Games: Making Learning Irresistible
Cathie Howe
Macquarie ICT Innovations Centre
What should learning look like?
What should learning look like?
• higher levels of thinking
• creative /critical /divergent thinking
• open-endedness
• group interaction
• variable pacing
• variety of learning
• debriefing
• freedom of choice
• real problems
• real audiences
• real deadlines
• transformations (rather than regurgitation)
• Appropriate evaluation
• abstractness
• complexity (inter relationships)
• variety
• study of people
• study of methods of inquiry
• Student centred
• Independence valued
• Agile
• open & accepting
• complex (rich variety of resources, media, ideas, methods, tasks)
• Physical/virtual Learning Environ-
ment Where
students learn
Content What students
learn
Process Thinking
processes used to learn
Product Result of learning
Maker Model
Imagine
Imagine having our students being so engaged
in a complex, goal orientated activity, that self-
consciousness disappears and time becomes
distorted and they do it, not for external rewards
but simply for the exhilaration of doing!
Video Game Facts
In Australia:
• 92% households have a gaming device
• 95% homes with children < 18 have a
gaming device
• 47% of gamers are female
• Average age of video game players is 32
• 57% of gamers play every day
• 88% of parents who play games, play with
their children
Key Findings DA12
Bond University/iGEA
Chris Swain, Associate Research Professor
Video games are
increasingly
recognised as
becoming the
literacy of the 21st
Century
Positive Emotions
Relationships
Meaning
Accomplishment
P.E.R.M.A
What players attain through video games?
Dr. Martin Seligman
What do we learn when we play, design and build games?
Problem solving skills
& negotiation
Judgement, analysis & strategic thinking
Communic-ation skills & networking
Narrative skills &
transmedia navigation
Non – linear thinking patterns
Improved attention, vision &
cognition
Games and Learning
• Game Based Learning:
- Applying the core
mechanics of games to
other contexts
- Using games as a stimulus to
frame learning activities
• Game Design
Games and Learning
What if schools implement a learning model that
uses the intrinsic qualities of game design and play,
to reimagine what learning might look?
Would we harness greater human potential in creativity, participation and effort?
Reimagining learning through games?
Core principles of how games work that can transform learning. They:
1. Create a need to know organising learning around solving complex
problems set in engaging contexts.
2. Offer a space of possibility through the design of rules for learners to
tinker, explore, hypothesise and test assumptions.
3. Build opportunities for authority and expertise to be shared and
distributed, i.e. learning is reciprocal among learners, mentors and
teachers.
4. Support multiple overlapping pathways towards mastery
Professor Katie Salen
Do games have the power to solve the world’s problems?
active, self-directed, goal orientated, authentic, interest driven, just-in-time
What if we immersed
our students in
designing games to
tackle the world’s most
urgent problems?
What would learning
look like?
Photo by xJason.Rogersx’s
Do Games have the Power to Solve the World’s Problems?
Foldit Solve puzzles for science through folding proteins
Foldit gamers solve AIDS puzzle that baffled scientists for a decade. http://techland.time.com/2011/09/19/foldit-gamers-
solve-aids-puzzle-that-baffled-scientists-for-decade/
Game Design Curriculum and QTF Links
English
Science & technology
PDHPE
Metalanguage
Student direction
Explicit quality criteria
Reviewing games
English
Science & technology
Maths
PDHPE
Deep understanding
Higher order thinking
Metalanguage
Substantive communication
Engagement
Student self-regulation
Student direction
Social Support
Knowledge integration
Connectedness
Building games
English
Science $ Technology
Maths
PDHPE
Deep Understanding
Higher order thinking
Substantive communication
Metalanguage
Engagement
Student direction
Background knowledge
Knowledge integration
Designing games
English
Science & technology
Deep understanding
Engagement
Higher order thinking
Metalanguage
Deconstructing games
English
Metalanguage
Student direction
Crafting a backstory
Pedagogical Implications: Inquiry Learning
Students:
• Pose own questions
• Explore answers
• Solve problems
• Jointly construct and
share knowledge
• Collaborate e.g. design
Inquiry learning allows students
the opportunity to develop
creative solutions to open
ended challenges, problems
and questions.
A model of delivery: Project Based Learning
Project Based Learning (PBL) as a teaching and learning model:
• creates the need to know critical content
• based on authentic learning activities • starts with a driving question, problem or challenge - key to
arousing curiosity • engages and empowers students
• work autonomously (usually in
groups)
• construct their own learning, • culminates in realistic, student
created products
Game Based Learning example: MacICT’s Games and Learning with Little Space Heroes
http://web2.macquarieict.schools.nsw.edu.au/blog/2012/03/17/games-and-learning-with-little-space-heroes/
“What will it take to move classroom literacy practices
and instruction into the 21st century?
It will take teachers who are skilled, excited, passionate about the effective use
of ICT or teaching and learning.
It will take a curriculum that integrates new, exciting literacies and instruction.
It will take courageous and bold initiatives that include yet unimagined
information and communication technologies
and these will result in the development of unimagined new literacies.”
Associate Professor Kaye Lowe
Game Design example: MacICT’s Level Up! Good Game Design
Bootcamp and Masterclass
Learning how to use technology is not enough; the heart of 21st century learning
is about becoming a proficient and independent lifelong learner.
Game design offers a unique platform to address essential skills for learning:
• creativity and innovation
• critical thinking,
• iterative problem solving
• communication, collaboration
• information, media and ICT literacy
Shift thinking from that of
a player to a designer.
Boot Camp and Masterclass information
Applying Game Mechanics to teach Game Design:
Invasion of the Shadow Plague
A narrative based metagame centred in a Wordpress blog teaching
students to design and build using Microsoft Kodu Game Lab
WILL YOU SAVE US?
Example: Google Maps + Edmodo = Game
Learning through Design
GeoQuest with Google Maps
• How do you like to learn?
• Decide on learning outcomes of GeoQuest (clear goal)
• Edmodo group code, create badge
• Create backstory
• Design challenges – answer gives one part of Edmodo group code
Divide Map
Work in pairs
• Build Map
― One Gmail account
MyMaps in Google Maps
Export (KML)
Import into one map
Summary: What learning should look like?
• Active
• Self-directed
• Goal orientated
• Authentic
• Interest driven
• Just-in-time
• be interactive
• provide ongoing feedback
• grab and sustain attention
Summary: What should learning environments look like?
• have appropriate and adaptive levels of challenge
• Multiple pathways to success
• be agile
Contact Details
http://au.linkedin.com/pub/cathie_howe/12/852/760
@cathie_h
Macquarie ICT Innovations Centre. Building C5B Macquarie University
[email protected] 02 9850 4310
Twitter: @macict