MADLat 2014 keynote

1. Generations, Games, & Education Myths and Facts About the Potential of DGBL Richard Van Eck, 2014 University of North Dakota [email protected] @rickvaneck

2. Reading Comprehension Permanent Now = No Reflection What Is Technology Doing? 3. Flynn Effect 4. Rewired The brain changes based on how it is used 5. Amount of laparoscopic experience? Amount of action video game play. Years of surgical training? Rosser, J. C. Jr., Lynch, P.J., Cuddihy, L., Gentile, D. A., Klonsky,J., & Merrell, R. (2007). The impact of video games on training surgeons in the 21st century. Archives ofSurgery, 142, 181-186. Laparoscopic Skill Predictors 6. Tetris Builds Brains Three months of practice Increase in cortical thickness and function Whose brains are we changing? 7. Mis- Genceptions Everyone is using technology Baby Boomers: 19451961 Gen X: 19621981 Gen Y: 19812001 8. What They Say About Boomers Trust authority Work your way up and earn respect over time Comfortable working on own without guidance or contact No work-life balance Low-moderate users of technology 9. Mistrust authority Worry if called in by boss Should benefit from productivity and skills Take direction, but want autonomy to do it on their own Live to work Moderate users of technology What They Say About Gen X 10. Dont recognize authority Worry if NOT called by boss TEXT boss with questionsat 2AM Expect to start at top This is their first job Starting later than previous generations Work to fund lifestyle Want constant feedback Tech-dependent What They Say About Gen Y 11. Gen Y Tech-dependent, not tech savvy Entitlement is really big expectations Most giving generation Altruistic, charitable, social justice Great work ethic if you SHOW them how to get there Texts are considerate Phone calls are an invasion of privacy 12. Mis-Genceptions There are differences but they have as much to do with geography as age. Town size, rural vs. urban, economy, etc. Regions have cultural homogeneity that determines how you are raised 13. Low Tech, Hands-On to High Tech, IsolationConcrete to AbstractGemeinschaft to GesellschaftRural to UrbanCommunity to Society Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), pp. 401418. DOI: 10.1037/a0014726 As the world shifts from: It ALSO shifts from: How Do We Explain It? 14. Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), pp. 401418. DOI: 10.1037/a0014726 Effects Profound 15. Explains Why: Games predict laparoscopic skill IQ scores improve Tetris builds brain ATC students become more FI Kids do better on this test 16. Theyre Heee- ere! Workplace and Classrooms How can we reach them all? 17. Generation Games? 60% of Americans play video games All generations play video games Twice as many adult women play games as boys under 18 Women purchase half of all games; make up 48% of all gamers 18. Games & Gen Y/X Generation/Characteristic Game Analog Boomers Work on own without guidance Solo play Start at the bottom and work your way up You start with nothing Gen X Tell me what to do and let me do it Self-paced game-play; Multiple play styles I should benefit from my productivity and skills Advancement is based on skill Dont trust authoritywant consistent feedback and rules Rules do not change Gen Y Expect constant feedback Immediate and frequent feedback Entitlement = Big Expectations Unlimited potential for advancement if you follow the path; Heroic quests/Bosses 19. DGBL Four Ways to Use Games for Learning 20. ARGs Alternate Reality Games Game world layered on top of real world Rabbit Hole Examples Reality Is Broken I Love Bees World Without Oil Music Theory Copyright [email protected] 21. COTS DGBL Commercial Off-the-Shelf DGBL Mapping entertainment games to learning outcomes Examples Deadliest Catch Sim City GTA Copyright [email protected] 22. Serious Games Building games from the ground up Re-Mission Project Selene Triad Interactive Media Copyright [email protected] 23. Gamification Applying game strategies to some activity Learning, social change, getting healthy Figure out how game strategies map to the classroom 24. Bonus Round Have students build games Quest 2 Learn Machinema Minecraft & maker movement 25. The Top 10 List Reasons People Say We Cannot Use Games for Learning 26. # 10: We cantcom pete with commercial games Average cost for AAA Multiplayer game: $23M Whats the competition? The bar is low! Not all DGBL requires making games [email protected] 27. # 9: Theres no evidence that games can teach Unless youre worried about a zombie apocalypse! Games beat lectures 7%-40% percent Can turn Fs into Bs Games teach many things spelling, reading, mathematics, physics, health, biology, computer science, spatial visualization, divided attention, surgical skills, and knowledge mapping* Results are not uniform Wrong question *See Tobias and Fletcher, 2011; O'Neil, Wainess, & Baker, 2005; Hays, 2005; Randel, Morris, Wetzle, & Whitehead, 1992; Vogel,.Vogel, Cannon-Bowers, Bowers, Muse, & Wright, 2006 [email protected] 28. # 8: Schools abou t more than Motivation and Fun True Not all learning has to be fun Does that mean it has to be painful? Motivation fun Perserverance #1 motivator? $ Gamers and motivation 10:1 failure:success Ratio [email protected] 29. # 7: Serious games are boring IDers suck the fun out of games Edutainment & Shavian Reversals Bad ID sucks the fun out of any learning Gagnes Nine Events in every game Marc Prensky [email protected] 30. # 6: Its not practi cal to use DGBL for all students and subjects True Hasnt stopped us from using LECTURES and POWERPOINTS for all students and subjects! False argument [email protected] 31. # 5: Games promote isolation False 62% of game players play with others MMOs are played by the most people 400M worldwide 50M USA [email protected] Families with children under 18: 32. # 4: Games are addi ctive True* 7%-9% of video gamers are addicted < 1% became addicted THROUGH gameplay 84% start and stay Impulsivity/emotional regulation predict Gambling: 7% Alcohol: 8% * Gentile, D., Hyekyung, C., Liau, A., Sim, T., & Li, D. (2011). Pathological Video Game Use Among Youths: A Two-Year Longitudinal Study. Pediatrics. doi:10.1542/peds.2010-1353 [email protected] 33. # 3: Games model and promote unethical behavior True (in some cases) GTA No predictive value Generations Where you live and how you were raised are more important [email protected] 34. Not all equally moral or ethical Practice makes perfect Examples & non-examples [email protected] # 3: Games model and promote unethical behavior 35. Games (with violence) can also promote ethics and morality Hunger Games Heavy Rain Fallout 3 Bob DeSchutter http://tinyurl.com/VanEckGa meEthics # 3: Games model and promote unethical behavior 36. # 2: Theres too much violence in games Maybe Violence and behavior 18 studies show a connection between violent games and aggression 3o% of the studies are by the same authors And yet 65% of the top-selling games are NOT rated M 12% of all games are rated M Not all GBL is commercial 37. Aggression vs. violence Self-report, not behavioral Hitman study Driving study Cooperative play study # 2: Theres too much violence in games 38. #1: Not Enough Research True Too many media comparison studies No control for ID Unanswered questions Problem-solving validation; violence and cooperative play; resilience; ethical/moral development; cultural factors 39. And yet Many things we do know about how games can help What we are doing is not working #1: Not Enough Research 40. Schools Today Technology = 2% Lecture/Independen t Work = 92% 41. Dropouts 12%22% Most had passing grades* 22% *Center for Labor Market Studies, May 5, 2009 Left Behind: The Nation's Dropout Crisis 42. Are Games the Answer? No DGBL is no panacea DGBL is not easy DGBL IS a powerful tool The stakes are too high

MADLat 2014 keynote

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