Simulation and Games to Improve Teaching Dr. David Gibson CurveShift.com.
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Transcript of Simulation and Games to Improve Teaching Dr. David Gibson CurveShift.com.
![Page 1: Simulation and Games to Improve Teaching Dr. David Gibson CurveShift.com.](https://reader035.fdocuments.us/reader035/viewer/2022062320/56649d985503460f94a82ddb/html5/thumbnails/1.jpg)
Simulation and Games to Improve Teaching
Dr. David Gibson
CurveShift.com
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How simSchool Works
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simSchool Creates “Know-How”
…the tacit decision making processes a teacher uses when questioning students, making suggestions, or noticing signs of understanding.
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(Observable Variables)Dynamically Generated Profiles
• A database of text on each personality element allows 5 statement fragments per element
• This produces 5 ^ 9 or 1.9 million written profiles
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(Observable Variables)Student Behavior
Body posture offers clues
Verbal responses reflect student’s internal state
““I am tryingI am tryinghard tohard to
complete my work”complete my work”
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What Games & Sims Teach
• Understanding big ideas - systems knowledge• Dealing with time and scale• Practice in decision-making• Active problem-solving• Concepts, strategies, & tactics• Understanding processes beyond experience• Practice makes improvement
(Aldrich, 2005)
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Elements & Impacts
Experience Elements
• Simulation
• Game
• Pedagogy
Content Types
• Systems
• Cyclical
• Linear
Discover & Practice
Test & Motivate
Present & Support
(Aldrich, 2005)
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Learning Theory Framework
AssessmentLearner
Knowledge Community
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AssessmentLearner
Knowledge Community
Activity Theory Framework
Artifacts(Interface - Models)
Subject (Players)
Object(Control-Win)
Community(Gamers - Agents)
Roles
(Gamers - Agents)Praxis
(Rules - Strategies -Experimental
Evidence)
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Research Themes
• Situating G&S in education
• Social analysis of G&S
• What teachers should know and be able to do with G&S
• Augmenting reality with handhelds
• Embedding assessment in G&S
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simSchool’s “Engine”
Independent Variables
Dependent Variables
Observable Variables
Hidden Variables
What context teachers see
How students react
What teachers do
student outcomes
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(Hidden Variables)3-Aspect simStudent Personality
• Openness to learning• Conscientiousness
toward tasks• Extroversion or
introversion• Agreeableness• Neuroticism -
emotional stability
• Visual• Auditory• Kinesthetic
• Expected academic performance
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(Hidden Variables)
Interpersonal Circumplex
Teachers and students interact with one another by negotiating power and affiliation
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(Independent Variables)What Teachers Do
Select Tasks Emotional, Physical & Cognitive current states of
students interact with task requirementsA Zone of Proximal Development determines time-to-
success on task and effects student attitudes
• Talk to simStudentsQuestions, observations, or assertions about academic
or, behavioral issues
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Task Profiles
(2.00) (1.00) 0.00 1.00 2.00 3.00 4.00 5.00
do an oral quiz
go over last week's lessons
take a pop quiz
do a brief presentation from memory
recite a lengthy poem
take a written test
do silent reading
do whole-class oral response
do a team worksheeet
apply a formula
take notes during lecture
play a game
analyze text
create a graphic
compare and contrast
do design on multiple criteria
student-lead class discussion
make a creative product
develop a project plan
develop a hypothesis
Extro Agree Persist Emotion Intell Acad
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(0.30) (0.20) (0.10) 0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80
Amazo, Jay
Young, Aaron
Young, Airianna
Youngston, Alonzo
Zeba, Ali
academic_gain average_power average_affiliation
Feedback
Tasks
Performance in Time
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simStudent Learning(e.g. 5 min gains on 3 tasks by “Ali”)
(1.00)
(0.90)
(0.80)
(0.70)
(0.60)
(0.50)
(0.40)
(0.30)
(0.20)
(0.10)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1 2 3 4 5 6 7 8 9 10 11
aca
extro
agree
persis
emot
intell
(1.00)
(0.90)
(0.80)
(0.70)
(0.60)
(0.50)
(0.40)
(0.30)
(0.20)
(0.10)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1 2 3 4 5 6 7 8 9 10 11
aca
extro
agree
persis
emot
intell
Do an oral quiz Recite a lengthy poem
(1.00)
(0.90)
(0.80)
(0.70)
(0.60)
(0.50)
(0.40)
(0.30)
(0.20)
(0.10)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1 2 3 4 5 6 7 8 9 10 11
aca
extro
agree
persis
emot
intell
Do whole-class oral response
gain 0.07gain (0.11) gain 0.17
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simSchool Theories
• Zone of Proximal Development
• OCEAN model of psychology
• Physical model of sensation-perception
• Social Expectation States Theory concerning tasks
• Complex Systems
• System dynamics
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Zone of Proximal Development
TASK Requirements
ZPD of the STUDENT
Time on Task
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OCEAN model of psychology
• Open to New Things• Conscientious• Extroverted• Agreeable• Emotionally Stable
• Prefers Familiar• Easily Distracted• Introverted• Works Alone• Touchy - neurotic
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Representational Domains
V A K O C E A N n…
Sally
Josh
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Complex models produce data
• Differs from “noncomputational” theorizing in education
• A computer-based game or simulation the production of data is the centerpiece of game play, agent behavior, and the representation of physical processes.
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Complex System Framework• Nodes and Influences• Hyperlinked peer-to-peer and hierarchical
structures• Interacting representational domains
comprised of factors expressed as continua• Dynamics characterized by
multidimensional fields with attractors and repellors controlling the evolution of system and subsystem states.
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Nodes and Influences
Hyperlinked, peer-to-peer, hierarchical structures
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V A K O C E A N n…
Dynamics
SallyTask
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Dynamic Landscapes
TaskStudent