Digital Games for Learning: Beyond edutainment and serious games - - PowerPoint PPT Presentation
Digital Games for Learning: Beyond edutainment and serious games Esplora, Villa Bighi, Triq Marina, Il-Kalkara 17th January2018 Dr Gearid Silleabhin Department of Technology Enhanced Learning Overview Computer and Video
Dr Gearóid Ó Súilleabháin
Department of Technology Enhanced Learning
17th January2018
adammus95 https://www.youtube.com/watch?v=vRvclH7tRvk
challenges posed by modern games” = the “sheer size of the cottage industry devoted to publishing game guides” (Johnson)
learning challenge, today’s games “a sophisticated mixture of difficult challenges that typically intertwine and support each
like StarCraft than Chess to study the cognitive processes (SFU Cognitive Science Lab).
difficulty levels in response to player choice, progress, performance (cf. dynamic difficulty adjustment) etc.
CAL/TEL circles
Image based on http://www.history.com/topics/crusades/videos/ask-history-is-there-really-a-holy-grail
(Csíkszentmihályi’s “flow state”)
Image from http://bausprouse.tumblr.com/post/69759659414/final-paper-on-video-games-in-the-museum-space
Image from http://www.ellisinwonderland.nl/paper-flow-in-games/
Phil Toledano
Robbie Cooper
feeling drive attention (which in turn drives learning)
perspective emotions seem to “amplify learning” (e.g., LeDoux, 2000)
learning transfer and games “felt experience” emerges as key in the interplay between past learning and new learning efforts (http://learningtransfer.moonfrui t.com/)
Image from https://s-media-cache-ak0.pinimg.com/736x/9c/15/5f/9c155fa537ce6c8f4a4fadb1d7ea31a0.jpg
leverage our natural desires for, e.g., mastery/learning, achievement, being the hero, ownership, accomplishment, empowerment, self-expression and competition..
centuries depending on how you qualify a game) learning how to master motivation and engagement, we are now learning from games, and that is why we call it Gamification.” – Yu-kai Chou, creator of the Octalysis gamification framework
“Most people think video games are all about a child staring at a TV with a joystick in his hands. I don't. They should belong to the entire family.”
connectivists agree that, in a profound way, learning is social – this is where and how it is made; this is, in a sense, what it is made of
better after we play a game with them, even if they've beaten us badly…it takes a lot of trust to play a game with someone” (McGonigal, 2010)
– Full size consoles; handheld consoles; mobile games; desktop games; web-based/casual games; social network games; mixed reality games etc
– % of people who play computer and/or video games (Survey Age: 6-64) : 41% UK, 40% Spain, 60% France, 50% Germany (Game Track Digest, Q2 2014) – 59% of Americans play computer and/or video (Entertainment Software Association)
– Family gamers, grey gamers, casual gamers
The face of the UK average gamer, “Joe”.
Combines 2,000 faces of real gamers with data from a 2014 UK survey of over 1,000 gamers (nearly 1/5 of gamers are women, 1/3 over 35, and 54% in relationships).
learning, before we had “serious games” we had…edutainment.
formula (Egenfeldt Nielsen, 2008):
– Little intrinsic motivation – Drill and practice learning (v.s. understanding/deep learning) – Very Simple Gameplay (Gen X type games) – Separation of gameplay or game mechanics from learning content/objectives
Mavis Beacon Teaches Typing
“I really think our brain is wired to consume entertainment and enjoy entertainment, precisely because of the fact that it’s inherently educational…we’ve made this artificial distinction between the two…a chasm there that didn’t exist”
– “Educational games are preferred to standard classroom instruction, but – and this is a big but – students would never voluntarily play such a game
Touareg: A Dialogue-based Educational Game for Tourist Industry Workers
A design comic for a project using QR codes for a mixed reality learning game in CIT
Asteroid Chaser game developed for Blackrock Castle in Cork
The Green Hipster Hotel: The original conception…
The Serious Sport Game For Strength and Conditioning Coaches (an EU-funded Project)
an often misunderstood medium” – Jesse Schell
– The hype doesn’t help, nor does all the edutainment and other bad stuff out there. – And it’s hard to find the good stuff. – Lots of groups set up against it – Games still get a lot of bad press.
– Consider what the recreational computer and video game industry tries to do (and how often it gets it wrong). – Integrating the game with the learning
identity etc.
aspects of your course…
– Think of offering opportunities to collect or accumulate, to have achievements recognised, to gain status, to lead others etc.
– Try leveraging COTS recreational (inc mod- able games) and serious games – Produce games using (relatively) easy-to- learn authoring tools
consume.
– GBL Summer School in FH Joanneum – TEL dpt, CIT project with ETSS
and debriefing is necessary
Based in part on McDenial & Telep (2009)