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Digital Game-Based Learning and the 4th Digital Game Development Competition

An introduction to GBL, learn through playing and creating in HK and the world. serious games; gamification; gamify the classroom, hong kong digital game development competition

frankie tam

on 15 March 2013

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Transcript of Digital Game-Based Learning and the 4th Digital Game Development Competition

Digital Game-based Learning half a billion 3 billion hours a week 99% of boys under 18
94% of girls under 18 10,000 hours
of gaming by 21 5 million gamers in the U.S. Digital
Learning? 2012 - Horizon K12 Report
predicted trends for mobile devices/apps and game-based learning to play a significant role in learning over the new few years 2011 - The Bill & Melinda Gates Foundation
will invest $20 million into game-based learning 2010,2011,2012 - Learning and Teaching Expo

HK Education City incorporated game-based learning as one of the main themes of the expo 2010 - Educate to Innovate Campaign
US National STEM (Science, Technology, Engineering, and Math) Video Game Challenge - tapping into students’ natural passions for playing and making video games It’s effective because… On a mission the use of ‘mission’ and ‘quest’ based learning 21st century workplace skills encourages independent thinking, mission and quest based tasking, problem solving, communication and collaboration skills Jesse schell, “game is a problem solving activity approached playfully" James Paul Gee, "Games, not school, are teaching kids to think." Students love it! Familiar n Engaging Learn through playing Gamify Life! Learn through creating play digital games at least
an hour a day as a planet playing digital games play digital games regularly (24 hours less than the all of
secondary school) spend more than 40 hours a week playing games -- the equivalent of a full time job! Thank you! @HKDGBLA facebook.com/HKDGBLA www.digitalgameslearning.org frankie@digitalgameslearning.org Introduction Target:
Primary 4 &
Form 1 students Making games with Kodu Duration:
2 lessons (35minutes/
1.5 hour each) Learning objectives:
area, volume, coordinates *Students have basic knowledge on area and volume, but didn't learn anything about coordinate system. It is a new concept to them before these two Kodu lessons... 300 primary 4 & secondary 1 students
5 schools & 12 teachers Results Teachers: "students are learning certain kinds of knowledge and skills in the game development process"
"students are more motivated in the game development class"
"the students did learn about length, width, area and volume in the 3D game world"
"as well as creativity, logicial thinking skills, problem solving skills" Over 98% students like learning through creating games
Most of them said it was fun and engaging
Some said it’s interesting and motivated them to learn
They really love the game they have developed
Some said it’s really happy to know that playing video games can learn

"We love playing video games!"
"It's the first time for us to create our own game and we love it!"
"I'm so happy coz this is my first game! I'm proud and satisfied!"
"I simply love my game! And love playing others' games!"
"Can't believe that we can learn through video games!"
"It's more fun to learn through video games!"
"I understand coordinates and volume better after these two lessons!"
“I came across problems that I have never encountered in other lessons. And I used my own way to solve them!” Our observations: Students are excited about the class
They can't help but start trying things out in the game world once they sit down
Boys tend to create whatever they want in the games, shooting and killing other characters
Girls tend to build the game step by step and put a lot of things decorating their games
Students are excited sharing their games with their classmates Over 95% of students like creating their own games
46% of them love it very much!
2 of them didn’t like it coz the software wasn’t running smoothly on their computer

All of them said they did learn some mathematics in the game making process
Some remarked they are now more familiar with the concept of coordination system
One student explained that he can learn in a concrete and real-world way with Kodu
Students are happy and surprised that they can actually learn from video games Maths knowledge Maths post-text result: 92% correct! 21st century skills Most students realized that they did acquire some skills in the process
They said their creativity, imagination, design skills and thinking skills has improved 1. Video games motivated me to learn: 78% Yes - 20% Not Sure - 2% No

2. I think more critically than in normal classes: 83% Yes - 16% Not Sure - 1% No

3. I solved problems in the game making process: 87% Yes - 10% Not Sure - 3% No

4. I created a satisfied game in this course: 95% Yes - 5% Not Sure – 0% No

5. I used my creativity in creating the game: 88% Yes - 12% Not Sure - 0% No

6. I co-operated and collaborated with classmates: 100% Yes - 0% Not Sure - 0% No

7. I criticised other’s work: 86% Yes - 11% Not Sure - 3% No

8. I worked together and helped other classmates: 91% Yes - 7% Not Sure - 2% No

9. I’m now more confident in myself: 96% Yes - 2% Not Sure - 2% No Students: What has
been doing... We believe in two things:
1. Students learn through PLAYING video games
2. Students learn through CREATING video games

That's why we are here to:
promote and raise awareness of digital games use in a
formal education setting teacher attitudes about digital games in the classroom Joan Ganz Conney Center, May 2012

500 k-8 teachers

32% use games 2-4 days per week
18% use games every day

70% - increase motivation and engagement
62% - easier and more effective to teach different types of learners
60% - helps personalize instructions
60% - foster more collaboration and sustain focus research the topics

type of game game design


coding test the game! reward

challenge playable
design document
gameplay video March 30th, 2013

June 17th, 2013 dgdc.digitalgameslearning.org/4th

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