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Game based learning - is it relevant for HE
Transcript of Game based learning - is it relevant for HE
Game based learning
Games that are designed for a purpose other than pure entertainment, usually education
Using game like elements to support motivation and engagement
Games in which learners acquire, and master, new knowledge and skills by playing.
Market Place - companies competing for market share
Pulse!! - practicing clinical skills aiding response mechanisms for large-scale incidents
SIMPLE - virtual town in need of legal support
Who is Herring Hale? Treasure hunt induction to university services
Racing Academy - Engineers manipulating car specifications before racing
Games that motivate
What is a game?
Game based learning - is it relevant for Higher Education?
The power of play
Off the shelf
More examples of digital games
Ten step process of game design
Visual and Logical
Find out more
For or against?
How does the game fit with the rest of the learning activities?
What skills and knowledge do learners need to play?
How long do they need?
How did students engage?
What did students learn?
How does it compare with other learning activities?
What will follow the game?
How will students build on what they learned?
What are the opportunities for reflection?
Is game based learning relevant for teaching in Higher Education?
Pairs - to test out knowledge
Board game - building/narrating a 'story'
Connect 4 - more advanced knowledge testing and application
Types of games
Problem solving at various levels
Progress and rewards
Influences on outcomes
Regular delivery of new problems/events
Potential for a large, active community
Based on simple, existing technologies or media
The power of play
Events of instruction
A game of pairs
A game is a challenging activity, structured with rules, goals, progression and rewards, that is separate from the real world, and undertaken with a spirit of playfulness; it is also usually (but not always) played with other people.
Moseley & Whitton (2015)
"The state in which people are so involved in an activity that nothing else seems to matter."
Flow theory suggests the following features add to a game's enjoyment:
sense of control
loss of self-consciousness
transformation of time
Csikszentmihalyi (1992, p. 4)
Inform of objective
Recall prior knowledge
Enhance retention and transfer
Hirumi, Appleman and Van Eck (2010)
Define the learning objectives
Identify any constraints
Determine the game type
Develop the core mechanics
Refine the game balance
Create and test the first prototype
Add a narrative
Add game dynamics
Check learning objectives
Develop the final game
Register interest in a game design workshop
Visit the Serious Games Institute (Coventry)
Six week MOOC http://bit.ly/gamesie