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Digital Game-based Learning CUHK lecture
Transcript of Digital Game-based Learning CUHK lecture
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 http://goo.gl/oBxCX Jesse schell, “game is a problem solving activity approached playfully ttp://goo.gl/Yncv4 http://goo.gl/yd452 http://goo.gl/f5boS http://goo.gl/uapcJ http://goo.gl/mWAoG http://goo.gl/1scMX James Paul Gee, "Games, not school, are teaching kids to think." Marc Prensky, "They learn to make good decisions under stress, they learn new skills, they learn to take prudent risks, they learn scientific deduction, they learn to persist to solve difficult problems, dealing with large amounts of data, they learn to make ethical and moral decisions and to even manage, in many games, businesses and other people." Students love it! Familar 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 email@example.com Lecture content:
1. Introduction to GBL (15mins)
2. Learn through playing (45mins)
3. GBL in Hong Kong (10mins)
4. Break (5mins)
5. Learn through creating (60mins)
6. GBL locally and globally (10mins)
7. Discussion/ Q&A (5mins) 1. Introduction to GBL 2. learn through playing Now let's play! Subject: Mathematics
Skills focus: linear equation
Suggested time: 45mins
save our dumb planet_lesson plan.doc
Game: http://www.mangahigh.com/en/games/saveourdumbplanet Subject: English
Language focus: error correction
Suggested time: 1hour
the rainy day_lesson plan.doc
www.quickflashgames.com/games/the-rainy-day/ Subject: Liberal studies
Focus: poverty in daily life, the pursuit for the global right to an education
Suggested time: 1hour
Game: www.thecostoflife.org (eng)
www.fifthwisdom.com/ayiti (chinese) 5. learn through creating Kodu game lab 2012 STEM Video Game Challenge:
The Dark Labyrinth (Middle School Winner) (handouts and kodu game file inside desktop folder "HKDGBLA") Target:
Primary 4 &
Form 1 students Kodu Game Lab
Trial Lessons 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... Let's get started! First
lesson Building the environment
(concept of coordinates) Adding Kodu
change size and height
walk with arrow keys Programming with "when" and "do" area and coordinates Basic game game report + post-test Volume designing their
own games Students creating
their games programming game development
(in groups) Second lesson around 30 students Lessons Presentations & Evaluations testing and debugging
playing others' games
voting 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... "Playing video games to learn English" HKEdcity Learning & Teaching Exopo 2010 CITE Research Symposium (CITERS 2011) @The University of Hong Kong The 14th IASTED International Conference on Computers and Advanced Technology in Education @Cambridge, United Kingdom 2011 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 Game Development Workshop 2011 DGBL in Hong Kong students designing their own games with Kodu students DGBL interview students playing digital games in groups 3. GBL in Hong Kong 6. GBL locally and globally 7. Discussion/Questions? Adding Kodu
change size and height
walk with arrow keys Let's create
our game! (game materials inside desktop folder "HKDGBLA") (game materials inside desktop folder "HKDGBLA") (game materials inside desktop folder "HKDGBLA")