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Transcript of Gamification
Gamification: Present or Future?
The resources are already here. It's about how we utilize them.
Definition of Game Assisted Learning
The outcome of integrating effective learning principles into game environments for the purpose of utilizing engaging elements of games as a means for improving the quality of education.
The function of game-based learning in the development of vocabulary skills and the enhancement of mental quickness
- digital game-based learning has the potential to engage and motivate student,
- offer custom learning experiences while promoting long-term memory
- provide practical experience.
Video or digital games provide a great tool for conducting educational research & can help students develop computer skills that they may need in a society that continues to develop technologically
- digital games have “great diversity,” while attracting students of various demographic backgrounds
- help students set and work towards achievement of goals.
- provide helpful feedback.
Limitations of digital game-based learning
Although digital game-based learning appears to have some benefits and can be engaging to students, the goals of the games do not necessarily always align with the learning goals of the classroom.
- the games may be more distracting than a typical learning tool
- the games are not suitable for the standards-based accountability movement
Limitations of digital game-based learning
A disadvantage to using video or digital-based games in the classroom is the fact that video games are constantly being upgraded.
It’s difficult for educational researchers to evaluate the educational impact of some games.
Suggestion: - teachers should take into account the amount of technology available to them in the school setting
Why? - If there is not enough technology to support a digital game-based learning program, some students may not have equal access to this type of instructional tool.
Using video or digital games with special-needs groups
For a seven-year-old child with autism
- Video or digital games had a calming effect
For adolescents with attention deficit disorder
- May experience improvements in “grades, sociability, and
organizational skills” when using educational video games.
Benefits of using video or digital-based games with children with diabetes and other forms of illnesses that require rehabilitation.
Annetta, L. A. (2008). Video games in education: Why they should be used and how they
are being used. Theory into practice, 47(3), 229-239.
Deubel, P. (2006). Game On!. The Journal, 33(6), 30.
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., &
Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.
Griffiths, M. (2002). The educational benefits of videogames. Education and Health, 20(3),
Hibbert, K. (2013). Finding Wisdom in Practice: The Genesis of the Salty Chip, A Canadian
Multiliteracies Collaborative. Language and Literacy, 15(1), 23-38.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The
Internet and higher education, 8(1), 13-24.
Richardson, J. M. (2011). “Such Tweet Sorrow”: The Explosive Impact of New Literacies on
Adolescent Responses to Live Theatre. Language and Literacy, 13(1), 98-110.
Sanford, R., Ulicsak, M., Facer, K. & Rudd, T. (2006). Teaching With Games: Using Commerical off-the shelf
computer games in formal education, Future lab.
Wu, W. H., Chiou, W. B., Kao, H. Y., Alex Hu, C. H., & Huang, S. H. (2012). Re-exploring game
assisted learning research: The perspective of learning theoretical bases. Computers & Education, 59(4), 1153-1161.
By: Mustafa, Nha, Suzanne and Daniel
- learning by stimulation & reinforcement
- involves thinking (memory is active & organized processor of information)
- learning is student centered (educator is a facilitator)
- learner acts with intention & values
- learning is an active process (actively construct or create)
- new information is linked to prior knowledge
(Wu et. al., 2012)
Four Orientations of Learning Theories
As seen on the previous slide now the game assisted learning theories have moved toward humanism and constructivism.
From humanism derives:
· experiential learning theory- they learn by doing (set mission, goals, establish roles, operate scenarios and provide feedback).
· concrete experience, reflective observation & active experimentation.
· guided experiential learning-solve real problems, activate relevant prior knowledge (simulation).
· case method learning- fictional leadership case studies (army)
Move towards Humanism & Constructivism
Move towards Humanism and Constructivism (Continued)
Situated cognition: content contain higher order thinking, modeling authentic activities (simSchool)
Constructivism- posit that knowledge is built by the learner.
· It provides scaffolding & assessment by analyzing the players’ progress in the game.
In order for teachers to effectively use game-based learning in the classroom, they must first find non-violent games that facilitate planning and problem-solving and relate to the curriculum.
Teachers should use role-playing, simulation, and adventure games because they often appeal to the development of more than just one skill.
Teachers should maintain records for measurement purposes. They should also capitalize on the interactive nature of video games as they stimulate learning and encourage participants to challenge new topics or knowledge.
Teachers should take into account how the game’s features might affect students cognitively and physiologically.
Teachers should also determine whether the content of the game is appropriate for specific age groups and whether the games are suitable for the standards-based accountability movement.
Following link provides multiple online game based activities once you register for FREE.
Please try at least two different ones :)
The following are our references and a recommended TED Talks video.
We hope you've enjoyed our presentation and our activities & look forward to your comments on the class discussion board.
(Wu et al., 2012)