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GAME BASED LEARNING
Transcript of GAME BASED LEARNING
Game Based Learning
Teachers have been trying to use video games for multiple teaching methods and strategies. Very common studies have been using games for:
• Game playing will only enhance a specific skill if the game focuses on utilizing that skill in the game
• Teachers cannot easily implement commercially made games
• It takes too much time for teachers to learn how to play games and create lesson plans integrating them
• Games consume too much class time and don’t leave enough time for instruction
• Teachers have difficulty finding games that align with the curriculum and school standards
• Children can quickly become bored if the game does not continue to offer challenging tasks
Some very popular game & media companies that have integrated learning into their development production are:
Sorry! Our references are in another castle!
What is Game Based Learning?
Children instinctively play to learn. For example, games like "house" or "grown ups."
(Dirt Bike Proportions)
(Place it USA)
This game has been used to teach differences in time periods, including: countries' varied resources, agriculture & machinery, conflicts in history, and other topics.
Statistics & Business Management
This game has been used by teachers to teach business management, stocks, statistics, social interactions, and a variety of other topics.
Simply put, GBL is a form of education that uses games as a means to teach.
A Slow Start
Egenfeldt-Nielsen identified different productions of games based on the connection between technology advancement and the progression of learning theories.
With Game Based Learning came the hype surrounding its possibilities, but the technology at the time wasn't good enough to give it a good start, so it was a let down when games were finally being produced in the early 1950s to the 1980s.
No one took much interest in it and it lost most of it's momentum.
Evolution of GBL by Popular Theories
The second generation was based on a cognitive approach. The learner became the centre of attention; games focused on utilizing learner's existing knowledge. Failures occurred due to the necessity of already having vast background knowledge on the topic.
The third generation did not exclusively focus on specifically either the computer or the person, but looked at the broader process of educational use of computer games through the constructivism theory. It stressed the key role of providing a social context between the player and the game that facilitated asking the right questions and going to the right places. The teacher became central as a facilitator, adapting computer games experiences to the school's mandated content.
The first generation’s perspective corresponded
with Behaviorism. Developers based games off of this theory, stating: "learning occurrs when you can practice certain skills enough times." Most attempts during this time failed because the edutainment games were too simplistic in comparison with competing video games. The tasks were very repetitive, poorly designed due to mediocre technology, and did not support progressive understanding.
Getting Games into the Classroom
Teachers have different ways of integrating games into the classroom. They are typically assigned into two categories:
Games that are specifically made with the purpose to educate.
These games are more easily integrated into classrooms and align with specific lessons, but they are usually not as engaging, are much more simple, and tend to not go over as well with students.
Commercial off-the-shelf Games
Games that are made for entertainment but are used in schools for educational purposes.
These types of games are more engaging and go over well with students. They are somewhat affordable, but teachers are weary of false information, although incorrect information can provide teachable moments.
Examples of Edutainment Software
Examples of COTS Games
Why Are Games Important?
Today's learners have grown up "digital," causing a need for new teaching tools and methods. Several cognitive style changes have been observed in the current generation's learners:
Games have been found to cause cognitive disequalibrium. According to educational theorist Piaget, cognitive disequalibrium (a response to an imbalance between new and existing information) leads to maturation and learning.
• They are determined to learn to meet their own goals
• They tend to process information quickly, determining what is or is not useful in a matter of seconds
• They tend to prefer visual imagery over tradtional text
• They tend to learn best through trial-and-error
• They like to understand the relevency and usefulness to them of the information being taught
• They actively partcipate by doing, and ask questions after
• They grew up with technology and rely on it to function
Game Based Learning
Good game to use endogenous fantasy elements
• Give immediate feedback
• Automatically keep records of students’ progress
• Allows students to work at their own pace
• Offers difficulty modification levels
• Implements problem-solving strategies, hypothesis testing, observation & other benefits
• Complex games create a need to scaffold, inquire about topics, and learn more vocabulary
• Offer school & at-home ability to study
• Make learning more approachable and friendly with a decrease in subject anxiety
• Increase in collaboration as students share discoveries
• Allow for learning in a risk-free environment
• Increases students’ attention
P.E. Alternatives – schools are adopting motion-sensored games (such as the Wii and Xbox Kinect) to provide alternative activities for physical education
ADHD & Autism- studies suggest playing games have a positive effect on the attention spans, self-control, and socialization of children with ADD/ADHD/Autism
Content Course Subjects – common classes (math, social studies, reading, language arts, and science) have all been given interactive gamefaces
Games are great motivators.
Motivation = Time on Task = Learning
Games add a meaningful context to learning, a place to practice all that you have been taught.
Ubisoft's "My Coach Games" aim to teach languages, math, reading, and even SAT prep
National Geographic produced a game for children to learn more about the world as an adventure game
Namco produced Body and Brain Connection, a game that requires players to move around and solve difficult puzzles.
Cooking Mama has come to be seen as a very popular educational game, but despite popular belief, Nintendo did not intentionally produce it to be an educational cooking game. Rather, they were focusing on the DS's touch-screen interaction abilities.
The term "edutainment" was coined in 1983.
Finally, the publication of the book "Digital game based learning" provided a new perspective on the use of simulation and training, and in 2002 Woodrow Wilson sponsored the Serious Games initiative. From the first 2004 Serious Games Summit there has been a great explosion in the field of GBL.