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"Can Games Change Education?" - CITE seminar @HKU 17jan2013
Transcript of "Can Games Change Education?" - CITE seminar @HKU 17jan2013
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! 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! facebook.com/HKDGBLA
facebook.com/fifthwisdom www.digitalgameslearning.org www.fifthwisdom.com 2. Introduction to Game-based Learning 3. learn through playing 4 learn through creating Kodu game lab 2012 STEM Video Game Challenge:
The Dark Labyrinth (Middle School Winner) 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 game making workshop
game design competition
research Game Development Workshop 2011 DGBL in Hong Kong students designing their own games with Kodu students DGBL interview students playing digital games in groups 5. GBL in Hong Kong 6. GBL globally 7. Discussion/Questions? Adding Kodu
change size and height
walk with arrow keys 1. Why Changes is needed? Reason 1: Fundamental Changes in the Economy, Jobs and Businesses
before: industrial economy based on manufacturing
now: service economy driven by information, knowledge and innovation
Reason 2: New, Different Skill Demands
advanced economies, innovative industries require more educated workers with the ability to,
respond flexibly to complex problems
work in teams
produce new knowledge Boss Level in Middle School Teacher Attitudes about Digital Games in the Classroom
by The Joan Ganz Cooney Center at Sesame Workshop May 2012
505 teachers across USA (majority K-5th grade classroom teachers)
70% agree that using digital games increase motivation and engagement with content/ curriculum
62% say that using digital games helps them personalize instruction, better assess knowledge, and collect helpful data for lower-performing students.
60% observed that games foster more collaboration amongst students and enable students to sustain focus on specific tasks teaching and measuring advanced 21st century skills is the key thinking critically and making judgements
solving complex, multidisciplinary, open-ended problems
creativity and entrepreneurial thinking
communicating and collaboratin
making innovative use of knowledge, information and opportunities
taking charge of financial, health and civic responsibilities frankie tam
Jan 17 2013 email@example.com
firstname.lastname@example.org http://q2l.org/boss-level e-learning pilot scheme http://genesis-era.fifthhosting.com/genesis_era/game_system.php quality education fund project - a game on chinese history