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Educators as Game Designers Workshop - 1
This document discusses how educators can design games for learning. It begins by defining what makes something a game, noting they usually have goals, rules, feedback, and voluntary participation. It then discusses four categories of games and learning: games in education, repurposing non-educational games, gameful learning which takes inspiration from good games, and game-based learning which designs games for specific learning goals. The document emphasizes how games keep people engaged through constant feedback, challenges at an appropriate level, collaboration, and flow. It suggests educators can apply these principles when creating their own educational simulations.
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Educators as Game Designers Workshop - 1
- 1. EDUCATORS AS GAME DESIGNERS Dr.Bernard Bull @BernardBull Bernard.Bull@cuw.edu
- 2. What is aGame?
- 3. What is aGame? "When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, and voluntary participation.“ – Jane McGonigal
- 5. A friend andthe flight simulator
- 6. “...how many educatorsare able to keep the undivided attention of 5th graders multiple hours straight without a break...and yet video games manage to do so...”
- 7. Four Distinct Categories •Games in Education • Repurposing non-educational games for educational purposes • Gameful Learning • Taking inspiration from “how good games function • Gamification • Using game features in non-game environments • Game-based Learning • Designing games that are intended to achieve one or more learning goals
- 8. Four Distinct Categories •Games in Education - Minecraft • Repurposing non-educational games for educational purposes • Gameful Learning • Taking inspiration from “how good games function - Gradecraft • Gamification • Using game features in non-game environments - Fitbit • Game-based Learning • Designing games that are intended to achieve one or more learning goals - Politicraft
- 9. • Constant Feedbackin Easy to Understand Formats • It Doesn’t Choose the Goals forYou • It Suggests Goals By Rewarding Certain Accomplishments • It Doesn’tTellYou How to Step,When to Step, orWhere to Step • The Online System Facilitates User-generated Interest Groups • The Online System Has a Built-in Space for Journaling
- 10. Why does Fitbitwork?
- 11. What are thegame features that make Angry Birds engaging?
- 12. • Set aClear Goal and Expect 100% Mastery • Reward Reaching the Goal with a New Challenge • Allow an Unlimited Number of Attempts • Provide the Player/Learner with the Flexibility of Reaching the Same Goal • Provide FeedbackThat Goes Beyond SimplyWhether or NotYourAchieved the Baseline Goal at Using Different Strategies • Blend Repetition with Novelty &Variety • Engage Multiple Senses • Scaffold the Challenges, but Provide Easy Stages for Review • Performance on the Original Baseline Goal Is ConstantThroughout the Game • You Can Replay Any PastTheme
- 13. Why do games keeppeople so engaged?
- 14. Games and Learning •Learning by doing • Learning by thinking and strategizing • Learning by collaborating • Learning by establishing shared values • Learning by persistent engagement • Learning by experiencing…being immersed in a role, being bound to the rules and values of an environment (situated learning!)
- 15. Mihály Csíkszentmihályi -Flow 1. Clear goals 2. High concentration on a limited area 3. Losing yourself in the activity 4. Lose track of time 5. Direct and immediate feedback Csíkszentmihályi, M. (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper.
- 16. Mihály Csíkszentmihályi -Flow 6. Not too hard and not too easy 7. Sense that, “I am in control of the situation.” 8. Intrinsically rewarding 9. Don’t notice bodily needs 10. Absorbed and fully focused on a specific activity Csíkszentmihályi, M. (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper.
- 17. Technology is Optional •Mock court room • Play the role of scientists studying the local wetlands and giving a report to the town board • Newspaper staff serving different roles that help them learn about photography, editing, writing, etc.
- 18. What if Iwant to create my own educational simulation?
- 20. Killers hit people with them. Diamondsare always seeking treasure. Explorers dig around for information. Socializers empathize with other players. Richard Bartle (1996), "Hearts, Clubs, Diamonds, Spades: Players Who suit MUDs," http://www.mud.co.uk/richard/hcds.htm What Type of Gamer are You? - http://www.neowin.net/forum/topic/792082-bartle-gamer-psychology-quiz-what-kind-of-gamer-are-you/
- 21. Gamified Learning Questionsfor Educators 1. How can I make the learning pleasantly frustrating? 2. What if I gave quests and challenges instead of assignments? 3. What if I created a plan for constant and frequent feedback apart from grading? 4. What if I gave experience points, badges or titles to recognize achievement? 5. What if I rewarded success with a more difficult challenge? 6. What if I rewarded risk-taking, creativity, experimentation and strategic thinking? 7. What if I gave the learner/player the ability to customize the learning experience to match their needs, preferences and style? 8. What if I require the learner/player to take constant action? 9. What if I expected learners to preform their way to competence? 10. What if I aimed for flow?
- 22. The Future 1. Videogames / simulations will have a significant impact upon learning in the next 5 years that will be verified by hard data. 2. Games and simulations will transform learning in the next 10-15 years. 3. Institutions prepared to develop and use these simulations will have an edge. 4. There will be need to teach with, develop, and learn from these games and simulations.
- 23. “Our whole lifeis solving puzzles.” -Erno Rubik
- 24. EDUCATORS AS GAME DESIGNERS Dr.Bernard Bull @BernardBull Bernard.Bull@cuw.edu