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K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
1
Classifying Learning Classifying Learning Objectives in Commercial Objectives in Commercial Games, Proof of ConceptGames, Proof of Concept
Katrin BeckerUniversity of Calgary
September 2006
This session reports on the results of a proof of concept for a larger similar study.
~or~or~~
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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OverviewOverview
1. Why Do This?
8. Next Steps7. What I Learned
6. Game Play Experience
2. How?
3. What is a “good” game?
4. Why these games?
5. The GamesMario / Math
Blaster
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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0. Introduction
Games teach.
People learn from games.
Are Games Educational?
(I don’t care)
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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0b. What are the Questions?
What must be learned to get through this game?
How does this game facilitate that learning?
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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1. Why Do This?
Ultimate goal:Design good instructional games (GIG)Teach people how design GIG
IF good games teach, then we canlearn how by studying the masters.
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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2. How To Do This? (methodology)
Most good games were not designed to be educational…..
at least not on purpose.SO,
their designs are not framed in educational terms.
BUT,to design instructional games, we need that……
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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2. How To Do This? (methodology)
One Answer:PRETEND it was designed that way.
Can re-capture design through reverse engineering.
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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3. What is a “good” game?
Popular:• good sales (really good)• Critical acclaim
That makes it good because:- don’t get awards & sustained sales if the game is frustrating; no fun; too easy; too hard; annoying; too predictable…..
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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4. Why these Games?
All the teachers love Math Blaster– (don’t ask the kids…..)
Mario– Same genre & style– Small console (handicapped graphics
& power)– Good Game
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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5a. The Games: Mario
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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5b. The Games: Math Blaster
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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6a. Playing Mario
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Field
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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6b. Playing Math Blaster
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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7. What I Learned
Similar learning requirements.Obstacles are arbitrary.Differences in
graphics/sound/animation not central (although play a role).
Learning Mode is trial and error.
Game vs Learning elementslearning elements arbitrary
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-1. Supporting Trail and Error
Status Displays
Action FeedbackChoice
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-2. Supporting Trail and Error
Status Displays
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-2. Supporting Trail and Error
Status Displays
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-3. Supporting Trail and Error
Action Feedback
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-3. Supporting Trail and Error
Action Feedback
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-4. Supporting Trail and Error
Choice
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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7-4. Supporting Trail and Error
Choice
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Classifying Learning Objectives in Commercial Games, Proof of Concept
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8. Next Steps (or, so now what?)
K.Becker CGSA Symposium ‘06
Classifying Learning Objectives in Commercial Games, Proof of Concept
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Image / sound Credits:Super Mario Bros.
http://www.gamespot.comhttp://www.gamespy.cimhttp://www.ign.com http://mario.nintendo.com/ http://marioevolution.free.frhttp://www.infendo.comhttp://forums.nintendo.com/Sound captures from http://mario.nintendo.com/ by SoundForge 4.5
Math BlasterK. Becker (screen captures by
Screen Shot Deluxe 7.0 http://www.broderbund.com/ )Sound captures by SoundForge 4.5
Nintendo DShttp://www.nintendo.com/http://www.gameinformer.com
Monitor Screen http://www.hp.com
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