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© 2007 Lloyd Rieber
Rediscovering Gaming In Education
New Opportunities for Ancient IdeasLloyd Rieber
[email protected] of Educational Psychology & Instructional Technology
© 2007 Lloyd Rieber
Let me explain.
No, there is too much. Let me sum up.
© 2007 Lloyd Rieber
High Tech, Low Tech, and Everything In-Between
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Some Principles to Guide Teaching & Learning
Otherwise, why should you even care about what I have to
say?
© 2007 Lloyd Rieber
The following is a tad oversimplistic, but...
…Oh well!
© 2007 Lloyd Rieber
Constructivist
Instructivist(objectivist)
Nat
ure
of th
ele
arni
ng e
xper
ienc
e
Ass
essm
ent
Epi
stem
olog
y
Cog
nitiv
e pr
oces
ses
© 2007 Lloyd Rieber
Constructivist
Instructivist(objectivist)
Experiential
Didactic
Nat
ure
of th
ele
arni
ng e
xper
ienc
e
Cog
nitiv
e pr
oces
ses
Ass
essm
ent
Epi
stem
olog
y
© 2007 Lloyd Rieber
Constructivist
Instructivist(objectivist)
Experiential
Didactic
Inquiry
Memorization
Nat
ure
of th
ele
arni
ng e
xper
ienc
e
Ass
essm
ent
Epi
stem
olog
y
Cog
nitiv
e pr
oces
ses
© 2007 Lloyd Rieber
Constructivist
Instructivist(objectivist)
Experiential
Didactic
Inquiry
Memorization
Projects basedon authentic &
meaningfulproblems
M/C tests
Nat
ure
of th
ele
arni
ng e
xper
ienc
e
Ass
essm
ent
Epi
stem
olog
y
Cog
nitiv
e pr
oces
ses
© 2007 Lloyd Rieberhttp://www.ncrel.org/engauge/framewk/efp/range/efpranin.htm
© 2007 Lloyd Rieber
I’ve designed the perfect business training
simulation. Unfortunately, it takes 30 years to play.
© 2007 Lloyd Rieber
Designing Learning Environments that Excite
Serious Play
Elusive, But Always Ready to Emerge
“We all play occasionally, and we all know what playing feels like. But when it comes to making theoretical statements about what play is, we fall into silliness. There is little agreement among us, and much ambiguity.” Brian Sutton-Smith
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Dimensions of Human Activity
© 2007 Lloyd Rieber
Play Theory
• Confluence of anthropology, sociology, psychology, and education
• Misconceptions of play• Only children play; Play is easy; Play is merely a
diversion and is irrelevant to learning; All play is good
• Play attributes• Voluntary; Intrinsically motivating; Involves active,
sometimes physical, engagement; Distinct from other behavior by having a make-believe quality
• Play as Progress, Power, Fate, Fantasy, & Self
© 2007 Lloyd Rieber
Motivation & Flow TheoryMihaly Csikszentmihalyi
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
… when it is most needed.
Understanding when instruction is not necessary, or…
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
“Experience first,Explain later.”
© 2007 Lloyd Rieber
Did you say “Games”?
• The term “game” is a loaded term
• People tend to have a biased view about games – pro or con – few are neutral
• Games are like books and movies in that they refer to a general medium or art form
• Like books and movies, games can be inspiring, good, bad, or disgusting
© 2007 Lloyd Rieber
Defining a Game
• Harder than you might think• But, here’s the dictionary definition:
– An activity providing entertainment or amusement; a pastime: party games; word games.
– A competitive activity or sport in which players contend with each other according to a set of rules: the game of basketball; the game of gin rummy.
– A period of competition or challenge: It was too late in the game to change the schedule of the project.
© 2007 Lloyd Rieber
Defining a Game
• An interactive medium in the sense that the path or outcome of the activity itself changes depending on a player’s input.(I dare you to try to define “interactivity”!)
• One of the best opportunities for “serious play”
© 2007 Lloyd Rieber
Learning in a Game:Affective Domain
• Motivation– Competition, random features– Intrinsic motivation: You create your own
reasons for participating– Triggering challenge and curiosity– A feeling of control, but with an edge of
uncertainty
© 2007 Lloyd Rieber
Learning in a Game:Cognitive Domain
• Meaningful, relevant context
• Active participation in an “interactive story”
• Organization, situation, goals, and feedback– Helps students to organize information,
followed by putting knowledge to use
• Narrative: The power of stories– Myths & Archetypes (Joseph Campbell)
© 2007 Lloyd Rieber
Game Design
• Optimizing challenge– What is your favorite sport?– Change one rule or the parameter of one
game object.– What is the impact of this change on the
game?
© 2007 Lloyd Rieber
4.25 inches
© 2007 Lloyd Rieber
Center court = 36 inchesSide posts = 42 inches
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Henry JenkinsMIT Comparative Media Studies
Games-to-Teach Project
Kurt SquireUniversity of WisconsinLearning World History
through playing Civilization III
James GeeUniversity of Wisconsin
What video games have toteach us about learning and literacy
Sasha BarabUniversity of Indiana
Quest Atlantis
High Tech Gamingin Education
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Quest Atlantishttp://atlantis.crlt.indiana.edu/
• Triadic Foundation for Design– Education: Designing for Learning– Entertainment: Designing for Engagement– Social Commitments: Designing for Change
© 2007 Lloyd Rieber
Middle-Tech Gaming
© 2007 Lloyd Rieber
Microworlds
• A place to “live”, not just study, a domain– “Mathland”
• Takes full advantage of processing abilities of computers
• Matches students effectively on both cognitive & motivational dimensions
• Examples– MicroWorlds Project Builder, StageCast– Geometer’s Sketchpad, ThinkerTools, SimCalc,
GenScope
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
http://it.coe.uga.edu/wwild
© 2007 Lloyd Rieber
http://www.merlot.org
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Using Homemade Online Database Games in Teaching
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
The story unfolds…
© 2007 Lloyd Rieber
…and you are an archaeologist. You are part of a team that has uncovered a lost civilization which appears to be from around the turn of the 21st century, a period for which historians have a huge gap in their understanding. As part of the "dig", you have uncovered a large underground room housing a series of ancient documents, referred to during the time period as "letters". These documents are all fairly intact and the language appears to be a recognizable form of ancient English. Of course, many of words are completely unknown to you. But, it is clear that each of these letters describe how to perform very specific ancient tasks and rituals. It is your job to identify what task each of the letters describes.
It is the year 4028…
© 2007 Lloyd Rieber
What task or skill is this?
1. Grab one bacle in each hand.2. Pull the bacles tight with a vertical pull.3. Cross the bacles.4. Pull the front bacle around the back of the
other.5. Put that bacle through the liger.6. Tighten the bacle with a horizontal pull.7. Make a charm.8. Tighten the charm.
© 2007 Lloyd Rieber
What task or skill is this?1. Grab one bacle in each hand.2. Pull the bacles tight with a vertical pull.3. Cross the bacles.4. Pull the front bacle around the back of the
other.5. Put that bacle through the liger.6. Tighten the bacle with a horizontal pull.7. Make a charm.8. Tighten the charm. bacle = lace
liger = holecharm = bow
© 2007 Lloyd Rieber
Low-Tech Gaming
© 2007 Lloyd Rieber
Math Target Games
2 0 0 6Throw away
© 2007 Lloyd Rieber
Low-Tech Gaming
Designing Your Own
© 2007 Lloyd Rieber
Which of these defines the Pythagorean Theorem?
a
c b
d
ef
a + b = c
d + e = f
2 2 2
2
a + b = c2
d + e = f2 2 2
I really don’t know
1.
2.
3.
4.
5.
© 2007 Lloyd Rieber
What is the significance of the What is the significance of the Battle of Saratoga?Battle of Saratoga?
1. Led to fateful encampment at Valley Forge
2. Brought France's support of the American effort
3. Exposed Benedict Arnold's role as a traitor
4. Established Washington's role as commander-in-chief
© 2007 Lloyd Rieber
How well did we do?
© 2007 Lloyd Rieber
Implications?
• Is direct instruction enough?
• Is direct instruction appropriate for all learning?
• Is direct instruction an appropriate model for learning?
© 2007 Lloyd Rieber
Knowledge as Design• Four Design questions:
from David Perkins (1986)
– 1. What is its purpose? "What's it for?"
– 2. What is its structure? "What's it like? What's it made of? What are its parts?"
– 3. What are model cases? "What's an example?"
– 4. What are the arguments to support it? "How is it supposed to work? Does it do a good job?"
• If you can't answer all four, the knowledge you have acquired may be "inert."
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Learning by Designing
• If you want to learn something well, teach it!
• Teaching is but one form of designing• Design activities take time!• The challenge is to find design activities
that students find authentic and compelling• Our research shows that game design is
an excellent strategy for students as young as fourth grade
© 2007 Lloyd Rieber
Designing a Game
• Part art (creativity) and part science (analytic)
• Similar to story writing
• Weaving the educational content and game together into a meaningful whole
• Lends itself to team work
© 2007 Lloyd Rieber
Designing Games• Game Fantasy
– Where will the game take place?– Give your game a title.– Write a story for your game.
• Game Objects– What/who are the game characters and game objects?
• Game Goal– How does someone win the game?– Will anything special happen when someone wins or loses?
• Game Rules– What are the 2 or 3 most important rules of the game?
• Game Directions– The goal of the game is to…– To play the game you have to…– To win the game you have to…
• Artwork
© 2007 Lloyd Rieber
It’s better because it’s homemade!
Lloyd Rieber & Gretchen ThomasThe University of Georgia
http://it.coe.uga.edu/wwild
© 2007 Lloyd Rieber
Using PPT for Educational Games
• Why PowerPoint?– “Almost ubiquitous” software application– Teachers love it: Higher probability for
adoption and scalability– Hyperlinking feature has lots of gaming
potential– Excellent way to “package” and “deliver” a
game
© 2007 Lloyd Rieber
Teacher finds existing PPT templatesand inserts his/her own content
(Jeopardy, Who Wants to Be a Millionaire, etc.)
Teacher adapts another teacher’sPPT game
Teacher makes an originalPPT game
Students createor adapt their own!
Instructionist
Constructionist
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Who Stole the Bacon?
© 2007 Lloyd Rieber
© 2007 Lloyd Rieber
Universal Design for Learning and Instruction:
More than ALT Tags
Lloyd Rieber & Michele EstesDepartment of Educational Psychology & Instructional Technology
Center for Teaching and Learning
© 2007 Lloyd Rieber
Universal Design (UD)
• Coined by Dr. Ron Mace of NCSU
• “Design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Ron Mace, Center for Universal Design, North Caroline State University)
© 2007 Lloyd Rieber
So, in conclusion…
© 2007 Lloyd Rieber
“It’s not the distance traveled that matters, it’s the direction in which you are going.”