Integrating Games in the Classroom · 19.5.2015 eTwinning Online Seminar ... –drive innovation ... Integrating Games in the Classroom 27 . What to consider

dr. Alenka Kavčič University of Ljubljana, Faculty of Computer and Information Science

Integrating Games in the Classroom

19 May 2015

Outline

• Introduction

• Games in education

• Game-based Learning (GBL)

• Games, gamification, simulation

• Integrating games in educational process

• Goal:

– introduce different approaches to integrating games into the classroom

– (present some examples of developing educational games)

2 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Introduction

• Modern education

– user-centred (learner-centred) activity

– on-demand activity

– engaging activity

– technology-centric activity

• Students use games in their life for entertainment, play, and enjoyment.

• How to make learning more engaging and enjoyable? How to increase motivation?

– games in education


Games in Education

• Educational games

– now common in education

• even mainstream

– not question if appropriate for learning

– question how to create effective, engaging, interactive instruction

• motivate and actively engage

• Different ways of using games in education

– commercial computer games

– special educational computer games

– creating computer games 4 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Games in Education: Approaches

• General (entertainment) computer games

– often commercial, COTS games

– very engaging

– non-educational content

• sometimes topic matches course content

• sometimes short on intellectual content

– educational value

• not in the first plan

• unintended

• accidental


Commercial Games: Example

• Civilization (www.civilization.com)

– strategy game

– allows players to manage the rise of specific civilizations

– an extremely popular commercial game

– can be used for educational purposes

• used in classrooms around the world

– game content (course content): history

• Age of Empires (www.ageofempires.com)

– historical real-time strategy games

– set amidst historical events


Age of Empires 2 HD Edition by HarryBana

Pre-Civilization Marble Age by Clarence1996

http://www.civilization.com/

http://www.ageofempires.com/

http://harrybana.deviantart.com/

http://clarence1996.deviantart.com/

Commercial Games: Example

• SimCity 2000 (www.simcity.com)

– a city-building simulation video game

– task of founding and developing a city

• maintaining the happiness of the citizens

• keeping a stable budget

• role of mayor

• balancing the needs

– game content (course content)

• geography

• civil engineering


SimCity 2013 v1 by HarryBana

http://www.simcity.com/

http://harrybana.deviantart.com/

Games in Education: Approaches

• Special educational computer games

– developed with purpose for use in education

– by educators and professional programmers

• Creating computer games

– by students


Educational Games

• Application for learning

– not only drill & practice

• Designed to teach new concepts

– typically through a computer game

• Preferably providing lead up and debriefing sessions

• Provide information in various formats

– multiple formats (visual, textual, auditory...)

– learner can choose a preferred style

• also practice skills in other styles


Game-Based Learning

• Game-Based Learning (GBL)

– approach to teaching

• students explore relevant aspect of games in a learning context designed by teachers

– gameplay with defined learning outcomes

– student works towards a goal

• choosing actions

• experiencing consequences (of chosen actions)

• making mistakes (in risk–free environment)

• experimenting

• active learning


Game-Based Learning: Benefits

• Using games in classroom

– popularity of gaming, attractive to learners

– fun factor, capture attention

– inspire and motivate learning

– opportunity for real experience

• authentic learning exercise

• in virtual world (reset if needed)

• learner can develop and test theories

– not feasible in real life

– challenges (tasks)

– problem-based learning

• deeper understanding 11 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Game-Based Learning: Shortcomings

• Using games in classroom

– unsuitable games, without educational value

– possible lack of mental stimulation

• just visual and skills

– possible high effort, low gain

– learner spends more time behind computer

• health problems


Games, Gamification, Simulation

• Similar in

– engaging the learner

– encouraging thoughtful consideration of content

– providing meaningful impact to the learner

• Different in

– purpose

– results

– design


Games: Definition

• „A system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction.“ (Kapp, 2012)

• Various types of games

– puzzle, fighting, exploration...


Karl M. Kapp, The Gamification of Learning and Instruction, 2012

Games: Characteristics

• Type of activities

– matching (e.g. Hangman), collecting/capturing (e.g. Monopoly), allocating resources (e.g. SimCity), strategizing (e.g. Chess, EVE Online), building (e.g. Minecraft), puzzle solving (e.g. Clue), exploring (e.g. Myst), helping, role playing...

• Type of content being taught (type of knowledge)

– declarative, conceptual, rules-based, procedural, soft skills, psychomotor domain...

• Concept of the game

– testing games vs. teaching games 15 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Games: Concept

• Testing games

– test what a learner already knows

– recall knowledge

– important: feedback and repetition

– e.g. matching, MCQ...

• Teaching games

– teach a learner how to do something

– apply knowledge

– series of activities; learner adjusts behaviour or attitude to responses in the game environment

– e.g. negotiation skills 16 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Gamification: Definition

• „Gamification is using game-based mechanics, aesthetics, and game-thinking to engage people, motivate action, promote learning, and solve problems.“ (Kapp, 2012)

• Purpose

– encourage learner

• to solve problems

• to progress through the content

– motivate action, influence behaviour, building skills

– drive innovation

• innovative thinking and activities 17 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom


Gamification: Characteristics

• Special approach to present subject matter

– using game elements in non-gaming context

• levels, points, lives, timing, leaderboard...

• tasks, missions, competition (scores), rank and rewards (earn points), discovery, reinforcement...

– transforming tasks into games

• Uses parts of games, but is not a game

– game is a self-contained unit, with clear beginning and end, defined winning state, with multiple game elements

– in gamification game elements are used, but the intent is not to create a self-contained unit


Gamification: Two Approaches

• Various types of gamification

– structural

• applying game elements

• no alternation or changes to the content

• to motivate, engage, learning through rewards

– points, badges, achievements, levels, leaderboard, freedom to fail, challenge...

– content

• applying game elements and game thinking

• alter content to make it more gamelike

• adding story elements, starting the course with a challenge...


Gamification: Example

• Duolingo (www.duolingo.com)

– „Free language education for the world“

– free language-learning and crowdsourced text translation platform

– gamified skill tree and vocabulary section

• owl as a cheerleader to keep you going

• experience points

• strength bar

• progress tracking in vocabulary

• lives, levels

• positive reinforcement of wins

• social ranking


https://www.duolingo.com/

Simulations: Definition

• „Simulation is a realistic, controlled-risk environment where learners can practice behaviours and experience the impacts of decisions.“ (Kapp, 2012)

• Key features

– simulate reality (not always true for games)

– controlled risk (e.g. flight simulator)

– ability to practice and apply what you have learned elsewhere

– what happens when I do it right/wrong



Simulations: Types

• Various types

– branching storyline • learner is an active character in the story

• decision points – simulation branches, the rest of the story changes

• learner can replay the story – making different decisions, experiencing diff. branches

– system dynamics simulation • modelling complex systems

• e.g. physics, business model...

– equipment / software simulations • representation of a mechanical or SW system

• e.g. flight simulator 22 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Simulations: Usage

• Useful

– as application of learning (practice)

• rather that primary learning

– turn knowledge into action

• learn -> do

– in the professional sector

• e.g. flight / driving training with simulators

• training sessions replicate real life stresses

– without the risk factor


Simulations: Example

• Flight Simulator

– professional

• for training pilots

– home entertainment


Canadian Aviations Eletronics, Full Flight Simulator C105 Brazilian Air Force

Piper PA-28-181 Archer III, X-Plane

https://www.flickr.com/photos/portalfab/9736718174

http://www.x-plane.com/2012/03/piper-pa28-181-archer-iii/



Simulations: Example

• OSP Simulations (www.opensourcephysics.org)

– Open Source Physics

• Simulation of physical phenomena

– with computational physics and computer modelling

• computational models of physical systems

– provide new ways to understand, describe, explain, and predict physical phenomena


http://www.opensourcephysics.org/

How to integrate games

• Instructional activities

– top-down: game as framework for new learning

– bottom-up: game as opportunity to synthesize and apply pre-learned skills

– combination

• Different scenarios

– play the game, then study the content, refer back to the game

– study the content, then use the game for application and assessment

– alternate playing the game with activities that extend the game (learning)...


What to consider

• Games

– not for all topics, learners, or environments

– expensive to integrate and implement

– games are effective only if

• instruction is matched to the medium

• content is integrated with the game

– not all games are alike

• different games, different strategies, different learning supported

• analyse games for underlying strengths and strategies


What to consider

• Students

– do students play games?

• speed and familiarity

• individual differences (e.g. gender)

– interest

– prior gaming and technical knowledge

– level of comfort

– ability with technology

– access to appropriate computers


What to consider

• Students and games

– one size (/game) does not fit all

– types of skills practiced: Blooms Taxonomy

• higher level (analyse, evaluate, create)

– appropriate for age

• not too difficult

• yet challenging

– levels

– collaboration

– prompt-feedback

– engagement, enhancement

– ease of use


Bloom's Taxonomy

https://cit.duke.edu/blog/2014/06/learning-objectives-moocs/

What to consider

• Teachers (you)

– do teachers play computer games?

• speed and familiarity

– have to know the game well

• systematically

• from start to finish

– approach to game play (completing challenges)

• linear, fixed sequence

• non-linear, different sequences

– does your approach matches to students‘?


What to consider

• Content of the game

– content of the game, curriculum connection

– what is covered?

• topics focus on breadth or depth?

• which topic will you focus on?

– what is not covered?

• missing topics (breadth)

• missing content within topic (depth)

• required pre-requisite knowledge


What to consider

• Content of the game

– what is wrong?

• inaccurate information

• misleading information

• alternate viewpoints/interpretations

• inappropriate/incorrect strategies

– adding instructional activities to address weaknesses

• missing and inaccurate information


Conclusion

• Games in the classroom

– improve learning experience

– encourage students to understand subject matter in context

– interact with problems

– if used properly (well implemented)

• content

• educational point of view

• Effective integration

– game embedded into curriculum

– includes instructional support

– matching objectives (game and curriculum) 33 19.5.2015 eTwinning Online Seminar | Integrating Games in the Classroom

Guidelines for Effective Integration

• Embed the instructional game into the curriculum

– include debriefing and feedback

• Games need to include instructional support

– elaborative feedback, pedagogical agents, and multi-modal information presentation

• Ensure game objectives align with curriculum obj.

– match with the design of an instructional game

• learning subject areas and learning purposes

• learner characteristics

• game-based pedagogy


Karl M. Kapp, Three Guidelines for Effectively Integrating Games in the Classroom, 2015

http://karlkapp.com/three-guidelines-for-effectively-integrating-games-in-the-classroom/

Edoo Initiative

• Edoo: what & why (www.edoo.si)

• Teachers...

• Students...

– as part of student projects

– developing educational games

• Edoo Initiative...

– coupling students with experienced school teachers


users of e-learning materials

have skills and motivation to create them

connects both parties in collaborative creation of e-learning materials

http://www.edoo.si/

Edoo Initiative

• Main goal: creating didactic applications

– of good quality

– that suit teachers‘ needs in class

– voluntary activity

• Increased involvement of teachers

– in process of developing e-learning applications

• framework for content

• Engaging a group of interested teachers

– to actively participate in development process

– providing ideas and relevant feedback


Edoo Examples: math

• Some examples of the developed games

– Pingoo: mathematical running contest

– Separator: sorting things

• find dividers of a number


http://www.edoo.si:8080/

http://edoo.si/gradiva2014/locevalnik/igra/

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Integrating Games in the Classroom · 19.5.2015 eTwinning Online Seminar ... –drive innovation ... Integrating Games in the Classroom 27 . What to consider