Trends in Technology: Gaming presentation

8/7/2019 Trends in Technology: Gaming presentation

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TRENDS AND ISSUES

IN INSTRUCTIONAL DESIGN

AND TECHNOLOGY

Gaming and learningGaming and learning

Martha RiceITED 501Instructional Technology Foundations

Texas A&M Texarkana


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Serious Gaming

includes educational video games,

simulations, and virtual worlds

presents real world problems is NOT simply drills or questions to answer

keeps with theories of Constructivism

creates intensive learning opportunities

bases learning on sound pedagogy


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Games help students learn to

link abstractions with concrete learning

make mental models

work together

make decisions and accept consequences

study smarter

strategize

solve problems

think critically

recognize patterns and visual cues


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Virtual Worlds and Simulations:

Expansive interactive environments andcomplex resources allow learners to makeand test hypotheses.

Simplified microcosm teaches learners aboutmore complex real world.

Learners can experience working as an expertin the field.

Learners can experiment, especially withwhat would be prohibitively expensive ordangerous in real life.

Not widely used in k-12 education yet.


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Creating Motivation

Digital natives like video games. Learning occurs in places where learners feel safe

and able to take risks. Serious games are engaging and interesting. Learners earn rewards for learning. Problems are hard enough to challenge, but easy

enough to conquer.

Players begin to feel ownership of their learning

through the game. Video games teach complex skills through

scaffolding process. Students can collaborate to solve challenges.


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Personalized learning

Serious games can inspire learners whentraditional classroom instruction fails.

Games can be adapted to appropriate skill andmastery levels; most games adapt themselvesaccording to player inputs.

Games reward players for what they do right,recognizing players strengths.

Games use multiple senses, learning methods.

Games are nonlinear so students can move fromone skill area to another, avoiding frustration.


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Risks and rewards

Video game players expect to fail before they

can succeed in mastering a task.

Serious games provide positive experiences

in failure, in contrast to negative feelings thatcome with failure in traditional face-to-face

education.

Because failure is acceptable in seriousgaming, serious gaming creates a risk-freeenvironment for students, and creates a

stronger learning experience.


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Reflection and Feedback

Video games provide learners with instant

feedback about their decisions and actions.

Serious games allow learners time to stop

and think about problems.

Serious games that build in reflection after

the task are actually more effective than

teacher-led feedback. Serious games encourage learners to think

about what they think they know.


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Proven results:

Military simulations: real expertise andfewer mistakes in reality

K-12 education: better standardized scores

Higher retention of active learning

Health care simulations: quality

professional development

Business: high-level training that can beaccessed anywhere, anytime


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Suggestions for k-12

Teachers should use serious gaming to tap intodigital learners natural interests, not dwell on19th century learning methodology.

Serious gaming is worth the time investment,and is not counter-productive to assessmentgoals.

Continued use of serious gaming across curriculahelps standardize terminology and educationalexperience and measuring students growth.

Curriculum modules should be created for usewith popular consumer games.


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ResourcesAn, Y.J., & Bonk, C.J. (2009, May/June). Finding that SPECIAL PLACE: designing digital game-based learning environments. Tech Trends,

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Driscoll,M.P. (2005). Psychology of learning for instruction. Boston: Pearson.

Federation ofAmerican Scientists. (2006). Summit on educational games: harnessing the power of video games for learning. Retrieved fromhttp://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf

Kelly, H. (2005). Games, cookies, and the future of education. Issues in Science and Technology, Retrieved fromhttp://www.fas.org/gamesummit/Resources/issues in SnT henry kelly.pdf

Kelton,A.J. (2008, September/October). Virtual Worlds? "Outlook Good". Educause, 43(5), Retrieved from www.educause.edu

Lamb,A., & Johnson, L. (2010). Beyond Googling:Applying Google Tools to Inquiry-based Learning. Teacher Librarian, 37(4), 83. Retrieved

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Mansour, S., & El-Said,M. (2009).Multi-Players Role- Playing Educational Serious Games: A Link between Fun and Learning. International

Journal of Learning, 15(11), 229-239. Retrieved from Education Research Complete database.

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Osterweil, S., Austin, A.C., Drzaic, K., & Roy, D. (2006). Unifying education and game in educational games. Comparitive Media Studies,

Massachusetts Institute of Technology, Cambridge, MA. Retrieved from

http://labyrinth.thinkport.org/www/library/papers/mit_june2006.pdf

Reese, D. (2007). First Steps and beyond: Serious Games as Preparation for Future Learning. Journal ofEducationalMultimedia and

Hypermedia, 16(3), 283-300. Retrieved from ERIC database.

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ776071&site=ehost-live

A review of recent games and simulation research. (2006). The Center For Technology In Education, Johns Hopkins, Columbia,MD. Retrievedfrom http://labyrinth.thinkport.org/www/library/papers/cte_november2006.pdf

Schollmeyer, J. (2006). Games get serious. Bulletin of the Atomic Scientists, 62(4), 34-39. Retrieved from Academic Search Complete

database. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21722477&site=ehost-live

Squire, K. (2008). Video Game-Based Learning: An Emerging Paradigm for Instruction. Performance Improvement Quarterly, 21(2), 7-36.

Retrieved from ERIC database. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ823843&site=ehost-live

Ulicsak,M., & Wright,M. (2010). Games in education: serious games. Bristol, Futurelab. Retrieved from http://www.futurelab.org.uk

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Trends in Technology: Gaming presentation