A Guide to Integrating COTS A Guide to Integrating COTS Games into Your ClassroomGames into Your Classroom

Richard Van EckUniversity of North Dakota

UAA EDAE 637 UAA EDAE 637 Design of eLearningDesign of eLearning

Craig Kasemodel2 March 2009

Handbook of Research on Handbook of Research on Effective Electronic Gaming in Effective Electronic Gaming in EducationEducation

Van Eck, R. (2009). A guide to integrating COTS games in your classroom. In R. Van Eck, R. (2009). A guide to integrating COTS games in your classroom. In R. Ferdig (Ed.), Handbook of research on effective electronic gaming in Ferdig (Ed.), Handbook of research on effective electronic gaming in education (1education (1stst ed., pp 179-199). Hershey, Pa.: Information Science ed., pp 179-199). Hershey, Pa.: Information Science Reference.Reference.

Theoretical Foundations for Designing Theoretical Foundations for Designing Commercial Off-the-Shelf (COTS) Commercial Off-the-Shelf (COTS)

Game-Based Learning (GBL) Game-Based Learning (GBL)

Situated Learning and CognitionSituated Learning and Cognition

• Knowledge and transfer are tied to context and domain

• Learning is effective when embedded in a meaningful context

• Instructional events and content must be subservient to the game world

Intrinsic MotivationIntrinsic Motivation• “learning that occurs in a situation in the most

narrowly defined activity from which the learning occurs would be done without any external reward or punishment” (Malone & Lepper, 1987, p. 229 in Van Eck, 2009, p. 182.)

• Challenge• Curiosity• Control• Fantasy (Endogenous Fantasy)

Objectives and AssessmentObjectives and Assessment

• Communicate to learners to support metacognitive processes and activate/establish relevant schemas (memory units)

• Indirect communication of objectives is the most common method of establishing objectives in a game

• Assessment should parallel your objectives

What does this mean for COTS GBL?What does this mean for COTS GBL?

• Design learning activities, objectives, and assessments with the same principles and narrative context of the game

• Practice = effective instruction builds opportunities for application of what is being learned, accompanied by feedback, to help the learner monitor their own learning

• Problem-Based Learning – a continual process

The NTeQ ModelThe NTeQ ModeliNtegrating Technology through iNtegrating Technology through

inQuiryinQuiry

The NTeQ Model The NTeQ Model Foundation #1Foundation #1

• Instructor is…– Technologically

Competent– Instructional Designer– Manager– Facilitator

The NTeQ Model The NTeQ Model Foundation #2Foundation #2

• The Student …– Engages in the learning

process– Assumes the role of the

researcher– Becomes technologically

competent

The NTeQ Model The NTeQ Model Foundation #3Foundation #3

• The computer is …– used as a tool, as in the

workplace, to enhance learning through the use of real-world data to solve problems

The NTeQ Model The NTeQ Model Foundation #4Foundation #4

• The Lesson is …– Student-Centered– Problem based– Technology based– Authentic

The NTeQ Model The NTeQ Model Foundation #5Foundation #5

• The Environment …– Incorporates multiple

resource-rich activities

Putting Theory into PracticePutting Theory into Practice

• Know your Audience• Know your Environment• Find a Game• Evaluate the Game• Design the Lessons• Documentation• Implementation• Evaluation

Effective Electronic Gaming in Effective Electronic Gaming in EducationEducation

Gaming BenefitsGaming Benefits• Teachers:

– Re-engage the disengaged and challenge the talented: flexible tool to reach all abilities

– Focused on the metacognitive processes which encourage learners to think about the learning process

• Pupils: – Speaks a familiar language in today's media-savvy society – Able to learn at their own pace while the games adapt to their needs and

abilities – Reduces social barriers and encourages participation

• Parents: – Provide a mechanism to collaborate and communicate – Provides a safe environment for experimentation and experience

Additional ResourcesAdditional Resources

• http://idt.und.edu/gbl• http://brainmeld.org• http://nteq.com

Second Life!Second Life!

ReferencesReferences• Van Eck, R. (2009). A guide to integrating COTS games in your classroom. In R. Van Eck, R. (2009). A guide to integrating COTS games in your classroom. In R.

Ferdig (Ed.), Handbook of research on effective electronic gaming in Ferdig (Ed.), Handbook of research on effective electronic gaming in education (1education (1stst ed., pp 179-199). Hershey, Pa.: Information Science Reference.ed., pp 179-199). Hershey, Pa.: Information Science Reference.

• http://www.gamespot.com• http://www.ign.com• http://www.easports.com• http://www.atari.com• http://www.microsoft.com• http://www.2kgames.com/• http://www.tpld.net/