1. Game, Gaming & Gamification’s value in Blending Learning Game n < a biteAK, BLA, SSAP, UWS

2. Game (noun) “a structured playing” undertaken for enjoyment or other motives  As early as 3,100 BC games are a universal part of human experience and present in all cultures.  Example of games? – too many to mention Daring games, Guessing games, Board games, Card games, Dice games, Role-playing games, strategy games, cooperative games, arcade games, computer games, console games, first person games, third person games, puzzles games, word games, … ancient Egypt board game

3. Gaming (verb) the activity of playing  Why do people play game?  Fun-creation  Fulfilment of human basic motivations  Why use game in learning?  Primarily to improve engagement but not the only reason  Educators wishing students to be motivated/engaged in learning as much as they are in gaming

4. Game & Gaming in Learning  Edutainment ↔ Serious Game continuum Charsky, D. (2010). "From Edutainment to Serious Games: A Change in the Use of Game Characteristics." Games and Culture 5(2): 177-198.  Game as a peripheral  Game as a product  Game as a concept or a play (*classification done for discussion purpose only it’s probably contested )

5. Game & Gaming in Learning (e.g.)  Game as a peripheral  Actually there is no game, but basic elements or mechanics of game (e.g. competition, goal, earning points, badges) setting are adopted into a learning activity  The learning and the game are two separate part, e.g. students earning points to complete an action, and the points counted towards a ladder board or badges  It’s not bad, it is just what it is, a peripheral

6. Game & Gaming in Learning (e.g.)  Game as a product  It’s a game, but it introduces and uses skills/concept to successfully play it, thus learning the play it will unavoidably learning the concept e.g. Cargo-Bot learning about programming logic, subroutines, recursive, etc  Thus the mechanics of the game incorporate skills/concept to be learnt (game built around the learning)

7. Game & Gaming in Learning (e.g.)  Game as a concept or a play  It’s a game, but it’s the playing which provoke critical genuine serious thoughts e.g. Geraci, R. M. and N. Recine (2014). "Enlightening the Galaxy: How Players Experience Political Philosophy in Star Wars: The Old Republic." Games and Culture 9(4): 255- 276. Socio-political landscapes, roles, conflicts, etc  Thus the environment allows rich exploration & reflection (learning extracted from playing)

8. Game & Gaming in Learning Challenges  Game as a peripheral  Designing meaningful motivator  Game as a ‘product’  Finding/producing the right game  Need re-enforcement to ensure learning is visible  Game as a ‘concept’ or gaming  Finding/designing the right play  Need learning-scaffold to ensure learning occurs  Gamification

9. Gamification  "Harnessing the power of play" mantra  Rest on assumption that everyone can and enjoy to play game (of any sort)  Extracting game mojo injecting it into non-game activity such as learning  Not just about points, badges, and ladder-board but drives to play (why) + game elements & mechanics (how) there are many frameworks out there attempting to frame gamification … not talking design atm  Strong emotion  Does not have to be high cost

10. one example of such framework not specific to learning activity

11. Game’s value in Blending Learning  Game is one of the tool in learning; we thus when we know what kind of learning we want, what problem solving to learn, then what tool to use (game is one of them)  In what situation game is useful for my blending?  What kind of game useful in units I’m working on?  What affordance that game provides to the learning activity in my unit?  What do I need to produce/acquire it?

12. Game’s value in Blending Learning  How about the use of Game in assessment?