ULearn 06 Workshop Computer Games in Education Trond Nilsen Richard Green Mick Grimley

Overview – Introduction to Computer Games and Education – Session 1 -Game genres and available tools for educators – Coffee Break – Hands-on with games – 1.00 Session 2 – Game genres and available tools for educators continued 1.00 – 2.00 Lunch 2.00 – 3.15 Session 3 - Building a game world 3.15 – 3.30 Coffee Break 3.30 – 4.00 Session 4 – Building a game world – 4.30 Final Discussion

Generation N or Net Generation Gaming is a way of life Last year video sales eclipsed the Hollywood box office gross

What is a Computer Game? It is a computerised model that we can interact with Games tend to be fun (not a chore) The main thing a game does is to teach us how to play it (this learning keeps players hooked) They tend to start of relatively simple and get more challenging (challenge:skill)

Games and Play From a very early age we learn from games and play from simulations (Playing mother, playing Dr) to drill and practice (colours, numbers, shapes) –We are engaged, attentive, enthusiastic But this is phased out in the early stages of education –We continue to play in our own time There becomes a rift between work and play Games, Play, Computer Games –dirty words in education and the classroom

Some Benefits of Digital Game Based Learning (DGBL) Engagement/motivation/persistence Active and interactive (constructivist) Instant feedback Encourage participation (safe environment) Require the player to make decisions and to work towards a goal Customized learning experiences to the individual Usually involve a social network akin to an educational community of practice Promote long term memory and learning transfer Students expect digital (Net N)

Who? Diverse learners –But all learners can reap the benefits

Issues A distraction from learning Teacher/Educationalists attitudes Violence Practicalities –Development of appropriate games –Curriculum content –Tools for teachers –Hardware Gender differences Competition Duration of play

Educational Integration Creating/building games Integration of commercial games into the curriculum Critiquing games Immersive multi-player virtual environments

Some Interactive Learning Techniques used in DGBL Practice and feedback –Drill style games, useful for learning facts Learning by doing –Many games inc exploration, discovery, problem solving Trial and error – players move forward until a mistake is made then start again Goal-oriented learning –Related to how to do something and motivates learners to overcome failures Discovery and guided discovery –Associated with adventure games and involve problem solving

Some Interactive Learning Techniques used in DGBL 2 Task based learning –Involves learners solving tasks or problems that build on each other and increase in difficulty Question led learning –Usually connected with quiz games Role playing –Promotes reflection as these types of games usually move a little slower Coaching –Assistance is provided to help solve problems and move through the game

Some Interactive Learning Techniques used in DGBL 3 Intelligent tutoring –Specific feedback can be given based on student errors Mastery learning –Games can be built which rely on a player reaching a certain competency level before being allowed to move on Constructivist learning –Most games build on constructivist techniques

Assessment Games were made to keep score –But beware of making them chores