Game-based learning in virtual worlds: benefits and challenges Dr Nicola Whitton Education and Social Research Institute Manchester Metropolitan University.

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Presentation transcript:

Game-based learning in virtual worlds: benefits and challenges Dr Nicola Whitton Education and Social Research Institute Manchester Metropolitan University

Overview ► What is Game-Based Learning? ► Pedagogic benefits ► Types of Game-Based virtual world ► Practicalities ► Some research ► Challenges

What is game-based learning? ► Competition or challenge ► Goal, rules and outcome ► Interactive environment to be explored ► Safe environment – limited consequences in the real world ► Single or multi-player

Pedagogic benefits ► Motivation and engagement ► Collaborative learning ► Experiential and active learning ► Problem-based learning ► Authentic activities

Dimensions of virtual gaming worlds ► Number of players  single to multi-player to massively multiplayer ► Fidelity of environment  textual to graphical to immersive ► Genre  role play, simulation, adventure, puzzle, strategy ► Medium  computer, mobile device, real world

Some examples ► Recruitment

Curious?

Some examples ► Recruitment ► Induction

Alternate Reality

Some examples ► Recruitment ► Induction ► Collaborative skills

MMORGS

Some examples ► Recruitment ► Induction ► Collaborative skills ► Creative skills

Digital narrative

Some examples ► Recruitment ► Induction ► Collaborative skills ► Creative skills ► Content

Civilization

Marketplace

Practicalities of learning in gaming environments ► Match with curriculum – gaming outcomes and learning outcomes ► Time available, location, resources ► Associated activities, briefing, debriefing – learning package ► Building in reflection and collaboration

Development options ► Use entertainment games ► Modify entertainment games ► Use virtual worlds ► Use educational games ► Create games ► Students create games

Comparative experiment ► Two games with same Learning outcomes  One based on traditional f-2-f activity  One in immersive environment

Time Capsule

Pharaoh’s Tomb

Comparative experiment ► Two games with same Learning outcomes  One based on traditional f-2-f activity  One in immersive environment ► Comparative groups tested for engagement and learning  No significant difference overall but significantly less control in immersive environment

Challenges ► Development time / expertise ► Cost ► Novelty effect ► Exclusion ► Learning to play the game ► Assessment ► Need for more robust studies