Foundation for problem-based gaming Adviser: Ming-Puu Chen Adviser: Ming-Puu Chen Presenter: Li-Chun Wang Presenter: Li-Chun Wang Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3),

2 Supplement 1: The Model of Game- Based Learning (Pivec, 2007) Garris (2002): Game cycle and the achievement of the Garris (2002): Game cycle and the achievement of the learning outcomes. learning outcomes. The corresponds of Kolb, Rubin and Garris:The corresponds of Kolb, Rubin and Garris: - doing, reflecting, understanding, and applying process of study in a game.

3 Supplement 2: Learning Game Classification (Dondi & Moretti, 2007) Prensky (2001): The content perspective Prensky (2001): The content perspective Pivec et al (2004): The taxonomy perspective Pivec et al (2004): The taxonomy perspective

4 Abstract Educational games may offer a viable strategy for developing students’ problem-solving skills.Educational games may offer a viable strategy for developing students’ problem-solving skills. The aim of this researchThe aim of this research –To develop an empirically allocated model about problem-based gaming –That can be utilised to design pedagogically meaningful games The proposed model was evaluated through a business simulation game.The proposed model was evaluated through a business simulation game. The interviews indicated that the most important characteristics of effective educational gamesThe interviews indicated that the most important characteristics of effective educational games –Authenticity, –Collaboration –Learning by doing

5 Introduction Games are primarily used as tools for supporting the practice of factual information in education (Kiili, 2005a).Games are primarily used as tools for supporting the practice of factual information in education (Kiili, 2005a). The educational technology lacks research how to design game environment (Kiili, 2005a)The educational technology lacks research how to design game environment (Kiili, 2005a) –Foster knowledge construction –Deepen understanding –Problem solving Quinn (1994) the pioneersQuinn (1994) the pioneers –who tried to form a methodology for designing educational computer games. –Fail to integration of the pedagogy and the game design aspects

6 Introduction The experiential gaming model is founded on the principles of experiential learning and constructivism does not provide a clear account forThe experiential gaming model is founded on the principles of experiential learning and constructivism does not provide a clear account for –Reflective thinking –As the key factor in problem-based learning The model about problem-based gamingThe model about problem-based gaming –Provide for game developers to design pedagogically meaningful games –Increase the understanding of educators about the factors of effective educational gaming is presented.

7 Problem-based Gaming Model PBG = PBL + Game + Experiential Learning Theory + Situated LearningPBG = PBL + Game + Experiential Learning Theory + Situated Learning –Authentic learning tasks –Experiential learning –Collaboration PBL:PBL: –Student-centered learning –The learning that results from the process of working towards the understanding and resolution of a problem. –The principles - contextuality, collaboration and experientialism Game:Game: –Creatively test hypotheses –Reflect on outcomes Situated LearningSituated Learning –Context-dependent activity

8 Problem-based Gaming Model Figure1: Problem-based gaming model describes the learning process with games -Prior Knowledge -Form and appropriate playing strategy to solve the problem - Test the strategy and hypotheses - Observes the consequences of actions - Recapture their experience - Think about it - Mull it over and evaluate - Feedback: game provides - Reflective thinking - Knowledge construction by focusing players’ attention to relevant information

9 Supplement 3: Evaluations of an Experiential Gaming Model (Kiili, 2006) Kiili (2006): GameFlow QuestionnaireKiili (2006): GameFlow Questionnaire