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Presentation prepared for the PAGE conference, 4-14-11, in Harrisburg, PA
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Playing to Learn: Using Games and Simulations in the Classroom
PAGEThursday, April 14, 2011
Get your cell phones out for text polling
Andy PetroskiDirector of Learning TechnologiesAssistant Professor of Learning TechnologiesHarrisburg University
HarrisburgUniversity
LTMS
CAE<
BenefitsUses
TypesDefine
Games Simulations
“A structured activity in which two or more participants compete within constraints of rules to achieve an objective.”
“An operational model, using selected components, of a real or hypothetical process, mechanism or system.”
-ASTD
Games & Simulations
Problem-Based Learning
Activities
Serious Games
Immersive Learning Simulations
Learning Games
Mini-Games
Educational Games
Games Hybrid Simulations•Action•Fighting•Sports•3D shooter•Card or Board•Adventure
•Driving or Flying•Strategy Game•Role Playing•Multiplayer•Augmented Reality•Alternate Reality
•Branching Stories•Interactive Spreadsheets•Virtual Labs•Mini-games
Genres
Game Simulation
Games in Education
Games for Formative Assessment
Categories for LearningSimple
Serious
Software
Physical
Soft Skill
Cause/Effect
Game
Simulation
Games in Education
Students Games
EffectiveTeaching &
LearningStrategies
Improved Learning Outcomes21st Century Skills
Educators
Games in Education
Flow: The Psychology of Optimal ExperienceMihaly Csikszentmihalyi
Ch
alle
ng
e
Skill
Flow Channel
American Psychological Association
Examined 122 fifth-, sixth- and seventh-graders' problem-solving behavior while playing a video game.
Analyzed a random sample of nearly 2,000 discussion posts in November 2006 where participants talked about various game-related topics.
"These forums illustrate how sophisticated intellectual practices to improve game play mimic actual scientific reasoning," said Duncan. "Gamers are openly discussing their strategies and thinking, creating an environment in which informal scientific reasoning practices are being learned by playing these online video games."
Studies on the difference between simulations/games and conventional instruction in student performance
• 36 (56%) found no difference
• 22 (32%) found differences favoring simulations/games
• 5 (7%) favored simulations/games, but their controls were questionable
• 3 (5%) found differences favoring conventional instruction
Game Attributes & Learning
(a) contextual bridging, (b) high time-on-task,
(c) motivation and goal orientation, even after failure,
(d) providing learners with cues, hints and partial solutions to keep them progressing,
(e) personalization of learning, and
(f) infinite patience
Quest to LearnSupports a dynamic curriculum that uses the underlying design principles of games to create academically challenging, immersive, game-like learning experiences for students. Games and other forms of digital media also model the complexity and promise of “systems.” Understanding and accounting for this complexity is a fundamental literacy of the 21st century.
6th-12th grade school launched in fall 2009http://q2l.org/
June 16-17, 2011Harrisburg University
Games . Simulations . Virtual Worlds
www.leef2010.netKeynotes . Case Studies . High Tech Demos
Entry-Level Game Dev Tools
• Sploder• Kodu• Scratch
LTMS 603•Living Free Financial Management Game•Math Buddies•Entrepreneur Board Game•Super Stu and the Grammar Gremlin•Cultural Bias Awareness for Cultural Voices•Defeat Nardak: Network Password Rules Game•Roaming the Halls
Graduate Courses in Learning Technologies
Integrate technology to ENGAGE your students!
Classes offered at 6 locations!!!
www.HarrisburgU.edu/IULTCohortswww.edtechclinics.net
Andy PetroskiDirector of Learning TechnologiesAssistant Professor of Learning TechnologiesHarrisburg University
http://www.linkedin.com/pub/andy-petroski/
0/176/315
http://www.ning.com/andypetroski
http://learnev.blogspot.com/
apetroski
Playing to Learn: Using Games and Simulations in the Classroom
PAGEThursday, April 14, 2011
