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research publications on game making for learning*(excluding higher ed. computer science & professional training)
* jeff rey ea rp – i td -cnr ( i n p ress )N o n - d i g i t a l g a m e m a k i n g
11 - 1419 - 22
23+
?
school age15 -18
5 - 10non specifi c
Who?target population age in game making research*
* jeff rey ea rp – i td -cnr ( i n p ress )
co l l abora t ion
soc ia l i s sues
crea t i v i ty
computa t i ona lth ink ing
o ther l ea rn ingat t r i bu tes
curr i cu lum
cod ing
l i te rac ies & sk i l l s se ts
inc lus ion
pedagogy
other techno logy
* jeff rey ea rp – i td -cnr ( i n p ress )
Why?specifi c themes in game making research*
pro ject re s u l t s & outputs - htt p://ti nyur l . com/mag ica ldoor
2013-2014
primary schools & SEN centres
BE, FI, GR, IT, UK
37 classroom experiences
600 students and teachers
150 classroom hours
a full cycle of team-based game design and production, peer play-testing, peer review, feedback appraisal, game versioning & publication
I learnt how games are made … a whole new experience.
(The good thing was) working together because I wouldn’t have managed on my own.
Following my classmates’ suggestions for modifying my game made me feel like a real game inventor.
I’ve added Game Designer to the jobs I’d like to do when I grow up.
Motivation & engagement
collaboration
critical thinking & problem solving
learner self-regulation & autonomy
http://amc.pori.tut.fi/game-building-tools
MAGICAL Community Library
of Digital Game Making
Environments for Learning
blurred lines & new opportunities
fast prototyping
collaborative design & development
systematic user engagement in design
enhanced play testing
marketplace access
recruitment
users in the design process
user centred design
informant design
participatory design
co-design
user driven design