Presentation from the SiS Catalyst and EUCU.NET Technucation conferernce at the University of Porto, 28th November to 1st December 2013. Workshop A - The Content.
1.To what extent do serious gamesfoster risk taking as an innovationskill?Helen Smith (PhD student-AIT)
2. Barriers to risk taking in theclassroom High stakes assessment and the fear offailure Time Resources Individual skills of the teacher Political rhetoric and controls overpedagogical practice 3. Can we create a learning environment. That is engaging? That engages young peoplein real world problems? That allows them to see thelinks between globalproblems and science andtechnology? That allows students to workcreatively andcollaboratively ? That allows them to freelytake risks? 4. Positive educational features of computer gamesMirror constructivist learning models that students:Face uncertainty as to outcome of the taskRecieve in time feedbackActively construct knowledgeCan work co-operativelyAre self-regulated learnersExperience situations within the games thatresemble real-life or authentic situations. 5. Some more positive educational features of computer gamesPlayers experience fun failure (McGonigal,2011) 6. Games engage the digital natives ofcontemporary society (Prensky,1996) 7. Games allow for a state of creative flow(Csikszentmihalyi, 2003) 8. Could serious games be evenbetter?14.01.138 9. Theories of persuasive design (Fogg,2002 and Bogost, 2007) suggest thatserious games are not value neutral andthat players are anchored in anideological position through a series ofprocessesDoes this lead to greater levels ofengagement than traditional educationalgames? 10. 14.01.13 10 11. 14.01.13 11 12. Many serious games model the Science-Technology-Society nexus typified bythe work of Carl Mitcham (1994, 2001)What are the implications ofclimate change?Scarce resources?What would be peoples livedexperiences?14.01.13c 12 13. 14.01.13 13 14. Games for Change and Gamesfor Good Increase capacity for social innovation? Collaboration beyond the game in socially innovative practices? Real engagement in issues around science14.01.13 & sustainability? 15 15. Engaged as bothcreators and playersof serious games? Are more motivatedYoung women by the social& Serious aspects of scienceGamingand technology? Increase in seriousgames that touchupon the social14.01.13position of women?16 16. I foresee games that fix our educationalsystems... I foresee games that raise ratesof democratic participation. I foreseegames that tackle global scale problemslike climate change and poverty. In short, Iforesee games that augment our mostessential human capabilities- to be happy,resilient, creative- and empower us tochange the world in meaningful waysJane McGonigal Why Games Make Us Betterand How They Can Change the World (2011 ) 14.01.1317 17. Why are some of our young people fearful of takingintellectual risks?*psychological disposition*a lack of cultural capital*the consequence of living in a risk averse cultureWhat might be the limitations of serious games?Could you apply the same principles of game basedlearning to a non virtual environment with the samedegree of success?What place can serious games have in the future ofeducating our young people?14.01.1318 18. Thank you for listeningHelen.Smith.firstname.lastname@example.org 19