Susannah Emery - Curtain University

The multi-screen world; Is it time for the gamification of education?

Susannah Emery

Curtin University

AcknowledgementSome of the work reported in this publication was supported by funding from the Australian Government Cooperative Research Centres Program through the Cooperative Research Centre for Remote Economic Participation (CRC-REP). The views expressed herein do not necessarily represent the views of the

CRC REP or Ninti One Limited or its participants. Errors or omissions remain with the author.

I’d like to begin by acknowledging the traditional owners and custodians of

the land on which we meet today, the Wurundjeri people of the Kulin Nation.

I pay my respects to their Elders both past and present

Acknowledgement

Susannah Emery, Curtin University 2016

• Have you played a game in the past week?

• Have you played a game today?

Video Games in Australia

Source: Wikipedia: PlayStation 4, 2016

Source: Avadirect, 2016


Source: Nashville Chatter Class, 2016

Susannah Emery, Curtin University 2016 Source: Brand, 2015

Games for engagement

• “Games have a unique ability to engage players because they have the ability to keep a player at a ‘flow’ state, and thus ‘engaged, compelled, interested, involved’ in their activities.” (Velikovsky, 2014).

• “Games have been shown to utilise similar types of learning to existing educational approaches, which enhance many cognitive functions and generate responses in the brain associated with attention and learning” (Gee, 2003).




“[the game] was fairly long and challenging, even for an adult. Yet a four year old was willing to put in this time and face this challenge – and enjoy it, to boot..... wouldn’t it be great if kids were willing to put in this much time on task on such challenging material in school and enjoy it so much?’”(Gee, 2014).


Haasts Bluff,

Central Desert, NT

• Unique teaching environment

• The children decide if they want to attend school


Source: Jimmy Little Foundation, 2014



“The use of video games to increase engagement is particularly important for students who are not engaged in the traditional school setting, as these students often achieve significantly higher results when games are utilised as a part of their teaching, as well as gaining and retaining the attention of the students” (Squire, 2005).

Me and my Assistant Teacher, Benisa Naparulla Marks



• The Wii became a part of our classroom program

• Attendance became some of the best in the Central Desert area.

Source: Tomodachi Life, 2012

“This is the most fun I’ve ever had at school” – Rocky, Year 1 Student

• Turning engagement into teaching and learning practice

• Pedagogical theory and video games

“Researchers in 2013 found that 30 minutes of daily video game play led to increased brain plasticity along with additional development in areas crucial for spatial reasoning, strategic planning, working memory, and motor skills” (Kuhn et al, 2014).

Games for teaching

Source: Nintendo, 2013


Games and Pedagogy

• In order for a game to have educational value, it is not necessary for it to be designed purely for educational use (Becker, 2005).

• Many well designed commercial games display components that are supported by pedagogy including:

• Gee’s (2008) Situated Cognition



Games and Pedagogy

Situated Cognition

• Individuals learn through experiences that are situated in a relevant context which imbues these experiences with greater meaning.

• Games can provide an immersive context for this learning that is not bound by the traditional limits of the classroom.

Games and Pedagogy

Wii Bowling:

• Mathematics

• Health/PE

Other benefits:

• Fine & gross motor skills

• Peer skills

• Indoor physical activitySource: The Gadget, 2016



Games and Pedagogy

Source: ACARA (Mathematics), 2016 Source: ACARA (Health and PE), 2016)

Mathematics: •Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

•Subitise small collections of objects (ACMNA003)

•Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)

• Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

•Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

Some of the F/Y1 ACARA content descriptions that we explored by undertaking activities within the Wii Bowling section of the Wii Sports game.

Health and PE: Communicating and interacting for health and wellbeing•Practise personal and social skills to interact positively with others (ACPPS004)

Learning through movement•Cooperate with others when participating in physical activities (ACPMP012)

•Follow rules when participating in physical activities (ACPMP014)

Understanding movement•Identify and describe how their body moves in relation to effort, space, time, objects and people (ACPMP011)

Being healthy, safe and active•Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)

Learning through movement•Use strategies to work in group situations when participating in physical activities (ACPMP030)

Games and Assessment

Stealth Assessment

• Stealth assessment is a form of assessment that is embedded into video games in such a way that they are unobtrusive to the learner undertaking the assessment (Shute & Ventura, 2013).

• “We take it as normal and natural that I would study Algebra for 12 weeks and then take a test...But if someone finished Halo on hard, you wouldn’t offer them a halo test after they finished … because we trust the design of the game is so good that finishing it means you’ve mastered it, but we don’t trust the design of the Algebra.” (Gee, 2011)

Source: Microsoft Corporation, 2016



MMORPGs(Massively multiplayer online role playing games)

Source: MMOHuts, 2016 Source: Forbes, 2015



• Players are given written quest logs.

• Quests must be completed to XP to level up characters, obtain new items or unlock new quests.

• Shute and Ventura (2013) actually refer to players following these quest logs as an “authentic, situated assessment of reading comprehension”.




In order to satisfy this quest, I must:

1. Read the task I was given.

2. Comprehend what was asked of me

3. Utilise a world map to find the quest location, and travel there

4. Tackle obstacles along the way to the location

5. Carry out my assigned quest

6. Hand in my assigned questSource: Star Wars: The Old Republic, 2011


1. Read the task I was given

2. Comprehend what was asked of me

Source: Star Wars: The Old Republic, 2011


Games and Assessment3. Utilise a world map to find the quest location, and travel there




4. Tackle obstacles along the way to the location

- Need to map new path

- Need to make way through hostile territory




5. Carry out my assigned

quest




6. Hand in my assigned quest

• Take the information back to the person who gave me the task and accept rewards.

Source: Star Wars: The Old Republic, 2011Susannah Emery, Curtin University 2016


Quest Completed: XP++++!!!

• This quest assessed my reading comprehension abilities, my ability to navigate a world map and my skills interpreting and following a map key.

• Educators as ‘quest givers’

• Stealth assessment allows us to support student learning whilst removing or reducing test anxiety and pressure.


Games for the ACARA Classroom

Minecraft/MinecraftEDU

• Minecraft EDU includes additional features - ability for teachers to set in game assignments for their students. Easy tool to allow teachers to become ‘quest givers’.

• Age group: 5+

• Curriculum Areas: Various - recent lesson suggestions include mathematics, science, geography, history and English language.

• Where to find lesson plans/teaching ideas:http://services.minecraftedu.com/wiki/Teaching_with_MinecraftEdu

Source: Source: Minecraftboss, 2016. MCAW, 2013


http://services.minecraftedu.com/wiki/Teaching_with_MinecraftEdu

Games for the ACARA Classroom

Portal, Portal 2 and Portal 2 Education

• Requires the player to solve many puzzles using a device that can create inter-spatial portals.

•There is now a Portal 2 education version where feedback from teachers was added to the game.

•Allows educators the ability to set quests, add timers and add in game hints and instructions.

•Age group: 10+ (Portal 2)

•Curriculum Areas: Mathematics, Physics

•Where to find lesson plans/teaching ideas: Teach with Portals: www.teachwithportals.com

Source: Valve Corporation, 2016.


http://www.teachwithportals.com/

Games for Cross Cultural Learning

• Back to Haasts Bluff, Remote Central Desert

• Video game that could embed local teaching methods and educational values

• Explore ACARA content descriptors

• “Anangu have important stories for the children to learn: the dreaming, tjurkupa, the land, family connections, culture and other learning. This is our foundation. If we are going to teach this new curriculum we must build it on top of the foundation that is already there. When we bring these two together, we will make it easier for our children to learn” – Katrina Tjitayi(Osborne et al., 2013).



• Anangu storytelling intertwines identity, language, land and culture.

• ‘it’s different than sitting down and reading a book. But it’s all got real meaning’ (Hare, 2011).

• Pilkati Tina (a giant snake) who stole all the water.

• Narrative explores confidence/courage, strength, and spirit.

• These are ideals that are valued by Anangu(Osborne & Guenther, 2013).



• Stronger Together / NgananaTjungurringkulaNintirrintjakunana

• Embodied educational values of Anangu(identified by Benisa), and the ACARA curriculum as characters Kungka and Boyd.

Source: Stronger Together, 2015



Science UnderstandingFoundation: Biological sciences• Living things have basic needs, including food

and water (ACSSU002)

Foundation: Earth and space sciences• Daily and seasonal changes in our environment

affect everyday life (ACSSU004)

Year 1: Biological sciences• Living things have a variety of external features

(ACSSU017)• Living things live in different places where their

needs are met (ACSSU211)

Science as Human Endeavour: Use and influence of science• People use science in their daily lives, including

when caring for their environment and living things (ACSHE022)

ACARA Science Content Descriptors

Source: ACARA (Science), 2016



Storytelling as teaching method

Focus on values Identifiedby Benisa:

• Confidence/courage

• Strength and Spirit

• Consideration of Aboriginal and Torres Strait Islander Histories and Cultures ACARA Cross Curriculum Priority

Anangu educational Values

Source: ACARA (Cross Curriculum Priorities), 2016



Video games have great potential to:

• Engage students

• Embed ACARA and other curriculum outcomes

• Bridge the differences between cultural models

• Promote different ways of thinking about the world

Stronger Together works to promote and support a Two Way Learning approach

• Benefit both Indigenous and Non-Indigenous learners.


Stronger Together Nganana Tjungurringkula Nintirrintjakunana


www.youtube.com/watch?v=oaeODuPrAAQ

Play Trailer

Stronger Together Nganana Tjungurringkula Nintirrintjakunana


www.youtube.com/watch?v=oaeODuPrAAQ

Play Trailer

Thank you for listening!Questions/Comments?


References: Text

• ACARA (Health & PE) (Australian Curriculum, Assessment and Reporting Authority). (2016). Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1

• ACARA (Mathematics) (Australian Curriculum, Assessment and Reporting Authority). (2016). Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

• ACARA (Science) (Australian Curriculum, Assessment and Reporting Authority). (2016). Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1

• Becker, K. (2005). How are Games Educational? Learning Theories Embodied in Games. Conference proceedings of the 2005 DiGRA International Conference: Changing Views: Worlds in Play. Retrieved from http://www.digra.org/wp-content/uploads/digital-library/06278.23299.pdf

• Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.

• Gee, J. P. (2008). Game-like learning: An example of situated learning and implications for opportunity to learn. Assessment, equity, and opportunity to learn, 200-221.

• Gee, J. P. (2014). What video games have to teach us about learning and literacy. Macmillan.

• Gee, J. P. (Speaker). (2011, May 4). EdGamer Episode 10: Games and Learning with James Gee [Audio podcast]. Retrieved from http://edgamer.net/?p=2983

•

• Kühn, S., Gleich, T., Lorenz, R. C., Lindenberger, U., & Gallinat, J. (2014). Playing Super Mario induces structural brain plasticity: gray matter changes resulting from training with a commercial video game. Molecular psychiatry,19(2), 265-271.

• Shute, V., & Ventura, M. (2013). Stealth assessment: Measuring and supporting learning in video games. MIT Press.

• Squire, K.D. (2005). Changing the game: what happens when video games enter the classroom? Innovate: Journal of Online Education, 1.

• Velikovsky, J. T. (2014, December). Flow Theory, Evolution & Creativity: or,'Fun & Games'. In Proceedings of the 2014 Conference on Interactive Entertainment (pp. 1-10). ACM.


References: Images

• ACARA (Cross Curriculum Priorities) (Australian Curriculum, Assessment and Reporting Authority). (2016). Cross Curriculum Priorities. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/overview

• Avadirect. (2016). Avadirect custom computers. Retrieved from http://www.avadirect.com/custom-computer-liquid-cooled

• Brand, J. E., & Todhunter, S. (2015). Digital Australia 2016 (DA16).

• Forbes. (2015). World of Warcraft has lost 44% of its subscribers in six months, but that’s okay. Retrieved from http://www.forbes.com/sites/insertcoin/2015/08/05/world-of-warcraft-has-lost-44-of-its-subscribers-in-six-months-but-thats-okay/

• Jimmy Little Foundation. [ThumbsUp] (2014, May 21). HaastsBluff-On Our Way [Video file]. Retrieved from https://www.youtube.com/watch?v=mCECrPQepuU

• MCAW. (2013). Minecraft edu – Redstone for age range grade K-4. Retrieved from http://www.mcartsworkshop.com/Mcaw.aspx?f=238&d=1366

• Microsoft Corporation. (2014). Halowaypointstore. Retrieved from https://www.halowaypointstore.com/shop/srt/new

• MMOHuts. (2016). Star Wars: The Old Republic. Retrieved from http://mmohuts.com/game/star-wars-the-old-republic/

• Nashville Chatter Class. (2016). Windows Phone Pokemon Go Fans... Retrieved from http://www.nashvillechatterclass.com/windows-phone-pokemon-go-fans-forced-wait-niantic-blocks-pogo/11406/

• The Gadget. (2016). Learing Works for kids: Wii Sports Resort Bowling. Retrieved from http://learningworksforkids.com/playbooks/wii-sports-resort-bowling/

• Nintendo. (2013). Super Mario 3D World. Retrived from https://supermario3dworld.nintendo.com/

• Star Wars: The Old Republic [Computer software]. (2011) BioWare

• Tomodachi Life. (2012). Nintendo Wii. Retrieved from http://tomodachi.wikia.com/wiki/Nintendo_Wii

• Wikipedia: PlayStation4. (2016). Wikipedia PlayStation 4 page. Retrieved from https://en.wikipedia.org/wiki/PlayStation_4

• Minecraftboss. (2016). Play the best sandbox game ever. Retrieved from http://minecraftboss.com/

• Valve Corporation. (2016). Teach With Portals. Retrieved from http://www.teachwithportals.com/index.php/about
