ULearn 06 Workshop

Computer Games in Education

Trond Nilsen

Richard Green

Mick Grimley

Overview

• 10.30 – 10.50 - Introduction to Computer Games and Education

• 10.50 – 11.30 - Session 1 -Game genres and available tools for educators

• 11.30 – 11.45 Coffee Break• 11.45 – 12.15 Hands-on with games• 12.15 – 1.00 Session 2 – Game genres and

available tools for educators continued• 1.00 – 2.00 Lunch• 2.00 – 3.15 Session 3 - Building a game world• 3.15 – 3.30 Coffee Break• 3.30 – 4.00 Session 4 – Building a game world 2• 4.00 – 4.30 Final Discussion

Generation N or Net Generation

• Gaming is a way of life

• Last year video sales eclipsed the Hollywood box office gross

What is a Computer Game?

• It is a computerised model that we can interact with

• Games tend to be fun (not a chore)

• The main thing a game does is to teach us how to play it (this learning keeps players hooked)

• They tend to start of relatively simple and get more challenging (challenge:skill)

Games and Play

• From a very early age we learn from games and play from simulations (Playing mother, playing Dr) to drill and practice (colours, numbers, shapes)– We are engaged, attentive, enthusiastic

• But this is phased out in the early stages of education – We continue to play in our own time

• There becomes a rift between work and play• Games, Play, Computer Games

– dirty words in education and the classroom

Some Benefits of Digital Game Based Learning (DGBL)

• Engagement/motivation/persistence• Active and interactive (constructivist)• Instant feedback• Encourage participation (safe environment)• Require the player to make decisions and to work

towards a goal• Customized learning experiences to the individual• Usually involve a social network akin to an educational

community of practice• Promote long term memory and learning transfer • Students expect digital (Net N)

Who?

• Diverse learners – But all learners can reap the benefits

Issues

• A distraction from learning• Teacher/Educationalists attitudes• Violence• Practicalities

– Development of appropriate games– Curriculum content– Tools for teachers– Hardware

• Gender differences• Competition• Duration of play

Educational Integration

• Creating/building games

• Integration of commercial games into the curriculum

• Critiquing games

• Immersive multi-player virtual environments

Some Interactive Learning Techniques used in DGBL

• Practice and feedback – Drill style games, useful for learning facts

• Learning by doing – Many games inc exploration, discovery, problem solving

• Trial and error– players move forward until a mistake is made then start again

• Goal-oriented learning– Related to how to do something and motivates learners to

overcome failures

• Discovery and guided discovery– Associated with adventure games and involve problem solving

Some Interactive Learning Techniques used in DGBL 2

• Task based learning– Involves learners solving tasks or problems that build

on each other and increase in difficulty

• Question led learning– Usually connected with quiz games

• Role playing– Promotes reflection as these types of games usually

move a little slower

• Coaching– Assistance is provided to help solve problems and

move through the game

Some Interactive Learning Techniques used in DGBL 3

• Intelligent tutoring– Specific feedback can be given based on

student errors

• Mastery learning– Games can be built which rely on a player

reaching a certain competency level before being allowed to move on

• Constructivist learning– Most games build on constructivist techniques

Assessment

• Games were made to keep score– But beware of making them chores