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Trends in Technology: Gaming Presentation

This document discusses the use of serious games, simulations, and virtual worlds for educational purposes. It outlines several benefits such as allowing students to learn complex skills through experiential learning, providing personalized and adaptive learning experiences, and creating intrinsically motivating learning environments. Some examples given include using simulations for job training in fields like the military and healthcare. The document concludes by recommending that K-12 teachers integrate serious gaming into the curriculum to engage digital native students.

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Pewitt Junior High
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77 views11 pages

Trends in Technology: Gaming Presentation

This document discusses the use of serious games, simulations, and virtual worlds for educational purposes. It outlines several benefits such as allowing students to learn complex skills through experiential learning, providing personalized and adaptive learning experiences, and creating intrinsically motivating learning environments. Some examples given include using simulations for job training in fields like the military and healthcare. The document concludes by recommending that K-12 teachers integrate serious gaming into the curriculum to engage digital native students.

Uploaded by

Pewitt Junior High
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TRENDS AND ISSUES

IN INSTRUCTIONAL DESIGN
AND TECHNOLOGY

Gaming and learning


Martha Rice
ITED 501—Instructional Technology Foundations
Texas A&M Texarkana
Serious Gaming…

 includes educational video games,


simulations, and virtual worlds
 presents real world problems
 is NOT simply drills or questions to answer
 keeps with theories of Constructivism
 creates intensive learning opportunities
 bases learning on sound pedagogy
Games help students learn to…
• link abstractions with concrete learning
• make mental models
• work together
• make decisions and accept consequences
• study smarter
• strategize
• solve problems
• think critically
• recognize patterns and visual cues
Virtual Worlds and Simulations:
 Expansive interactive environments and
complex resources allow learners to make and
test hypotheses.
 Simplified microcosm teaches learners about
more complex real world.
 Learners can experience working as an expert
in the field.
 Learners can experiment, especially with
what would be prohibitively expensive or
dangerous in real life.
 Not widely used in k-12 education yet.
Creating Motivation
 Digital natives like video games.
 Learning occurs in places where learners feel safe and
able to take risks.
 Serious games are engaging and interesting.
 Learners earn rewards for learning.
 Problems are hard enough to challenge, but easy enough
to conquer.
 Players begin to feel ownership of their learning through
the game.
 Video games teach complex skills through scaffolding
process.
 Students can collaborate to solve challenges.
Personalized learning

 Serious games can inspire learners when


traditional classroom instruction fails.
 Games can be adapted to appropriate skill and
mastery levels; most games adapt themselves
according to player inputs.
 Games reward players for what they do right,
recognizing players’ strengths.
 Games use multiple senses, learning methods.
 Games are nonlinear so students can move from
one skill area to another, avoiding frustration.
Risks and rewards
 Video game players expect to fail before they
can succeed in mastering a task.
 Serious games provide positive experiences
in failure, in contrast to negative feelings that
come with failure in traditional face-to-face
education.
 Because failure is acceptable in serious
gaming, serious gaming creates a risk-free
environment for students, and creates a
stronger learning experience.
Reflection and Feedback
 Video games provide learners with instant
feedback about their decisions and actions.
 Serious games allow learners time to stop
and think about problems.
 Serious games that build in reflection after
the task are actually more effective than
teacher-led feedback.
 Serious games encourage learners to think
about what they think they know.
Proven results:
 Military simulations: real expertise and
fewer mistakes in reality
 K-12 education: better standardized scores
 Higher retention of active learning
 Health care simulations: quality
professional development
 Business: high-level training that can be
accessed anywhere, anytime
Suggestions for k-12
 Teachers should use serious gaming to tap into
digital learners’ natural interests, not dwell on 19th
century learning methodology.
 Serious gaming is worth the time investment, and
is not counter-productive to assessment goals.
 Continued use of serious gaming across curricula
helps standardize terminology and educational
experience and measuring students’ growth.
 Curriculum modules should be created for use
with popular consumer games.
Resources
An, Y.J., & Bonk, C.J. (2009, May/June). Finding that SPECIAL PLACE: designing digital game-based learning environments. Tech Trends, 53(3)
Driscoll, M.P. (2005). Psychology of learning for instruction. Boston: Pearson.
Federation of American Scientists. (2006). Summit on educational games: harnessing the power of video games for learning. Retrieved from
http://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
Kelly, H. (2005). Games, cookies, and the future of education. Issues in Science and Technology, Retrieved from
http://www.fas.org/gamesummit/Resources/issues in SnT henry kelly.pdf
Kelton, A.J. (2008, September/October). Virtual Worlds? "Outlook Good". Educause, 43(5), Retrieved from www.educause.edu
Lamb, A., & Johnson, L. (2010). Beyond Googling: Applying Google Tools to Inquiry-based Learning. Teacher Librarian, 37(4), 83. Retrieved
from MasterFILE Premier database. http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=50300803&site=ehost-live
Mansour, S., & El-Said, M. (2009). Multi-Players Role- Playing Educational Serious Games: A Link between Fun and Learning. International
Journal of Learning, 15(11), 229-239. Retrieved from Education Research Complete database.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=40825465&site=ehost-live
Osterweil, S., Austin, A.C., Drzaic, K., & Roy, D. (2006). Unifying education and game in educational games. Comparitive Media Studies,
Massachusetts Institute of Technology, Cambridge, MA. Retrieved from
http://labyrinth.thinkport.org/www/library/papers/mit_june2006.pdf
Reese, D. (2007). First Steps and beyond: Serious Games as Preparation for Future Learning. Journal of Educational Multimedia and
Hypermedia, 16(3), 283-300. Retrieved from ERIC database.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ776071&site=ehost-live
A review of recent games and simulation research. (2006). The Center For Technology In Education, Johns Hopkins, Columbia, MD. Retrieved
from http://labyrinth.thinkport.org/www/library/papers/cte_november2006.pdf
Schollmeyer, J. (2006). Games get serious. Bulletin of the Atomic Scientists, 62(4), 34-39. Retrieved from Academic Search Complete
database. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21722477&site=ehost-live
Squire, K. (2008). Video Game-Based Learning: An Emerging Paradigm for Instruction. Performance Improvement Quarterly, 21(2), 7-36.
Retrieved from ERIC database. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ823843&site=ehost-live
Ulicsak, M., & Wright, M. (2010). Games in education: serious games. Bristol, Futurelab. Retrieved from http://www.futurelab.org.uk

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