GAMES-TO-TEACH PROJECT Fall 2002

1. GAMES-TO-TEACH PROJECTFall 2002

2. Background / historical context Design Research Activities Design commitments 10 Conceptual frameworks Themes Next steps / invitation for participation The games-to-teach process arises in an historical context. The games-to-teach process arises in an historical context.

3. Background / historical context Research Design commitments Conceptual frameworks Next steps / invitation for participation The games-to-teach process arises in an historical context. The games-to-teach process arises in an historical context.

4. Educational games in context Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games

5. Bell Labs Science Films Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games

6. While the gaming industry has long sought the "sweet spot" in what looks like a potentially vast educational market, they have largely focused on early childhood (Reader Rabbit, The Magic School Bus, Math Blaster, States and Traits). In this space, we�ve seen that the most successful games have been entertainment titles that teachers have repurposed for educational uses --slide showing icons or images from these games.While the gaming industry has long sought the "sweet spot" in what looks like a potentially vast educational market, they have largely focused on early childhood (Reader Rabbit, The Magic School Bus, Math Blaster, States and Traits). In this space, we�ve seen that the most successful games have been entertainment titles that teachers have repurposed for educational uses --slide showing icons or images from these games.

7. Indeed, an entire generation of students is coming of age that grew up learning about systems dynamics through Sim City, which was patterned on MIT professor Jay Forrestor�s work on complex systems, Sid Meier�s Civilization series which explores relationships between geography, economics, policy, and the growth of civilizations, or Railroad Tycoon, which includes not only factually accurate data culled from Hisotry books and GIS maps, but a robust stock market simulator underneath its hood. Still, these games are developed for entertainment purposes and overlook important areas that one would want to cover in academic settings. As urban planner Kenneth Kolson has pointed out, where is the race in Sim City? As I�ve suggested, where is the slavery in Civilization? Where are the indentured servants in Railroad Tycoon? By and large, these games have chosen to highlight the fantastical elements of urban planning(?) or the growth of civilizations while glossing over politically tricky subjects. Further, these games are designed to be used in commercial settings � a game like civilization might take 15 hours to learn to play, making it relatively unfeasible in many classroom settings. At the same time, learning scientists have learned a lot over the past 15 years about how to build effective learning tools and learning environments. We know how to build scaffolding tools in our applications, how to incorporate assessment tools into software, or how to promote collaboration between students, which is a powerful predictor of learning. Some of the most successful game franchises�Civilization, Simcity, Railroad Tycoon�have demonstrated how games can model complex social, scientific and economic processes. Most successful games actually introduced as entertainment games first. Historically, edutainment has gotten a bad name�but aren�t many of the top selling games at their heart educational? But there has been no sustained exploration of how to create more sophisticated educational experiences for late adolescents, the core game market. Indeed, an entire generation of students is coming of age that grew up learning about systems dynamics through Sim City, which was patterned on MIT professor Jay Forrestor�s work on complex systems, Sid Meier�s Civilization series which explores relationships between geography, economics, policy, and the growth of civilizations, or Railroad Tycoon, which includes not only factually accurate data culled from Hisotry books and GIS maps, but a robust stock market simulator underneath its hood. Still, these games are developed for entertainment purposes and overlook important areas that one would want to cover in academic settings. As urban planner Kenneth Kolson has pointed out, where is the race in Sim City? As I�ve suggested, where is the slavery in Civilization? Where are the indentured servants in Railroad Tycoon? By and large, these games have chosen to highlight the fantastical elements of urban planning(?) or the growth of civilizations while glossing over politically tricky subjects. Further, these games are designed to be used in commercial settings � a game like civilization might take 15 hours to learn to play, making it relatively unfeasible in many classroom settings. At the same time, learning scientists have learned a lot over the past 15 years about how to build effective learning tools and learning environments. We know how to build scaffolding tools in our applications, how to incorporate assessment tools into software, or how to promote collaboration between students, which is a powerful predictor of learning. Some of the most successful game franchises�Civilization, Simcity, Railroad Tycoon�have demonstrated how games can model complex social, scientific and economic processes. Most successful games actually introduced as entertainment games first. Historically, edutainment has gotten a bad name�but aren�t many of the top selling games at their heart educational? But there has been no sustained exploration of how to create more sophisticated educational experiences for late adolescents, the core game market.

8. Contemporary Pedagogy + State-of-the-Art Gaming = Next Generation Educational Media The goal behind the games to teach project is to take what we�ve learned about effective learning technologies and integrate it with understandings with the emerging discipline of gaming studies to create next generational media. We hope that this media will excite students, provoke them to think about material more deeply. Imagine using the The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The goal behind the games to teach project is to take what we�ve learned about effective learning technologies and integrate it with understandings with the emerging discipline of gaming studies to create next generational media. We hope that this media will excite students, provoke them to think about material more deeply. Imagine using the The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

9. Games-to-Teach Over the past year, the Games to Teach Project, a research collaboration between Microsoft Research and the MIT Comparative Media Studies Program, has conducted a series of elaborate "thought experiments," developing conceptual frameworks exploring different models for how games might enrich the instruction of science, engineering and math at the advanced placement high school and early college levels. different game genres, different content areas, different pedagogical approaches, different delivery mechanisms. Over the past year, the Games to Teach Project, a research collaboration between Microsoft Research and the MIT Comparative Media Studies Program, has conducted a series of elaborate "thought experiments," developing conceptual frameworks exploring different models for how games might enrich the instruction of science, engineering and math at the advanced placement high school and early college levels. different game genres, different content areas, different pedagogical approaches, different delivery mechanisms.

10. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers.

11. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers.

12. Educational games don�t work (Clegg, 1991; Downey & Levstick, 1973; Ehman & Glenn, 1991; Gredler, 1996) Lacking a coherent theoretical framework (Gredler, 1996) Instructional context more important than media (Clark, 1983; White & Frederickson, 1998) The historical research on gaming has been �spotty at best�. The historical research on gaming has been �spotty at best�.

13. Produce increased motivation (Cordova & Lepper, 1997; Malone, 1985) Effective within inquiry framework (Clark, 1983; White & Frederickson, 1998) Social interactions produce learning (Johnson & Johnson, 1985) Large disconnect between �state-of-the-art� and educational games (Squire, 2002) �Emerging pedagogies� (Squire & Reigeluth, 1999) Problem Based Learning (Barrows et al, 1999) Anchored Instruction (Bransford et al, 1992) Goal-Based Scenarios (Schank, 1996) Case-Based Reasoning The historical research on gaming has been �spotty at best�. The historical research on gaming has been �spotty at best�.

14. � Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. � Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

15. Educational Researchers Howard Gardner, Mitchell Resnick, Chris Dede, Steven Pinker Media theorists Henry Jenkins, Justine Cassell, Nick Montfort Teachers & MIT Faculty Bonnie Bracey (K-12), Woodie Flowers (MIT), John Belcher (MIT), Tom Keating (San Francisco Exploratorium) Students MIT, Boston Gibbs, UMass, Central Florida Survey 653 MIT students The historical research on gaming has been �spotty at best�. The historical research on gaming has been �spotty at best�.

16. MIT Student Survey Survey of MIT undergraduate student body 653/4000 Respondents MIT students grew up with games All respondents played a computer or video game; 88% before age 10 Most MIT students are frequent game players 60% spend more than an hour / week playing games (compared to 33% for television, 57% reading) 30% of respondents students play online games > 1 hour / week Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

17. MIT Student Survey 555 respondents listed at least 1 favorite game. Final Fantasy series (I-VIII) 55 Starcraft 46 Civiliation I/ II 29 Zelda 24 Tetris 22 Quake 21 33 Mario Franchises: Super Mario Brothers; Mario Kart Unreal Tournmanet 12 Snood 12 Madden Sports 8 The Sims 6 Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

18. Game Designers Bryan Sullivan (Ironlore / Age of Empires), Doug Church (ION Storm / Thief, Deus Ex), Eric Zimmerman (gamelab / Sissyfight 2000 / Lego Junkbot), Brenda Laurel (Purple Moon / Rocket�s adventures), Chris Weaver (Bethesda / Morrowind), Alex Rigopulous (Harmonix / Frequency) Kent Quirk (Cognitoy / Mind Rover), Matt Ford (Microsoft / Asheron�s Call), Steve Meretzky (Infocom / Hitchhiker�s Guide), Ben Sawyer (Digimill / Virtual U) Brian Moriarty (Infocom / Loom) The historical research on gaming has been �spotty at best�. The historical research on gaming has been �spotty at best�.

19. Appeal to broad audiences Women in lead design roles Gender inclusive game designs Leverage existing genres Grounded in existing learning sciences research Provide �transgressive play� Address misconceptions �Induce� contextuality Designing for sociability (Preece, 1999) Recognizing Instructional Context Assessments Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers.

21. In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat. The player must learn to �read� the body�s defenses, deciphering between antibodies and white blood cells, using the body�s responses to gauge how close the player is to getting �caught�. In this respect, the game play resembles grand theft auto, a little, in that the player is orchstrating an elaborate chase game. Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat. The player must learn to �read� the body�s defenses, deciphering between antibodies and white blood cells, using the body�s responses to gauge how close the player is to getting �caught�. In this respect, the game play resembles grand theft auto, a little, in that the player is orchstrating an elaborate chase game. Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.

22. In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.

23. Games can adjust to the skills of their players, allowing the same product to meet the needs of a novice and a more advanced student. And games can enable alternative learning styles: for example, arts students might better grasp basic physics and engineering principles in the context of an architectural design program. Games can adjust to the skills of their players, allowing the same product to meet the needs of a novice and a more advanced student. And games can enable alternative learning styles: for example, arts students might better grasp basic physics and engineering principles in the context of an architectural design program.





29. Cuckoo Time! Games may also enable teachers to observe their student's problem-solving strategies in action and to assess their performance against authentic and emotionally compelling problems. Teachers may stage a particularly difficult level during a lecture, comparing notes on possible solutions. A wacky cuckoo-clock world of gears, pulleys and levers may be a more compelling way than chalk on the blackboard to demonstrate the principles of Newtonian physics. It isn't just that games can help you do better on the test; games could become the test. Show Cuckoo Time images. Games may also enable teachers to observe their student's problem-solving strategies in action and to assess their performance against authentic and emotionally compelling problems. Teachers may stage a particularly difficult level during a lecture, comparing notes on possible solutions. A wacky cuckoo-clock world of gears, pulleys and levers may be a more compelling way than chalk on the blackboard to demonstrate the principles of Newtonian physics. It isn't just that games can help you do better on the test; games could become the test. Show Cuckoo Time images.

30. Cuckoo Time! Research on learning in introductory Physics suggests that students have an intuitive sense of much of mechanics � but quickly run into troubles when you start manipulating variables. What is the affect of different mass on a pendellum? How big of gear ratios do you need to generate a given force? In Cuckoo Time, players use power-ups and special items like bratwursts, beer, or lederhosen to adjust their velocity, mass, or friction. Show Cuckoo Time images.Research on learning in introductory Physics suggests that students have an intuitive sense of much of mechanics � but quickly run into troubles when you start manipulating variables. What is the affect of different mass on a pendellum? How big of gear ratios do you need to generate a given force? In Cuckoo Time, players use power-ups and special items like bratwursts, beer, or lederhosen to adjust their velocity, mass, or friction. Show Cuckoo Time images.



33. BiohazardBiology through Pathology Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions. Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions.

34. BiohazardGoal-Based Scenarios Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions. Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions.

36. BiohazardSimulated RPGs Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions. Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions.

37. HEPHAESTUSMassively Multiplayer Researchers have found that peer-to-peer teaching reinforces mastery. Educators around the world have recognized the value of competitions where students design and build their own robots and pit them against each other to navigate through obstacle courses. A computer simulation of such a competition can enable more rapid prototyping and further refinement and may expand the total number of students who can share such an experience. Show footage from Hephesteus preview, including stuff from Woody Flowers.Researchers have found that peer-to-peer teaching reinforces mastery. Educators around the world have recognized the value of competitions where students design and build their own robots and pit them against each other to navigate through obstacle courses. A computer simulation of such a competition can enable more rapid prototyping and further refinement and may expand the total number of students who can share such an experience. Show footage from Hephesteus preview, including stuff from Woody Flowers.




41. Handhelds are cheap, powerful, easy to use, and easy to store What to do with them? Lend themselves to gaming and interactive narrative Lack of demonstrated gaming models (US) As we think about games, we need to think not simply about something played out in front of your computer but also something which can be played out in real world space. the rise of mobile games, lead into a discussion of the handheld game. show image illustrating Environmental Detectives. Participatory design -- the prospect of developing your own levels, artifacts, etc. Sharable media -- build analogy to the Sims phenomenon. Make links to Randy's friggin' mandala.As we think about games, we need to think not simply about something played out in front of your computer but also something which can be played out in real world space. the rise of mobile games, lead into a discussion of the handheld game. show image illustrating Environmental Detectives. Participatory design -- the prospect of developing your own levels, artifacts, etc. Sharable media -- build analogy to the Sims phenomenon. Make links to Randy's friggin' mandala.

42. Environmental Disaster Interact with chemical simulation Meet virtual characters Share information with peers Write report Devise treatment plan As we think about games, we need to think not simply about something played out in front of your computer but also something which can be played out in real world space. the rise of mobile games, lead into a discussion of the handheld game. show image illustrating Environmental Detectives. Participatory design -- the prospect of developing your own levels, artifacts, etc. Sharable media -- build analogy to the Sims phenomenon. Make links to Randy's friggin' mandala.As we think about games, we need to think not simply about something played out in front of your computer but also something which can be played out in real world space. the rise of mobile games, lead into a discussion of the handheld game. show image illustrating Environmental Detectives. Participatory design -- the prospect of developing your own levels, artifacts, etc. Sharable media -- build analogy to the Sims phenomenon. Make links to Randy's friggin' mandala.

43. Augmented realities As we think about games, we need to think not simply about something played out in front of your computer but also something which can be played out in real world space. the rise of mobile games, lead into a discussion of the handheld game. show image illustrating Environmental Detectives. Participatory design -- the prospect of developing your own levels, artifacts, etc. Sharable media -- build analogy to the Sims phenomenon. Make links to Randy's friggin' mandala.As we think about games, we need to think not simply about something played out in front of your computer but also something which can be played out in real world space. the rise of mobile games, lead into a discussion of the handheld game. show image illustrating Environmental Detectives. Participatory design -- the prospect of developing your own levels, artifacts, etc. Sharable media -- build analogy to the Sims phenomenon. Make links to Randy's friggin' mandala.

44. Ad Lib about my own limited engagement with science yet my fascination with science fiction. Many of us who glaze over when confronted with equations on a blackboard find we can learn science better when it builds upon our intuitive understandings and direct observations, yet many important aspects of the physical world cannot be directly experienced. The operations of electromagnetism, for example, are often counter-intuitive, yet one can imagine a game where users would develop and test more sophisticated mental models by trying to complete tasks in a space buffeted by complex magnetic flows. Ad Lib about my own limited engagement with science yet my fascination with science fiction. Many of us who glaze over when confronted with equations on a blackboard find we can learn science better when it builds upon our intuitive understandings and direct observations, yet many important aspects of the physical world cannot be directly experienced. The operations of electromagnetism, for example, are often counter-intuitive, yet one can imagine a game where users would develop and test more sophisticated mental models by trying to complete tasks in a space buffeted by complex magnetic flows.

46. Social Contexts If learning is participation� What is legitimate participation in social practices Simulations vs. reality Social interactions Explaining strategies Teacher�s �just-in-time� lectures Collaborative communities of practice Online communities Sharing strategies (ala The Sims) Using Games to �induce� complex problem solving Role Playing Microworlds Strategy / Resource Management Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

47. Contested spaces Leveraging contests in content Power � ups Ways of making students choose Ways of manipulating variables Character development � choosing skills / items Creating emotional investment Inducing creative thinking Differentiated Roles The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

48. Internal Development Supercharged! (Electromagnetism) Environmental Detectives (Environmental Studies) Replicate! (Biology & Virology) Developing with partners - Biohazard (Emergency Response workers) New content partners Royal Shakespeare Company Colonial Williamsburg The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

49. Building a network of teachers, researchers and developers� http://cms.mit.edu/games/education/ ksquire@mit.edu The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

51. Communities show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.

52. Communities show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.

53. Join Us! Prototypes 1-10 on the web Designs, pedagogy, technical notes, art Documentation and media http://cms.mit.edu/games/education/ Kurt Squire ksquire@mit.edu

55. Demo Game

56. Cognitive Challenges Principles counter-intuitive No first-hand experience of phenomena Routinized knowledge of procedures Ability to think with tools, resources Ability to participate in scientific practices (inquiry, modeling, explanation)

57. Robust qualitative understandings Experts use laws to identify problem types Deep understanding of core relationships Ability to visualize abstract concepts Can use knowledge to solve everyday problems

58. Broader Challenges Functional use value � �Why learn this?� Developing interest in science Identity of �Self as scientist� Science as �memorization of immutable facts.�

59. Why Supercharged? Robust, real time, interactivity Depict abstract relationships in 3D E&M laws as basis for flying / driving game Familiar gaming genres and science fiction Challenges to Supercharged Qualitative, not quantitative interactions Constrained to computer Getting learners involved in hard thinking & creating

60. Pocket PC GPS / Wireless / Location � based gaming Multiplayer real time role playing game Observing, testing, analyzing, predicting Implementation Contexts Edgerton Center Terrascope Project MIT Classrooms Cambridge Schools

61.

62.

63.

64. Game Data Levels completed, time per - problem, solution paths Observations Notes & Video-taped Pre & Post - tests Content �Interviews� Written tests & Surveys Dynamic tasks (zero, near, & far transfer) Interviews with Instructors Comparisons with �traditional groups�

65. Contact Information Information: http://cms.mit.edu/games/education/ To participate in pilot program Email: cms-g2t-pilot Contact: Henry Jenkins: henry3@mit.edu Randy Hinrichs: randyh@microsoft.com Kurt Squire: ksquire@mit.edu

66. Questions

67. Importance of instructional context set-up, debriefing, and reflection Leveraging collaboration (e.g. Koschmann, 1996) Reflection Power of local culture & conditions (Squire et al., 2002) Adoption & Adaptation Teacher support and professional development Communities of teachers

69. Immersive Learning Environments Students developing and testing hypotheses Role playing Games Solving �authentic problems� Access to authentic tools / resources Visualization and Simulation Leveraging potential contests Spatial Conquests Remediating physical laws

70. Control, Challenge (Malone, 1981) Instantaneous feedback Adjusted Difficulty level Choice Fantasy, Exploration Narrative, whimsy, fantasy, discovery Social Contexts Collaboration, Competition

71. 555 respondents listed at least 1 favorite game. Final Fantasy series (I-VIII) 55 Starcraft 46 Civiliation I/ II 29 Zelda 24 Tetris 22 Quake 21 Super Mario Brothers 21 Tournmanet 12 Snood 12 Madden Sports 8 The Sims 6

GAMES-TO-TEACH PROJECT Fall 2002

GAMES-TO-TEACH PROJECT Fall 2002

Presentation Transcript

MA471 Fall 2002

GAMES-TO-TEACH PROJECT Summer 2002

CMSC 471 Fall 2002

CMSC 671 Fall 2002

Games that teach

Can Video Games be used to Teach?

CMSC 471 Fall 2002

Presents Fall Forum 2002

Presents Fall Forum 2002

Fall Forum 2002

Games-to-Teach Project Year 1 Research Results

Presents Fall Forum 2002

CNI Fall 2002 Task Force Meeting December 6, 2002 Project Briefing

Presents Fall Forum 2002

CMPE382 Fall 2002

2002 Winter Games

Presents Fall Forum 2002

CMSC 471 Fall 2002

Network Security Term Project (2002 Fall)

Teach students with games!

How to Teach (History) with Games!

CMPUT229 - Fall 2002