ULearn 06 Workshop Computer Games in Education

1. ULearn 06 WorkshopComputer Games in Education Trond Nilsen Richard Green Mick Grimley

2. 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

3. Generation N or Net Generation • Gaming is a way of life • Last year video sales eclipsed the Hollywood box office gross

4. 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)

5. 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

6. 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)

7. Who? • Diverse learners • But all learners can reap the benefits

8. 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

9. Educational Integration • Creating/building games • Integration of commercial games into the curriculum • Critiquing games • Immersive multi-player virtual environments

10. 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

11. 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

12. 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

13. Assessment • Games were made to keep score • But beware of making them chores