Game n

1. Game n Game, Gaming & Gamification’svalue in Blending Learning AK, BLA, SSAP, UWS < a bite

2. Game (noun)“a structured playing” undertaken for enjoyment or other motives ancient Egypt board game As early as 3,100 BC games are a universal part of human experience and present in all cultures. Example of games? – too many to mentionDaring games, Guessing games, Board games, Card games, Dice games, Role-playing games, strategy games, cooperative games, arcade games, computer games, console games, first person games, third person games, puzzles games, word games, …

3. Gaming (verb)the activity of playing • Why do people play game? • Fun-creation • Fulfilment of human basic motivations • Why use game in learning? • Primarily to improve engagementbut not the only reason • Educators wishing students to be motivated/engaged in learning as much as they are in gaming

4. Game & Gaming in Learning (*classification done for discussion purpose onlyit’s probably contested ) • Edutainment ↔ Serious Game continuum Charsky, D. (2010). "From Edutainment to Serious Games: A Change in the Use of Game Characteristics." Games and Culture5(2): 177-198. • Game as a peripheral • Game as a product • Game as a concept or a play

5. Game & Gaming in Learning (e.g.) • Game as a peripheral • Actually there is no game, but basic elements or mechanics of game (e.g. competition, goal, earning points, badges) setting are adopted into a learning activity • The learning and the game are two separate part, e.g. students earning points to complete an action, and the points counted towards a ladder board or badges • It’s not bad, it is just what it is, a peripheral

6. Game & Gaming in Learning (e.g.) • Game as a product • It’s a game, but it introduces and uses skills/concept to successfully play it, thus learning the play it will unavoidably learning the concepte.g. Cargo-Bot learning about programming logic, subroutines, recursive, etc • Thus the mechanics of the game incorporate skills/concept to be learnt (game built around the learning)

7. Game & Gaming in Learning (e.g.) • Game as a concept or a play • It’s a game, but it’s the playing which provoke critical genuine serious thoughtse.g. Geraci, R. M. and N. Recine (2014). "Enlightening the Galaxy: How Players Experience Political Philosophy in Star Wars: The Old Republic." Games and Culture9(4): 255-276.Socio-political landscapes, roles, conflicts, etc • Thus the environmentallowsrich exploration & reflection (learning extracted from playing)

8. Game & Gaming in LearningChallenges • Game as a peripheral • Designing meaningful motivator • Game as a ‘product’ • Finding/producing the right game • Need re-enforcement to ensure learning is visible • Game as a ‘concept’ or gaming • Finding/designing the right play • Need learning-scaffold to ensure learning occurs • Gamification

9. Gamification • "Harnessing the power of play" mantra • Rest on assumption that everyone can and enjoy to play game (of any sort) • Extracting game mojo injecting it into non-game activity such as learning • Not just about points, badges, and ladder-board but drives to play (why) + game elements & mechanics (how)there are many frameworks out there attemptingto frame gamification … not talking design atm • Strong emotion • Does not have to be high cost

10. one example of such frameworknot specific to learning activity

11. Game’s value in Blending Learning Game is one of the tool in learning; we thus when we know what kind of learning we want, what problem solving to learn, then what tool to use (game is one of them) In what situation game is useful for my blending? What kind of game useful in units I’m working on? What affordance that game provides to the learning activity in my unit? What do I need to produce/acquire it?

12. Game’s value in Blending Learning How about the use of Game in assessment?