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Integrating Serious Games in Higher Education Programs

Integrating Serious Games in Higher Education Programs. Bilal Younis in collaboration with Dr. Christian Sebastian Loh Southern Illinois University Carbondale . A GAME. A COMPUTER GAME . a physical or mental contest played according to specific rules,

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Integrating Serious Games in Higher Education Programs

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  1. Integrating Serious Games in Higher Education Programs BilalYounis in collaboration with Dr. Christian Sebastian Loh Southern Illinois University Carbondale

  2. A GAME • A COMPUTER GAME a physical or mental contest played according to specific rules, with the goal of amusing or rewarding the participants • a game • with the help of a computer (as a conduit), or against it (in which case, the computer becomes the challenger).

  3. Video Games Genres • Action games. • Adventure games • Fighting games • Role-playing games • Simulations • Sport games • Strategy games

  4. Taking Advantage of Game Characteristics for Learning Back-story and story line Game mechanics Fantasy Rules/goals Sensory stimuli (immersive graphical environment) Challenge Mystery Control

  5. SERIOUS GAMES • computer games • entertainment characteristics • designed for serious purposes

  6. Learning in Serious Games • Physical • Intellectual • Emotional

  7. HOW SERIOUS GAMES WORK

  8. Approaches to Integrate Serious Games into Classrooms Collaborating Adopting Writing Creating Adapting

  9. Adapt and Modify Games for Educational Purposes for experiential learning (or learning by doing) – NIU-Torcs for the teaching of computer programming, logical thinking skills, and script writing (Carr, Bossomaier, & Lodge, 2007, Hanson, 2005) as a technical platform to introduce children to information technology and story-writing skills (Robertson & Good, 2005).

  10. Game Modding Creating a digital game (from scratch) is not an easy process for game designers. Make use of game development kits (GDKs) that are often included in the games to create new game play experiences (like creating new weapons, characters, enemies, models, textures, levels, story lines, music, etc.)

  11. Game Modding time and cost programming knowledge for players who are non-programmers educational activity for teachers and school children teaching and learning of instructional content, thinking skills, and learning strategies interaction with virtual (and often, highly graphical) environments filled with diagrams, pictures, symbols, and 3-dimensional objects

  12. Adapting COTS Games SimCity 4 (to teach geometry and civil engineering) Game modding process to teach information technology Narrative writing through digital game modification

  13. Teachers Perception in Using Digital Games Experienced teachers and parents Supporting materials curriculum and class schedules Older teachers

  14. Digital Native Teachers Digital natives (younger) Digital immigrants (more experienced) Palestinian teachers

  15. New Instructional Design Models take into account the use of serious games a good balance between entertainment and learning reduce the complexity of designing a serious game

  16. Conclusion Serious games are e-learning tools Teachers need to adopt new roles as game designers and modders Educators should build new instructional design models

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