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Learning Principles in Teaching and Video Games

Learning Principles in Teaching and Video Games. Peter Hastings CDM. 1. Intro. Requirements for learning Multiple viewpoints Assessment of the learning opportunities I provide Assessment of learning via games. 2. What works for learning?. Back to basics. What Affects Learning?.

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Learning Principles in Teaching and Video Games

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  1. Learning Principles in Teaching and Video Games • Peter Hastings • CDM 1

  2. Intro • Requirements for learning • Multiple viewpoints • Assessment of the learning opportunities I provide • Assessment of learning via games 2

  3. What works for learning? Back to basics

  4. What Affects Learning? • Need empirically proven principles of effective learning • Theories of Motivation • Theories of Emotion • Learning Sciences 4

  5. Motivation Theories • Flow: (Csikszentmihalyi) • Total absorption in activity • Balance of demands and capabilities • Self-determination (Deci and Ryan) • Intrinsic motivation from inherent need to be active • Influenced by needs for competence, autonomy, relatedness • External motivation can be internalized • Terror-management theory (Greenberg et al) 5

  6. Emotion Theories • Appraisal theory (Scherer) • 16 dimensional appraisal frame represents emotion (reaction to event) • Ditto for mood • Combine to get feeling • Current effort to include in Soar (Marinier) • Connection to motivation? • Also: Ahn and Picard’s Affective Cognitive Learning and Decision making (ACLD) 6

  7. Learning Science

  8. Learning Science Principles • Connect to prior knowledge • Information delivery? NO! • Constructivism • Active learning • Learner's active involvement with info to be learned • Metacognitive level distilled from Bransford, Brown, and Cocking (eds), “How People Learn: Brain, Mind, Experience, and School”, 2000. 8

  9. LS Principles 2 • Reflection • Zone of Proximal Development • Assessment: Can't connect to what students know if you don't know what they know. • Facts are important • base for further knowledge • but not all-important 9

  10. LS Principles 3 • Experts vs novices • Qualitative differences in: • Perception • Knowledge retrieval • Choice of action • Expert blindsight • Transfer • Horizontal, vertical, near and far • "Efficiency" of learning -> cheats, shortcuts, etc 10

  11. LS Principles 4 • Learning is hard work! • It takes time. • Practice / rehearsal. • Motivation is key! 11

  12. LS Report Card 12

  13. LS Report Card: My teaching 13

  14. Games

  15. Reasons for caution Games

  16. “Educational” Games 19

  17. Reasons for hope Games

  18. Gee's principles for learning in games • Concentrated sample • Bottom-up basic skills • Explicit info on-demand and just-in-time • Discovery • Transfer • Cultural models about the world • Cultural models about learning • Cultural models about semiotic domains • Distributed • Dispersed • Affinity group • Insider • Active, critical learning • Design • Semiotic • Semiotic domains • Metalevel thinking about Semiotic domains • Psychosocial moratorium • Committed learning • Identity • Self-knowledge • Amplification of input • Achievement • Practice • Ongoing learning • Regime of competence • Probing • Multiple routes • Situated meaning • Text • Intertextual • Multimodal • Material intelligence • Intuitive knowledge • Subset • Incremental 22

  19. LS Report Card: GAMES 23

  20. The Big Question • Once we’ve identified a deficit, what do we do about it? 24

  21. The Answer 25

  22. Serious Games Class • In 2010, 14 CDM students developed two different games for a 7th grade CPS class • Planetary science • Used Illinois state learning standards • Tested before and after using games • They actually learned! 28

  23. SolarSurveyor 29

  24. Planetary System Builder 30

  25. Outcomes • Engagement • Learning

  26. Current research • Two PhD students: Brian Grey and Ali Alkhafaji • Focus on motivational aspects • Factors that affect motivation: (Garris et al, 2002) • Fantasy: Context, themes or characters. • Rules/Goals: rules, goals, and feedback • Sensory stimuli: Visual, auditory • Challenge: Level of difficulty • Mystery: Information complexity • Control: by player over directions, outcomes 32

  27. Further research needed

  28. Issues: • Johnson: General cognitive capabilities? • Refining principles for games • Operationalizing • Music? • What DOESN'T MATTER for learning? • Cheating / gaming • Learning objectives and outcomes • Injecting games into ed tech? • Evaluation???!!! (more below) 34

  29. Game simulates RW? • Test in RW? • MC tests measure RW abilities? • Would anyone believe test embedded into learning game? • Is the best eval (without testing real-world abilities) just whether they've "won the game" or what their skill level is? 35

  30. Conclusions • Games hold much promise for education • Also huge potential for hype • More research is needed! 36

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