City of embers
Using minecraft to 3D model aspects of inquiry
Gamefroot - NCEA units
Decide on characters, plots, what they want player to learn. Think about info that they have used...is it informative, does it teach rather than tell, is there enough info...
Sharing and reflecting and changing
Sploda
DIGITAL
The link between games and learning
The link between games and learning is not a contemporary phenomenon, nor a digital one. ...Froebel’s invention of kindergarten in 1840 was premised in large part on the integration of learning through games and play. (Salen, 2007).
What type of player are you?
Are you are a griefer/killer (hack / cheat / heckle), achiever (win / challenge / compare), socializer (share, comment, help) or explorer (investigate, create, discover)? Test your "Gamer Psychology" with the Bartle Test: http://tinyurl.com/TMLGamer
Even if you don't play online games, you can still see what you would prefer to do in such an environment.
Game thinking
Marczewski (2016) explores the following types of game thinking:
Game inspired design: This is where no actual elements from games are used, just ideas such as user interfaces that mimic those from games, design or artwork that is inspired by games or the way things are written.
Gamification: Extrinsic gamification is the sort that most people are used to, where game elements are added to a system. Things like points, badges, progress bars etc.Intrinsic gamification is more about using motivation and behavioural design to engage users.
Serious games: These may be teaching/learning games that teach you something using real gameplay, simulators that provide a virtual version of something from the real world that allows safe practice and testing, meaningful games that use gameplay to promote a meaningful message to the player, or purposeful games that create direct real world outcomes.
Play (games / toys): Play is free form and has no extrinsically imposed goals. It is done for fun or joy. Games add defined goals and rules to play (such as challenges). Toys are objects that can be used in play or games.
Some examples of serious games
- Sparx (https://www.youtube.com/watch?v=9pfzCKt0FyA )
- Quest2teach (http://quest2teach.strikingly.com/ ).
- Tinnitus game (http://www.uniservices.co.nz/Portals/0/All%20One%20Pagers/Tinnitus_game.pdf)
- Cancer Research UK's game Play to Cure: Genes in Space (http://scienceblog.cancerresearchuk.org/2014/02/04/download-our-revolutionary-mobile-game-to-help-speed-up-cancer-research/)
Educational game model
According to Amory (2007), Educational computer games should:
- Be relevant, explorative, emotive and engaging
- Include complex challenges, puzzles or quests
- Be gender-inclusive and non-confrontational
- Provide appropriate role models
- Develop democracy and social capital through dialogue
- Support authentic learning activities
- Support the construction of tacit knowledge
Educational games need all the usual qualities of games, plus they should not contain any socially undesirable features (racism. sexism, violence, etc) but provide positive models, plus they have to have some embedded pedagogy. Maybe this explains why successful educational games are so hard to create.
Kupu Hono
You can try out a basic demo of Tyne Crow’s Kupu Hono Maori language learning game at www.kupuhono.co.nz
This is an example of a learning game designed for mobile devices that uses a virtual game world.
Flow theory
Flow experience is widely accepted to be one of the fundamental reasons that people play games. It is the essence of games. For game designers, the question is not whether flow is important, but, rather, how long you can keep your players in flow (Murphy, 2011).
Game creation tools
One of the tools that could be used with students to create their own games is Gamefroot. There is a video in the portal about how one teacher used Gamefroot for assessment.
Mobile Learning Tools
A number of tools have been developed for mobile devices that support game-like learning experiences linked to exploring outdoor environments. They include such features as competing individuals / teams, ‘treasure hunt’ style activities, scores/ badges for achievement and leader boards. Some examples of this type of tool include:
We will be trying out ActionBound in class
Designing a game flowchart
Game narratives can be designed using flowcharts. You can use formal flowchart tools or less formal tools like bubbl.us when designing your own game like activities.
References
Amory, A. (2007). Game object model version II: a theoretical framework for educational game development. Educational Technology Research & Development, 55(1), 51–77
Marczewski, A. (2016). GameThinking – Differences Between Gamification & Games. Gamified UK. Retrieved from: http://www.gamified.uk/gamification-framework/differences-between-gamification-and-games/
Murphy, C. (2011). Why Games Work and the Science of Learning. In Proceedings Modsim World 2011. Retrieved from: http://www.goodgamesbydesign.com/Files/WhyGamesWork_TheScienceOfLearning_CMurphy_2011.pdf
Salen, K. (Ed.) (2007). The Ecology of Games: Connecting Youth, Games, and Learning. Cambridge, Mass.: MIT Press.
LEADERSHIP
Gamification
Gamification is a concept, which is not exclusive of education. Some researchers generically defined it as “the use of game design elements and game mechanics in non-game contexts” This broad definition has been further refined to reflect the most common objective of gamification: increase user experience and engagement with a system. It is important to note that Games and Gamification are two different things! (Deterding, Dixon, Khaled & Nacke, 2011).
Gamified Services
Huotari & Hamari (2011) outline some ways in which services have been gamified
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Game mechanics
In his video (on the portal) Seth Priebatsch described the four game mechanics of appointment, influence and status, progression and communal discovery. Badgeville (n.d.) outline a large number of game mechanics:
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Professional leadership games
Gamification has been applied to leadership in some organisations One example is the NTT Data Ignite Leadership Game that addresses five key skills for leaders
- negotiation
- communication
- time management
- change management
- problem solving
Deloitte's Leadership Learning Motivator includes sharing badges on professional networks such as LinkedIn and Twitter. Meister (2013) provides some more detail on both games, while Bodnar (2014) explores some of the key concepts in more depth, including some discussion around whether the same motivational game mechanics work across cultures.
Seven principles of game-based design
These principles are outlined on the Quest to Learn website (Quest To Learn, n.d.)
- Everyone is a participant
- Challenge
- Learning happens by doing
- Feedback is immediate and ongoing
- Failure is reframed as “iteration”
- Everything is interconnected
- It kind of feels like play
See this document from the in class activity for more details on each principle: tinyurl.com/TML7principles
References
Badgeville (n.d.). Game Mechanics. Retrieved from: https://badgeville.com/wiki/Game_Mechanics
Bodnar, Z. (2014), Using Game Mechanics to Enhance Leadership Education. eLearn Magazine, ACM. http://elearnmag.acm.org/archive.cfm?aid=2583703
Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15).
Huotari, K., & Hamari, J. (2011, May). Gamification from the perspective of service marketing. In Proc. CHI 2011 Workshop Gamification.
Meister, J. (2013). Gamification In Leadership Development: How Companies Use Gaming To Build Their Leader Pipeline. Forbes. Retrieved from http://www.forbes.com/sites/jeannemeister/2013/09/30/gamification-in-leadership-development-how-companies-use-gaming-to-build-their-leader-pipeline/
Quest To Learn (n.d.) The 7 Principles of Game-Based Learning. Retrieved from: http://www.q2l.org/about/
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