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Evaluating Educational Games : A magic Bullet
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This set describes a simple, yet effective model that can be used to help in the design of games for educational purposes, as well as in evaluating existing games for their learning potential. Further, this model can help educators formulate strategies for using an existing game within a learning context. The model will be presented along with examples of assessments produced using it.
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This set describes a simple, yet effective model that can be used to help in the design of games for educational purposes, as well as in evaluating existing games for their learning potential. Further, this model can help educators formulate strategies for using an existing game within a learning context. The model will be presented along with examples of assessments produced using it.
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Gamification paradigm
Katrin Becker
"There are some things you learn best in calm, and some in storm." Willa Cather (1915) In this community, the claim that all games are simulations, but not all simulations are games does not seem especially radical. When you look under the hood of a modern simulation or videogame, you see pretty much the same stuff. It hardly seems worth a second thought. We all know that simulation has been at the very core of computer development since the very beginning, and we’ve applied what we know to games for almost as long. Nevertheless, with a very few exceptions, what the rest of the world knows of simulations is very much like the elephant described by the famous blind monks. This was not a big handicap in the early days when simulations were primarily created for fairly specialized applications, but thanks to the Internet, videogames, and mobile technology, things have changed. One of the places where things have changed the most is in education and professional development (training of all sorts). In education, simulations are said to be about real life systems, while games are about fantasy and often times educational simulations have nothing at all to do with computers. Educationists make sweeping assumptions about how simulations get used, including notions that fidelity and realism are requirements for effective learning, and that winning always takes precedence over exploration in games. These notions end up being more limiting than liberating. Clearly, recognizing that games are in fact merely a subset of a larger category of simulations affords opportunities for a fruitful exchange of knowledge, which includes the sharing of methodologies and tools. Join me as we look at the claim that all games are simulations in more detail. We will examine the dichotomy between modern digital games and the more traditional view of simulations, and what implications this has for the design and development of both ‘pure’ simulations as well as games for learning.
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
The Calm and The Storm: Simulation and Games - Why All Games are Simulations ...
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction Part 1 (of 3)
Gamification how to gamify learning and instruction Part 1 (of 3)
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, part 2 (of 3)
Gamification how to gamify learning and instruction, part 2 (of 3)
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Is gamification a game changer
Is gamification a game changer
Katrin Becker
A worked example of parsing a natural language sentence using syntax diagrams.
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CS Lesson: Creating Your First Class in Java
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Katrin Becker
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
Informing pedagogy through collaborative inquiry
Informing pedagogy through collaborative inquiry
Katrin Becker
Typical research methodologies in SoTL include many of the traditional educational research methodologies, yet there are methodologies in other disciplines and industries that can provide fresh perspectives. One of these industries is the videogame industry. While there are fundamental differences such as the fact that one seeks primarily to entertain and the other to enlighten or educate, the practices, processes, and theories behind playtesting games can be used to inform aspects of pedagogy that relate to engagement. The primary focus in game design is on the experience and there has been considerable research into ways to assess and measure the player experience through playtesting. Playtesting is concerned with such things as whether or not the game is fun, which parts are too easy or hard, whether and when people become bored, and with the player’s progression through the to the end. All of these properties have relevance to teaching and learning even though they may not appear to be directly connected with whether or not the learning objectives were met. Rather, playtesting is concerned with the motivation of the player/student to continue the particular course of learning, which speaks to the success of the methodology in capturing the student's imagination. Sometimes, simply taking a novel approach to evaluation can yield insights that were not uncovered by more common approaches. This presentation will provide a brief overview of formal playtesting procedures and highlight ways these approaches could be used in the classroom as well as how this could inform pedagogy.
Informing SoTL using playtesting techniques
Informing SoTL using playtesting techniques
Katrin Becker
This presentation reports on the early results of a study of a novel card game used to teach concepts of Mendelian genetics and inheritance in a biology class. The card game being tested is currently in the prototype stage, and the current study seeks to determine if the design of the cards, game rules, and support material are appropriate to meet the intended objectives. The game, which uses domestic rabbit coat colours as the theme has both a novice and a standard variant, both of which will be described. Gameplay is patterned after the popular genre of rummy card games where players must match cards in sets according to specified criteria, in this case the genotypes of the rabbits featured on the cards. Through playing the game and matching phenotypes w/ genotypes as well as determining what can be produced given a specific phenotype and underlying genotype, players will learn basic principles of genetics, including familiarity with standard notation, terminology, and concepts such as genotype vs. phenotype. The game has been tested in several other venues and the results of those playtests will be summarized along with the early results from the current study which is the first test of the game in a biology class. Students were invited to play the game, and reflect on their experience through a survey that includes standard playtesting methodologies. Preliminary results will be presented along with a plan for the next steps.
Using cards games as learning objects to teach genetics
Using cards games as learning objects to teach genetics
Katrin Becker
‘Gamification’ - the use of game elements in non-game contexts - has rapidly become one of the current hottest trends. This presentation presents an overview of what gamification is and isn’t, and reports on the author’s experiences using this approach in a graduate level education class as well as the early results of a comparison between gamified and non-gamified sections of a freshman introduction to computers course. In the current course, the non-gamified sections employ a fairly standard structure that includes various assignments spread out throughout the term, various in-class activities, and both a midterm and final exam. The gamified section organizes all student work into various quests worth from 10 to 200 ‘experience points’ (XP), most of which have no set deadlines. While the quests are effectively equivalent in grade weight to the assignments of the more traditional sections, students in the gamified section start off with a score of zero (0) and every quest they submit contributes to their final grade cumulatively. A final score of 1000 is equivalent to 100%, but the total number of possible XP is 1435. All quests were made available to students at the beginning of term; some could be repeated for XP and included a variety of ‘guild’ (group) quests and ‘solo’ quests; and many quests could be repeated to earn additional XP. The presentation will provide some background on gamification, detail the course structure, highlight early successes and failures, and conclude with strategies for incorporating meaningful gamification in other courses.
Gamification how to gamify learning and instruction, Part 3 (of 3)
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Evaluating Educational Games : A magic Bullet
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A Magic Bullet
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