These are the slides for a worked-example talk I gave at the Games+Learning+Society 7.0 conference in Madison, WI, in June of 2011.

3. How it might be applied to game-based learning

4. Why it might be useful

5. The Origin

7. Many learning games are good

8. Some types of learning are privileged

9. Some types of learning are favored

10. We could better evaluate/discuss with a common language and finer distinctions

13. Quid (what?)

14. Quando (when?)

15. Ubi (where?)

16. Cur (why?)

17. quem ad modum (in what way?)

18. quibus adminiculis (by what means?)

21. Quid (what is being learned?)

22. Quando (when does the learning occur?)

23. Ubi (where does the learning occur?)

24. Cur (why is the learner playing?)

25. quem ad modum (how does the learning occur?)

26. quibus adminiculis (with what does the learning occur?)

27. The Circumstances

29. Gender

31. Prior success(es)/failure(s)

33. Science (fluid dynamics)

35. Style of thinking (scientific-inquiry disposition)

39. Facilitated discussion

43. Because I wandered across the site online

45. Drill-and-practice (arithmetic)

46. Direct instruction (cell structure)

49. A Few Examples

51. Middle- or high-school student studying basic chemistry (English-speaking, with Internet access)

52. What is being learned?

53. Recall of the mappings between element names and symbols

54. When does the learning occur?

55. Initial exposure to element-symbol mappings pre-gameplay, but fluency gains happen during gameplay

56. Where does the learning occur?

57. Initial exposure in formal curriculum, but most learning happens in-game

58. Why is the learner playing?

59. Most likely to improve school grades (possibly compulsory, but probably not)

60. How does the learning occur?

61. Trial and error, repetition; no intrinsic integration

62. With what does the learning occur?

63. Purpose-built game

65. Upper-elementary students with basic proficiency in multiplication/division (English-speaking)

66. What is being learned?

67. Procedural skill of identifying factors of a number

68. When does the learning occur?

69. Initial exposure to factoring concepts pre-gameplay, but fluency gains happen during gameplay

70. Where does the learning occur?

71. Initial exposure in formal curriculum, but most learning happens in-game

72. Why is the learner playing?

73. Because “it's fun” (mostly optional play in computer lab)

74. How does the learning occur?

75. Intrinsically integrated trial and error

76. With what does the learning occur?

77. Purpose-built game

79. Teens to young adults (English-speaking, ideally eligible for U.S. military service)

80. What is being learned?

81. Skills, knowledge, and values involved in performing duties of U.S. Army Soldier

82. When does the learning occur?

83. Primarily during gameplay

84. Where does the learning occur?

85. Vast majority of learning happens in-game, but also in affinity spaces (e.g., forums)

86. Why is the learner playing?

87. Because it's fun (optional play in out-of-school contexts)

88. How does the learning occur?

89. Intrinsically integrated guided exploration

90. With what does the learning occur?

91. Purpose-built game

93. GBL designers should specify where their offerings exist in that space

94. Seven Circumstances—or something similar—could be a good way to do so

95. I'd love for folks to critique and extend this idea to help make it generally useful