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vgAlt ~ Video Games as Learning Tools

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Brock Dubbels
Brock Dubbels

Video games can be used as learning tools to develop reading comprehension and other skills. They incorporate decision trees and causal networks that represent formal spaces of possibility and the basis of causal analysis in discourse processing. Walkthroughs that explain how to play games can be examples of narrative composition. When readers have strong comprehension skills, they can use higher-level processes to support lower-level skills like decoding. Games can represent design elements found in research and curriculum and motivate sustained engagement through play.

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Video Games Learning Tools Pandora’s Xbox Brock Dubbels The Center for Cognitive Sciences, The University of Minnesota
 
 
 
Towards top sight
Building comprehension process Basic reading skills Decoding Reading Comprehension Comprehension Skills Age/ time Figure 1. Kintsch & Kintsch in Paris & Stahl (2006) Grade 4 Reading to Learn Learning to Read
Non-traditional Narrative for Assessment
Decision Trees ,[object Object],[object Object],[object Object],[object Object],[object Object]
Causal network analysis ,[object Object],[object Object],Van den Broek,P., Kendou, P., Kremer, K., Lynch, J. Butler, J., White, M., and Pugzles Lorch, E. (2005, p. 112-13)
Why are they important? ,[object Object],[object Object],[object Object],[object Object]
Video games as Learning Tools Background ,[object Object]
Walkthroughs and supporting documents ,[object Object],[object Object]
Video Walkthrough
 
 
Characteristics of readers +1 Level of fluenc Y ability to comprehend in dialogic method /create a model High comp High fluency Low comp High fluency Low comp Low fluency High comp Low fluency
The Event Indexing Model Zwann, Langston, & Graesser, 1995; Zwann & Radavansky, 1998
Situation model ,[object Object]
How do we build a comprehension model? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Developmental Sequence of Inference Types in Narrative Comprehension ,[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of Developmental Trends in Inference Making in Narrative Comprehension ,[object Object],[object Object],[object Object],Scoring packet for comprehension and engagement
Invoking play
Ethos of Activity
Will Games and Play Destroy Us
Maybe
16-year-old drops out of school to play Guitar Hero ,[object Object]
A Life Without Play ,[object Object],[object Object],[object Object]
And rather than fight it, we need to use it to accelerate learning and sustain engagement.
Play is a portal to Self-Determination and Work ,[object Object]
Sustained Engagement ,[object Object],[object Object],[object Object],[object Object]
 
What is really important is how we use them. Lets not forget about play and engagement.
Better Living Production
Gigaheart ,[object Object],[object Object],Production
HumanFIRST Lab ng Modeling
Virtual Clinic Production
How about Math and Science? ,[object Object],[object Object],[object Object],[object Object],[object Object],Modeling 3r STEM
Clapping Academy Design
Games Unit ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Dubbels, B.R. (in press) Video games, reading, and transmedial comprehension. In R. E. Ferdig (Ed.),  Handbook of research on effective electronic gaming in education.   Information Science Reference. Artifacts
Rhythm & Flow ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Design
Educate me ,[object Object]
Dance Dance Education ,[object Object],Brock Dubbels The Center for Cognitive Sciences The University of Minnesota, Minneapolis
Barbell Factory Production
 
Games are structured forms of play ,[object Object],[object Object]
 
What this means for schools ,[object Object],[object Object],[object Object],[object Object],[object Object]
Where are we now? We have taken away play in school
Built like a game Graphic by Dan Cook
How about Chutes and ladders? Describe the game play mechanics
What are the elements of this game? What makes the play emergent? Is it non-linear? Games as a metaphor for instructional design
Discussion ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Brock Dubbels

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