Classroom constraints & the pass-back effect: Games designed to transcend generational divides
•Als PPT, PDF herunterladen•
0 gefällt mir•811 views
The document discusses constraints for designing educational games for classroom use such as limited time, technology access, and standards requirements. It also covers the "pass-back effect" where parents hand their mobile devices to children to occupy them, noting that educational apps can relieve parental guilt while entertaining kids ages 3-6. Recommendations include supporting offline play, quiet engagement for "pass-backs", and integrating with standards and achievement reporting.
![Part 1: Classroom Constraints ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Classroom constraints & the pass-back effect: Games designed to transcend generational divides
Ähnlich wie Classroom constraints & the pass-back effect: Games designed to transcend generational divides (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Classroom constraints & the pass-back effect: Games designed to transcend generational divides
- 1. Classroom constraints & the pass-back effect: Games designed to transcend generational divides Marjee Chmiel- The JASON Project Nina Walia- PBS KIDS
- 3. Time
- 9. Identify things that are the most conceptually challenging
- 10. Model Use in Classroom
- 13. Pass it Back! Kid Apps on Grown-Up Devices PBS KIDS Interactive Nina Walia, Associate Director
- 20. 60% of Top 25 Paid Educational Apps Target Preschoolers iLearn: A Content Analysis of the iTunes App Store’s Education Section , Joan Ganz Cooney Center, 2009
- 22. NOT Quiet
- 25. Resources PBS KIDS Mobile Downloads: pbskids.org/mobile PBS KIDS Mobile Technologies & Learning Research: http://pbskids.org/read/research/mobile.html
Hinweis der Redaktion
- Time: Most classrooms (not on block scheduling) have no more than 25 minutes of usable, lesson time. While long, meaningful engagement is a hallmark of what makes a game great for many of us, that isn’t possible in a classroom, and if a teacher feels like he or she cannot get in and out without meeting some important learning objects, they are reticent to use it. The following are a few ways to provide long, meaningful engagments while designing for classroom constraints.
- “ Locked” accomplishments and no cap on a high score
- Provide video models of teachers using the games in the classroom.
- You know us best from TV. In 1997 we hopped onto computers with pbskids.org where we had to gleen how to make kid friendly learning experiences
- Appear on these clunky boxes and mice meant for adults.
- Turns out usable design can triumph – we currently get more than 9million uniques per month. Just when we had becomes experts in making guis that put kids in the drivers seat and compensate for their still developing fine motor skills using the mouse, along comes mobile.
- We leapt onto iphones and ipod touches last year. Once again we were faced with challenges – and this time, some promising affordances – for kid centered design and education on devices intended for grown ups. But parents have needs too.
- Strong connection between passback effect and educational apps.
- Sid: Not enough content/educational value to make it worth it/not enough perceived value. Even though it was free. Not quiet
- Rogers: First one with analytics. We know that the average time spend on it is 22 minutes less audio on it, engages kids with construction of something.
- Conclusion that ties together our presentations after this slide.