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Game based learning

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We compare our experience of computer games; I present some of the arguments in favour and against their place within education, together with a few case studies of their use.
You develop a ‘classic’ computer game using Scratch, if possible within the context of your project.

Veröffentlicht in: Bildung, Unterhaltung & Humor, Design
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Game based learning

  1. 2. The games we play
  2. 3. A brief history of computer games
  3. 4. 1958 – tennis for two Brookhaven History
  4. 5. 1972 - Pong CC by-sa Marty Goldberg
  5. 6. 1970s - PLATO
  6. 7. 1980 - Pacman CC by-sa Gerardvschip
  7. 8. 1982 – Sinclair Spectrum CC by Bill Bertram
  8. 9. 1996 - Playstation
  9. 10. 2004 - World of Warcraft CC by Juanpol
  10. 11. 2006 – Nintendo DS lite CC by Havok & Estoy Aquí
  11. 12. 2010 - Kinect
  12. 13. Reflections and readings
  13. 14. Common features
  14. 15. And yet…
  15. 16. Johnson, 2006 <ul><li>Non-linearity </li></ul><ul><li>Fractal </li></ul><ul><li>Reward </li></ul><ul><li>Probing </li></ul><ul><li>Telescoping </li></ul>“ Games are fiendishly, sometimes maddeningly, hard ” “ Get kids learning without realizing that they’re learning” “ It’s not what you’re thinking about… it’s the way you’re thinking that matters”
  16. 17. Gee, 2007 <ul><li>“ Game designers keep making long and challenging games and still manage to get them learned” </li></ul><ul><li>36 ways to learn a video game </li></ul><ul><li>“ The theories of learning one would infer from looking at schools today often comport … poorly with the theory of learning in good video games” </li></ul>
  17. 18. Buckingham, 2007 <ul><li>Pro </li></ul><ul><ul><li>Self-directed </li></ul></ul><ul><ul><li>Collaborative </li></ul></ul><ul><ul><li>Generating hypotheses </li></ul></ul><ul><ul><li>Solving problems </li></ul></ul><ul><ul><li>Taking risks </li></ul></ul><ul><li>Con </li></ul><ul><ul><li>Representation </li></ul></ul><ul><ul><li>Commercial </li></ul></ul><ul><ul><li>Social power in communities </li></ul></ul><ul><ul><li>Selective presentation </li></ul></ul><ul><ul><li>Logistics </li></ul></ul><ul><ul><li>Equity </li></ul></ul><ul><ul><li>Transfer </li></ul></ul><ul><ul><li>Inadequate Evidence </li></ul></ul>
  18. 19. Byron, 2008 <ul><li>Parental understanding </li></ul><ul><li>Context matters </li></ul><ul><li>Correlation not causation </li></ul><ul><li>Fact and fiction </li></ul><ul><li>Online safety </li></ul><ul><li>Classification </li></ul>
  19. 20. Williamson, 2009 <ul><li>Research </li></ul><ul><li>Persuasive medium </li></ul><ul><li>Constructionist </li></ul><ul><li>Skills practice </li></ul><ul><li>Media literacy </li></ul><ul><li>Practice </li></ul><ul><li>Motivation </li></ul><ul><li>Retro-fitting </li></ul><ul><li>Relevance </li></ul><ul><li>Learner ownership </li></ul><ul><li>Perception </li></ul><ul><li>Antisocial? </li></ul>
  20. 21. McGonigal, 2011 <ul><li>“ If the goal is truly compelling, and if the feedback is motivating enough, we will keep wrestling with the game’s limitations—creatively, sincerely, and enthusiastically—for a very long time” </li></ul><ul><li>Gamification: </li></ul><ul><li>Levels </li></ul><ul><li>Experience points </li></ul><ul><li>Quests </li></ul><ul><li>Badges </li></ul>
  21. 22. Tim Rylands
  22. 23. Dawn Hallybone
  23. 24. Kevin McLaughlin
  24. 25. And Now… <ul><li>Develop a ‘ classic ’ computer game using Scratch, if possible within the context of your project. </li></ul><ul><li>Upload your game to Blogfolio, together with your reflections. </li></ul><ul><li>Continue the development of your project, incorporating work from today ’ s session if possible. Aim to have a development snapshot available for demonstration in the next session, 2 nd December 2011 </li></ul><ul><li>Read Williams and Kessler (1999), using this to help form your own reflections on how you and your partner have worked on your game. </li></ul>

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