Educators as Game Designers Workshop - 3
The document discusses embracing the role of game designer and provides guidance on designing educational games. It defines key elements of games, such as goals, rules, feedback, and voluntary participation. Tips are provided for game design, such as starting small and involving students. A process for 15-minute game design is outlined that includes defining the learning goal, story, game goal, rules, and feedback system. Principles of educational simulations are presented, such as having a theme, clear goal, challenges, and providing frequent feedback. Questions are provided to guide the design of an educational simulation or scavenger hunt. The importance of play and its role in learning and development is emphasized through a Benjamin Franklin quote.
Educators as Game Designers Workshop - 3
- 1. EMBRACINGTHE ROLE OF GAME DESIGNER Dr. Bernard Bull @BernardBull Bernard.Bull@cuw.edu
- 2. “Baseball, it is said, is only a game.True. And the Grand Canyon is only a hole in Arizona. Not all holes, or games, are created equal.” - GeorgeWill
- 3. What is a Game? "When you strip away the genre differences and the technological complexities, all games share four defining traits: a goal, rules, a feedback system, and voluntary participation.“ – Jane McGonigal
- 4. DesignTips • Own the game. • Start slow and small. • Use what is around you in the classroom and beyond. • Give yourself plenty of time to plan it. • The game design is more important than polish and looks. • Involve the students in co-designing , playtesting, and game support. http://playmakers.instituteofplay.org/wp-content/files_mf/iop_games_for_learning_design_pack.pdf
- 5. The 15-Minute Game Design 1. Learning Goal 2. Story 3. Game Goal – Make it focused but imaginative/playful 4. Rules 5. Feedback system 6. Voluntary participation
- 6. Clark Quinn’s Principles of Educational Simulations 1. Theme - a setting and context 2. Goal - a clear goal that can guide the student actions and it should be tied into the story 3. Challenge - challenging but not overwhelming goal 4. Action-Domain Link - decisions in the context of the story 5. Problem-learner Link - matches the learner interests 6. Active - frequent actions required 7. Feedback - quick feedback on decisions 8. Affect - emotion – often through unpredictability Quinn, C. (2005). Engaging Learning: Designing E-learning Simulation Games. San Francisco:Pfeiffer.
- 7. The Educational Simulation / Scavenger Hunt 1. What is the learning goal? 2. What is the theme or story? 3. What is the goal or objective of the game? 4. What are the rules of the game? 5. How does the story and game match the interest of the learners? 6. How will frequent feedback be provided within the game? 7. How will you evoke emotion within the game? 8. What is the timeline allotted for the game? 9. How will you measure/document learning? 10. What materials do you need? 11. What is your pre-game role? 12. What is your role during the game? 13. What is your post-game role?
- 8. “We don’t stop playing because we grow old.We grow old because we stop playing.” – Benjamin Franklin
- 9. EMBRACINGTHE ROLE OF GAME DESIGNER Dr. Bernard Bull @BernardBull Bernard.Bull@cuw.edu