GBL-Basics_workshop
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Game-based learning involves students learning through playing games. It allows trial and error, role-playing, and treating topics as systems rather than just content. There are different types of games including short-form used in a single class and long-form extending over weeks. Various genres exist like drill and practice, puzzle, role-playing and simulations. Games have been shown to increase learning, engagement for both students and teachers, and motivation compared to traditional lectures. They create learner-centered classrooms and allow learning through participation and collaboration.
![“When digital games were compared to
other instruction conditions without
digital games, there was a moderate to
strong effect in favor of digital games
in terms of broad cognitive
competencies.”
[An analysis of 77 peer-reviewed journal articles of students
K-16 studying STEM subjects]](https://image.slidesharecdn.com/plworkshop-130727152640-phpapp01/85/GBL-Basics_workshop-73-320.jpg)
GBL-Basics_workshop
- 2. The power of game-based learning
- 5. Let’s play!
- 8. Time’s Up!
- 10. GBL 101
- 15. x=y2
- 16. ethical thinking
- 17. What is it?
- 18. Definition: Game-based learning (GBL) is a form of learning where students may learn by trial and error, by role-playing and by treating a certain topic not as ‘content’ but as a set of rules, or a system of choices and consequences. “ ”
- 20. Short-Form Games • fit into a single class period • typically focus on a specific concept or skill
- 22. Long-Form Games • extend to multiple sessions or even weeks • focus on developing concepts and 21st century skills • performing better than lectures...
- 24. Genres • Drill & Practice • Puzzle • Interactive Learning Tools • Role Playing • Strategy • Sandbox • Action/Adventure • Simulations
- 25. Examples
- 26. drill & practice
- 27. drill & practice
- 28. puzzle
- 29. puzzle
- 30. puzzle
- 31. puzzle
- 32. Lure of the Labyrinth interactive learning tools
- 33. Lure of the Labyrinth role-playing (RPG) 12 million users
- 34. Lure of the Labyrinth role-playing (RPG)
- 35. Lure of the Labyrinth role-playing (RPG)
- 36. strategy
- 37. strategy
- 38. strategy
- 39. Lure of the Labyrinth action/adventure
- 40. simulations
- 41. Lure of the Labyrinth simulations
- 45. What can games really teach?
- 47. Games for ethical thinking & moral development
- 50. Using games in the classroom
- 51. Use games as preparation for future learning.
- 52. Use games as pre-assessments.
- 53. Allow sufficient time to become familiar with the game—for you and your students.
- 54. Identify the precise role to be played by using the game in achieving the learning goals.
- 55. Allow the game to be played outside of school.
- 56. Be clear about the learning objectives.
- 57. Use the parts of the game that work for you.
- 58. Let the students demonstrate expertise.
- 59. Build in time for review and reflection.
- 60. Selecting a game: • suitable for your students? • what elements of the game support your educational goals? • would your students be motivated to use it?
- 65. Do games for learning really work?
- 68. River City 370% increase in learning for D students 14% increase for B students
- 69. Game-based learning is overall effective and knowledge gains are comparable to traditional forms of teaching. Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012 Brom, Preuss, Klement, 2011
- 70. Games enhance both student and teacher engagement. Watson, Mong, & Harris, 2010
- 71. Games transform a traditional, teacher-centric classrooms into a learner-centered classrooms. Watson, Mong, & Harris, 2010 Proctor & Marks, 2012 Sandford, Ulicsak, Facer, & Rudd, 2006
- 72. Games increase student motivation. Watson, Mong, & Harris, 2010 Brom, Preuss, Klement, 2011 Bourgonjon, Valcke, Soetaert, & Schellens, 2010 Villalta, Gajardo, Nussbaum, Andrew, Echeverria, & Plass, 2011 Sandford, Ulicsak, Facer, & Rudd, 2006
- 73. “When digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.” [An analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects]
- 74. Games are ideal learning environments Why games?
- 75. As a planet, we spend 3 billion hours a week playing video and computer games.
- 77. 7 Building horizontal connections 6Assessment for learning 4Recognize individual differences 2The social nature of learning 5 Stretching all students 3 Emotions are integral to learning 1 Learners at the center 7 Principles of Learning
- 78. Games offer: • authentic challenges (engagement/motivation) • scaffold/support increasingly complex problems (ZPD, Flow) • learning through doing - participatory (constructivist) • social/collaborative (socio-constructivist)
- 84. Resources
- 85. Platform
- 88. the GAME DESIGN TOOL KIT PRESENTED BY LEARNING GAMES NETWORK & FABLEVISION
- 91. Start the research process and establish common gaming vocabulary.
- 92. Brainstorming, creative development, and early documentation.
- 93. Paper prototype and sample art/audio asset development.
- 94. Play testing and concept “pitch”.