Steven Weitz and Mary Rasley - The Edugaming Framework: Keeping the Quiz out of Educational Games to Create Effective Learning Environments
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The document discusses the inefficacies of many educational games, highlighting that they often resemble quizzes rather than engaging gameplay. It proposes the 'edugaming framework' to create meaningful educational content through gameplay, focusing on core concepts and user experience. The framework involves breaking down concepts, defining core gameplay, and refining the game through playtesting to ensure education is inherently part of the gameplay.
Steven Weitz and Mary Rasley - The Edugaming Framework: Keeping the Quiz out of Educational Games to Create Effective Learning Environments
- 1. Steven Weitz & Mary Rasley The Edugaming Framework Keeping the Quiz Out of Educational Games to Create Effective Learning Environments sweitz@lccc.edu & mrasley@lccc.edu Lehigh Carbon Community College Pennsylvania NSF-ATEGrants1003154&1304216- Anyopinions,findings,andconclusionsor recommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarily reflecttheviewsoftheNationalScienceFoundation
- 2. Educational games have a reputation for being terrible… … because many educational games are terrible.
- 3. But they don’t have to be! wrongwithmanyeducational games?That question is actually 2 questions…
- 4. What’s wrong with many educational games? That question is actually 2 questions…
- 5. Why don’t games cause a deeper understanding? 1. Why aren’t educational games engaging? 2.
- 6. They are quizzes pretending to be games
- 7. They are quizzes pretending to be games Quizzing has a place in the classroom.
- 8. Quizzing has a place in the classroom. Quizzing significantly detracts from games.
- 9. Quizzing has a place in the classroom. Quizzing significantly detracts from games.
- 10. Bloom’s Taxonomy
- 11. Why don’t games cause a deeper understanding? 1. Why aren’t educational games engaging? 2.
- 12. Why don’t games cause a deeper understanding? 1.
- 13. Games are NOT great for fact retention
- 15. What the player does is what will be reinforced.
- 16. All games “teach” something. We’re trying to make games that teach something useful.
- 17. The educational content needs to be the play.
- 18. The educational content needs to be the play.playplay
- 19. Why don’t games cause a deeper understanding? 1. Why aren’t educational games engaging? 2.
- 20. Why aren’t educational games engaging? 2.
- 25. Two choices… … one right answer
- 26. “A game is a series of interesting choices.” – Sid Meier
- 27. Interesting choices.” – S “A game is a series Interesting
- 28. Quiz =/= Engaging Game.
- 30. Quiz + Luck =/= Engaging Game.
- 31. Quiz + Luck =/= Engaging Game.?Twitch Skill
- 32. Quiz + Twitch Skill?
- 34. Quiz + Twitch Skill?
- 35. Quiz + Twitch Skill?
- 36. Quiz + Twitch Skill? Reinforces reflexes and fast recall… NOT understanding.
- 37. Educational games that aren’t quizzes Easier said than done. ...
- 39. 1) Identify the specific concept to reinforce
- 40. 2) Analysis: Break the concept into its component parts
- 41. An example: • 2 is a piece • + is a piece • (- 4) is a piece • X is a piece • = is a piece 2 + (- 4) = X
- 42. 3) Consider the essence of the knowledge those components represent.
- 43. Back to our example… • 2 is a starting point • + is how to alter that starting point • (- 4) is how much to alter it by • X is the end result 2 + (- 4) = X This is about manipulating numbers
- 44. 4) The essence becomes the core gameplay using the relationship of the components.
- 45. Back to our example… • Components: Numbers, Combinations, Results • Essence: Manipulation • Core Gameplay: Acquiring and manipulating numbers to reach a goal. 2 + (- 4) = X
- 46. 5) Determine what the User Experience (UX) will be.
- 47. 6) Build the rest of the game around the core gameplay, within the desired experience.
- 48. 7) Refine the game through iterative playtesting.
- 49. Always perform a core check: Is the educational content still the core play of the game?
- 50. Steven Weitz & Mary Rasley sweitz@lccc.edu & mrasley@lccc.edu Lehigh Carbon Community College Pennsylvania NSF-ATEGrants1003154&1304216- Anyopinions,findings,andconclusionsor recommendationsexpressedinthismaterialarethoseoftheauthor(s)anddonotnecessarily reflecttheviewsoftheNationalScienceFoundation