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The Use of Computer Games in Education

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Renée Schulz

This document presents a trial lecture by Renée Schulz discussing the integration of computer games into education, focusing on new learning approaches like problem-based learning and experiential learning. It emphasizes the potential of games to enhance student engagement and learning experiences while outlining considerations for educators in selecting appropriate games and integrating them effectively into their teaching strategies. The lecture further addresses the complexities of gamification and the need for a blend of pedagogical and game design knowledge to address educational challenges.

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28.03.2018Renée Schulz, PhD Defense 1 The use of computer games in education Trial Lecture– Renée Schulz 21st March 2018 University of Agder Grimstad, Norway renee.schulz@uia.no
Agenda 28.03.2018Renée Schulz, Trial Lecture 2
Info Slide 28.03.2018Renée Schulz, Trial Lecture 3 Blue/Hat: indicates „the topic is Education“ Purple/Dino: indicates „the topic is Games“
What is changing in Education and why?
28.03.2018Renée Schulz, Trial Lecture 5
28.03.2018Renée Schulz, Trial Lecture 6 [https://presentlygifted.weebly.com/problem-based-learning.html]
Traditional Learning• Student• -centred approaches Student• -centred means more 28.03.2018Renée Schulz, Trial Lecture 7 New Learning and Teaching Approaches [Source: https://www.canvaslms.com/downloads/Student-Centered-Learning.pdf]
Traditional Learning• Student• -centred approaches Student• -centred means more 28.03.2018Renée Schulz, Trial Lecture 8 New Learning and Teaching Approaches [Source: https://www.canvaslms.com/downloads/Student-Centered-Learning.pdf]
Experiential Learning Theory as a base for including games 28.03.2018 9Renée Schulz, PhD Defense [Kolb, 1984]
Example: Experiential Learning in Sports Education 28.03.2018Renée Schulz, Trial Lecture 10 [Cab 180 | Snowboarding Tricks | Whitelines http://po.st/EagfYC via @whitelinessnow]
Traditional Learning• Student• -centred approaches Student• -centred means more 28.03.2018Renée Schulz, Trial Lecture 11 New Learning and Teaching Approaches [Source: https://www.canvaslms.com/downloads/Student-Centered-Learning.pdf]
Problem-based Learning (PBL) 28.03.2018 12Renée Schulz, PhD Defense [https://presentlygifted.weebly.com/problem-based-learning.html]
What are Games and why should we care?
28.03.2018Renée Schulz, Trial Lecture 14 [https://newzoo.com/]
Example of the Expansion of eSports: Overwatch League 28.03.2018Renée Schulz, Trial Lecture 15 [Pictures: Blizzard/BlizzCon]
28.03.2018Renée Schulz, Trial Lecture 16 Requirements Must be a current or incoming full-time student at UCI Learn more about UCI Admissions Must be at least Master (League of Legends) or Grandmaster (Overwatch) Application Process Fill out our Recruitment Interest form Eligible applicants will be put in contact with someone from the program to discuss next steps Priority applicants will have a chance to visit the campus and facility, meet current team members, coaches, and program staff Priority applicants may receive a pre-tryout for coaches to understand their play style, communication skills, and game sense Tryouts will be held during or shortly before the school year, depending on the season’s schedule A final roster will be finalized before the season begins Scholarship Details & FAQ We currently have a team for League of Legends and Overwatch Scholarships are $5610 for League of Legends and $2500 for Overwatch Substitute players receive the same scholarship as starting players Amounts are subject to change based on program funding for the year Teams have full support staff including coaches, managers, analysts
28.03.2018Renée Schulz, Trial Lecture 17 Hold on… …one step back.
What is a computer game? computer game noun [ C ] UK• /kəmˈpjuː.tə ˌɡeɪm/ US /kəmˈpjuː.t̬ɚ ˌɡeɪm/ • a game that is played on a computer, in which the pictures that appear on the screen are controlled by pressing keys or moving a joystick 28.03.2018Renée Schulz, Trial Lecture 18 [Source: Cambridge Dictionary]
Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 19 [Smed, J., & Hakonen, H. (2003).]
Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 20 [Smed, J., & Hakonen, H. (2003).]
Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 21 [Smed, J., & Hakonen, H. (2003).]
Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 22 [Smed, J., & Hakonen, H. (2003).] [Link to Original Picture]
What is a Computer Game: MVC definition. 28.03.2018Renée Schulz, Trial Lecture 23 [Smed, J., & Hakonen, H. (2003).]
28.03.2018Renée Schulz, Trial Lecture 24 [Smed, J., & Hakonen, H. (2003).] [Link to Original Picture]
What can games in education be good for? • Games are known to be motivating • Game-based learning improves engagement and motivation; • Games may also contribute to content learning (Lester et al., 2014; Perrotta, Featherstone, Aston, & Houghton, 2013). • Games can teach us to solve some of the problems found in education • E.g. how to improve learning tasks (assignments) 28.03.2018Renée Schulz, Trial Lecture 25
How can we use games as teachers?
28.03.2018Renée Schulz, Trial Lecture 27 Computer Games in Education What can that mean?
Careful Analysis is needed. 28.03.2018Renée Schulz, Trial Lecture 28
We need to understand the problem to find a solution. 28.03.2018 29Renée Schulz, Trial Lecture Using a game is a solution to a problem (e.g. how to improve a specific learning activity to achieve a specific learning goal). Psst. I‘m here to help!
We need to understand the problem to find a solution. 28.03.2018 30Renée Schulz, Trial Lecture Understand1. the problem space. Analyse2. what is lacking and where. ?
We need to understand the problem to find a solution. 28.03.2018 31Renée Schulz, Trial Lecture Analyse what games can provide what is lacking in your teaching/learning approach. Be open to study them.
We need to understand the problem to find a solution. 28.03.2018 32Renée Schulz, Trial Lecture Analyse what games can provide what is lacking in your teaching/learning approach. Be open to study them.
We need to understand the problem to find a solution. 28.03.2018 33Renée Schulz, Trial Lecture Analyse what games can provide what is lacking in your teaching/learning approach. Be open to study them. E.g. Analyse existing games if they can provide a learning activity that is beneficial for your specific goal.
We cannot jump to conclusions. 28.03.2018 34Renée Schulz, Trial Lecture
After a match was found, the new tools needs to be integrated. 28.03.2018Renée Schulz, Trial Lecture 35
28.03.2018Renée Schulz, Trial Lecture 36 The whole process to find a game to support learning:
The whole process… …requires a large set of skills: Teaching experience, pedagogical knowledge, psychology, motivation theory, digital literacy, game literacy, and in the best case: game design knowledge and more  Complicated 28.03.2018Renée Schulz, Trial Lecture 37
Regard theories while integrating! 28.03.2018 38Renée Schulz, PhD Defense • Useful Theories for the integration of games (or game-based learning): • Situated cognition • Cognitive load theory • Self-determination theory • …
Situated learning/ cognition 28.03.2018 39Renée Schulz, PhD Defense CONTEXT
Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 40 Cognitive Load Theory [Moreno, R. (2006).]
Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 41 Cognitive Load Theory [Moreno, R. (2006).]
Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 42 Cognitive Load Theory [Moreno, R. (2006).]
Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 43 Cognitive Load Theory [Moreno, R. (2006).]
Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 44 Cognitive Load Theory [Moreno, R. (2006).] Game
Octalysis: a framework to analyse game elements 28.03.2018Renée Schulz, Trial Lecture 45
Self-determination Theory (knowing how to motivate) Games provide means to address those human needs: Autonomy – the extent to which the game provides flexibility over movement and strategies, choice over tasks and goals, and rewards that provide feedback and not control. 28.03.2018Renée Schulz, Trial Lecture 46 Relatedness – the extent to which the game provides interactions between players. Competence – the extent to which tasks provide ongoing challenges and opportunities for feedback. [Ryan, R. M., Rigby, C. S & Przybylski, A. K., (2006). ]
Adding Theories to Analysis (Context of Use) 28.03.2018Renée Schulz, Trial Lecture 47 Analyse• the teaching approach Include• useful learning theories
Computer Games in Education
There are use cases, where commercial games.. 28.03.2018 49Renée Schulz, PhD Defense .. can be beneficial in education! These instances are limited to exactly the presented problem spaces and goals, but they exist.
Example: Students start late on their deliverables Problem: students start working on their assignments late. 28.03.2018Renée Schulz, Trial Lecture 50
Example how to „make gamers work each day“ (Heroes of the Storm) 28.03.2018Renée Schulz, Trial Lecture 51
Daily/Hourly World Quests in World of Warcraft: Legion 28.03.2018Renée Schulz, Trial Lecture 52
Example: SimCity 28.03.2018Renée Schulz, Trial Lecture 53 SimCity: how different variables within a system interact in emergent and complex ways (Chatfield, 2010)
Example: Ultima Online 28.03.2018Renée Schulz, Trial Lecture 54 Ultima Online (Blacksmithing): gaining transferable skills such as product management and in-game economy /customer base (Senior and Cubbidge, 2010).
Example: Medal of Honor 28.03.2018Renée Schulz, Trial Lecture 55 “Medal of Honor” or Activision’s “Call of Duty” helps to improve in visual acuity (Green and Bavelier, 2006; Achtman et al., 2008) & stimulates the cognitive level
Example: Tetris 28.03.2018Renée Schulz, Trial Lecture 56 Increase in neurological efficiency when it comes to things like critical thinking and reasoning / pattern recognition (Goldsmith, 1994)
Example: Fallout Shelter: A game to discuss ethics. 28.03.2018Renée Schulz, Trial Lecture 57 ["Ethics and Games Series: Fallout Shelter" by Sherry Jones (Jan. 28, 2018)]
Games are developed from a different perspective, so… In• this regard, we do have to remember: games are different. Developed• for entertainment/ different target audience 28.03.2018Renée Schulz, Trial Lecture 58
What teachers should consider What to consider when choosing a game: • Students’ characteristics, age, competitiveness, and previous gaming experience. • The game’s target age level. • Special needs: Would students with disabilities be left out? • Choice of characters, language, or situations: does the game offend any particular group of students? • Number of players: How many students can play at one time? Will too many be left sitting on their hands? • The role of the teacher: Passive observer or active participant? 28.03.2018Renée Schulz, Trial Lecture 59 [Coffey, H. (2009)]
Gamification in Education
Defining Gamification 28.03.2018Renée Schulz, Trial Lecture 61 Sebastian Deterding (2011) From game design elements to gamefulness: defining gamification. “Gamification: the use of game design elements in non-game context.”
Game Elements: Points, Badges, Leaderboards… 28.03.2018Renée Schulz, Trial Lecture 62
Preventing a „Skinner Box“-Phenomenon 28.03.2018Renée Schulz, Trial Lecture 63 [adapted from Craig Swanson, www.perspicuity.com]
Operant-Conditioning or Skinner Box 28.03.2018Renée Schulz, Trial Lecture 64 [Wikipedia: https://en.wikipedia.org/wiki/Operant_conditioning_chamber]
Gamification Gamification• might be even more complex  not using „ready made“ solutions Under• the assumption: we want to design what the students need Requires• Game Design Knowledge: Mechanics• , Aesthetics, Dynamics, Rule Design, Character Design, Level Design, Storytelling/Narration, … and• then BRIDGING between pedagogy and game design. 28.03.2018Renée Schulz, Trial Lecture 65
„Smiley Model“ Learning Design and Game Elements 28.03.2018Renée Schulz, Trial Lecture 66 [Weitze, C. L., & Ørngreen, R. (2012)]
„Smiley Model“ Learning Design and Game Elements 28.03.2018Renée Schulz, Trial Lecture 67 [Weitze, C. L., & Ørngreen, R. (2012)]
„Smiley Model“ Learning Design and Game Elements 28.03.2018Renée Schulz, Trial Lecture 68 [Weitze, C. L., & Ørngreen, R. (2012)]
Gamficiation - Extended Problems 28.03.2018 69Renée Schulz, Trial Lecture There• is a gap between our problems in education and• what is offered by our common ICT solutions in terms of gamification possibilities That• is, because Teachers have to rely on ready designed ICT solutions, since teachers cannot design and develop software themselves (and they would probably lack the game design skills) Ready• made solutions often rely on „old“ and very simple gamification methods such as badges, points, leaderboards A recipe• that doesn‘t work TechnologiesTeaching
Canvas Example Maybe we can address the problem of students starting late on their assignments through Gamification? Let’s see what Canvas offers. 28.03.2018Renée Schulz, Trial Lecture 70 [https://canvas.instructure.com]
Possibilities for Student-centred Learning in Canvas (Activities) What• possibilities are present? 28.03.2018Renée Schulz, Trial Lecture 71 [https://canvas.instructure.com]
28.03.2018Renée Schulz, Trial Lecture 72 Points• Percentage• Complete• /Incomplete Letter Grade• GPA• Scale Not• Graded [https://canvas.instructure.com]
28.03.2018Renée Schulz, Trial Lecture 73 Soft or hard deadlines [https://canvas.instructure.com]
28.03.2018Renée Schulz, Trial Lecture 74
28.03.2018Renée Schulz, Trial Lecture 75
28.03.2018Renée Schulz, Trial Lecture 76
Example Skill Tree: World of Warcraft (Classic) 28.03.2018Renée Schulz, Trial Lecture 77
Example Skill Tree: Guild Wars 2 28.03.2018Renée Schulz, Trial Lecture 78
Example Skill Tree: Path of Exile 28.03.2018Renée Schulz, Trial Lecture 79
Example Skill Tree: Path of Exile 28.03.2018Renée Schulz, Trial Lecture 80
28.03.2018Renée Schulz, Trial Lecture 81
Gamficiation - Extended Problems 28.03.2018 82Renée Schulz, Trial Lecture There• is a gap between our problems in education and• what is offered by our common ICT solutions in terms of gamification possibilities That• is, because Teachers have to rely on ready designed ICT solutions, since teachers cannot design and develop software themselves (and they would probably lack the game design skills) Ready• made solutions often rely on „old“ and very simple gamification methods such as badges, points, leaderboards A recipe• that doesn‘t work TechnologiesTeaching
eSports in Education
Should we teach eSports? 28.03.2018 84Renée Schulz, Trial Lecture Benefits• similar to organized sports Pathways• to STEM Social• Engagement Research and Critical• Thinking Watch• -Analyse-Play [https://esports.uci.edu/]
Should we teach eSports? 28.03.2018 85Renée Schulz, Trial Lecture Benefits• similar to organized sports Pathways• to STEM Social• Engagement Research and Critical• Thinking Watch• -Analyse-Play [https://esports.uci.edu/]
Summary
Summary 28.03.2018Renée Schulz, Trial Lecture 87
References Smed• , J., & Hakonen, H. (2003). Towards a definition of a computer game (pp. 1-3). Turku, Finland: Turku Centre for Computer Science. Deterding• , S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). ACM. Prensky• , M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21. Coffey,• H. (2009). Digital game-based learning. Learn NC. Retrieved July, 27, 2010. Van• Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16. Spires,• H. A. (2015). Digital Game-Based Learning. Journal of Adolescent & Adult Literacy, 59(2), 125-130. Salen• , K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press. Prensky• , M. (2006). Don't bother me, Mom, I'm learning!: How computer and video games are preparing your kids for 21st century success and how you can help!. St. Paul, MN: Paragon house. Weitze• , C. L., & Ørngreen, R. (2012). Concept Model For Designing Engaging And Motivating Games For Learning-The Smiley-Model. In Meaningful play 2012. University of Michigan Press. https• ://esports.uci.edu/ "Ethics• and Games Series: Fallout Shelter" by Sherry Jones (Jan. 28, 2018). [Online] https://www.slideshare.net/autnes/ethics-and-games-series-fallout-shelter-by-sherry-jones-jan-28-2018- 86935859?qid=24bde0a0-c595-4ea5-bba5-88519256f77e&v=&b=&from_search=5 28.03.2018Renée Schulz, Trial Lecture 88
Additional Resouces Teachers• ’ roles (possibilities learned by games) Other important areas in• “games in education”: Ethics: ethical implications of games and ethical usage and design of games and game• elements Game design theory, best practices and new trends• Teacher education to teach with games or gamified systems/ to create games or• gamified content meaningfully 28.03.2018Renée Schulz, Trial Lecture 89
Teachers’ Inclusion and Role How• comes the teacher into «gamification»? What• can be the teachers’ role? Role• influences from games?
The Opponent http://de.mortalkombat.wikia.com/wiki/Datei:Mortal_Kombat_X_Goro_A
The Supporting Character http://ayay.co.uk/backgrounds/war_games/team_fortress_2/medic-helping-
The Storyteller http://wallpaper.pickywallpapers.com/1920x1080/skyrim-reading-a-book.jpg
The Hero Character http://http://wall.alphacoders.com/big.php?i=309125
The Group Leader http://na.leagueoflegends.com/sites/default/files/upload/art/teambuilde
What is a game? (Original Picture from Reference) 28.03.2018Renée Schulz, Trial Lecture 96 [Smed, J., & Hakonen, H. (2003)] [Link back]
„Game“ defined through a MVC approach (Original Picture from Reference) 28.03.2018Renée Schulz, Trial Lecture 97 [Smed, J., & Hakonen, H. (2003)] [Link back]

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The Use of Computer Games in Education

  • 1. 28.03.2018Renée Schulz, PhD Defense 1 The use of computer games in education Trial Lecture– Renée Schulz 21st March 2018 University of Agder Grimstad, Norway renee.schulz@uia.no
  • 3. Info Slide 28.03.2018Renée Schulz, Trial Lecture 3 Blue/Hat: indicates „the topic is Education“ Purple/Dino: indicates „the topic is Games“
  • 4. What is changing in Education and why?
  • 6. 28.03.2018Renée Schulz, Trial Lecture 6 [https://presentlygifted.weebly.com/problem-based-learning.html]
  • 7. Traditional Learning• Student• -centred approaches Student• -centred means more 28.03.2018Renée Schulz, Trial Lecture 7 New Learning and Teaching Approaches [Source: https://www.canvaslms.com/downloads/Student-Centered-Learning.pdf]
  • 8. Traditional Learning• Student• -centred approaches Student• -centred means more 28.03.2018Renée Schulz, Trial Lecture 8 New Learning and Teaching Approaches [Source: https://www.canvaslms.com/downloads/Student-Centered-Learning.pdf]
  • 9. Experiential Learning Theory as a base for including games 28.03.2018 9Renée Schulz, PhD Defense [Kolb, 1984]
  • 10. Example: Experiential Learning in Sports Education 28.03.2018Renée Schulz, Trial Lecture 10 [Cab 180 | Snowboarding Tricks | Whitelines http://po.st/EagfYC via @whitelinessnow]
  • 11. Traditional Learning• Student• -centred approaches Student• -centred means more 28.03.2018Renée Schulz, Trial Lecture 11 New Learning and Teaching Approaches [Source: https://www.canvaslms.com/downloads/Student-Centered-Learning.pdf]
  • 12. Problem-based Learning (PBL) 28.03.2018 12Renée Schulz, PhD Defense [https://presentlygifted.weebly.com/problem-based-learning.html]
  • 13. What are Games and why should we care?
  • 14. 28.03.2018Renée Schulz, Trial Lecture 14 [https://newzoo.com/]
  • 15. Example of the Expansion of eSports: Overwatch League 28.03.2018Renée Schulz, Trial Lecture 15 [Pictures: Blizzard/BlizzCon]
  • 16. 28.03.2018Renée Schulz, Trial Lecture 16 Requirements Must be a current or incoming full-time student at UCI Learn more about UCI Admissions Must be at least Master (League of Legends) or Grandmaster (Overwatch) Application Process Fill out our Recruitment Interest form Eligible applicants will be put in contact with someone from the program to discuss next steps Priority applicants will have a chance to visit the campus and facility, meet current team members, coaches, and program staff Priority applicants may receive a pre-tryout for coaches to understand their play style, communication skills, and game sense Tryouts will be held during or shortly before the school year, depending on the season’s schedule A final roster will be finalized before the season begins Scholarship Details & FAQ We currently have a team for League of Legends and Overwatch Scholarships are $5610 for League of Legends and $2500 for Overwatch Substitute players receive the same scholarship as starting players Amounts are subject to change based on program funding for the year Teams have full support staff including coaches, managers, analysts
  • 17. 28.03.2018Renée Schulz, Trial Lecture 17 Hold on… …one step back.
  • 18. What is a computer game? computer game noun [ C ] UK• /kəmˈpjuː.tə ˌɡeɪm/ US /kəmˈpjuː.t̬ɚ ˌɡeɪm/ • a game that is played on a computer, in which the pictures that appear on the screen are controlled by pressing keys or moving a joystick 28.03.2018Renée Schulz, Trial Lecture 18 [Source: Cambridge Dictionary]
  • 19. Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 19 [Smed, J., & Hakonen, H. (2003).]
  • 20. Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 20 [Smed, J., & Hakonen, H. (2003).]
  • 21. Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 21 [Smed, J., & Hakonen, H. (2003).]
  • 22. Components, aspects and relationships of a game. 28.03.2018Renée Schulz, Trial Lecture 22 [Smed, J., & Hakonen, H. (2003).] [Link to Original Picture]
  • 23. What is a Computer Game: MVC definition. 28.03.2018Renée Schulz, Trial Lecture 23 [Smed, J., & Hakonen, H. (2003).]
  • 24. 28.03.2018Renée Schulz, Trial Lecture 24 [Smed, J., & Hakonen, H. (2003).] [Link to Original Picture]
  • 25. What can games in education be good for? • Games are known to be motivating • Game-based learning improves engagement and motivation; • Games may also contribute to content learning (Lester et al., 2014; Perrotta, Featherstone, Aston, & Houghton, 2013). • Games can teach us to solve some of the problems found in education • E.g. how to improve learning tasks (assignments) 28.03.2018Renée Schulz, Trial Lecture 25
  • 26. How can we use games as teachers?
  • 27. 28.03.2018Renée Schulz, Trial Lecture 27 Computer Games in Education What can that mean?
  • 28. Careful Analysis is needed. 28.03.2018Renée Schulz, Trial Lecture 28
  • 29. We need to understand the problem to find a solution. 28.03.2018 29Renée Schulz, Trial Lecture Using a game is a solution to a problem (e.g. how to improve a specific learning activity to achieve a specific learning goal). Psst. I‘m here to help!
  • 30. We need to understand the problem to find a solution. 28.03.2018 30Renée Schulz, Trial Lecture Understand1. the problem space. Analyse2. what is lacking and where. ?
  • 31. We need to understand the problem to find a solution. 28.03.2018 31Renée Schulz, Trial Lecture Analyse what games can provide what is lacking in your teaching/learning approach. Be open to study them.
  • 32. We need to understand the problem to find a solution. 28.03.2018 32Renée Schulz, Trial Lecture Analyse what games can provide what is lacking in your teaching/learning approach. Be open to study them.
  • 33. We need to understand the problem to find a solution. 28.03.2018 33Renée Schulz, Trial Lecture Analyse what games can provide what is lacking in your teaching/learning approach. Be open to study them. E.g. Analyse existing games if they can provide a learning activity that is beneficial for your specific goal.
  • 34. We cannot jump to conclusions. 28.03.2018 34Renée Schulz, Trial Lecture
  • 35. After a match was found, the new tools needs to be integrated. 28.03.2018Renée Schulz, Trial Lecture 35
  • 36. 28.03.2018Renée Schulz, Trial Lecture 36 The whole process to find a game to support learning:
  • 37. The whole process… …requires a large set of skills: Teaching experience, pedagogical knowledge, psychology, motivation theory, digital literacy, game literacy, and in the best case: game design knowledge and more  Complicated 28.03.2018Renée Schulz, Trial Lecture 37
  • 38. Regard theories while integrating! 28.03.2018 38Renée Schulz, PhD Defense • Useful Theories for the integration of games (or game-based learning): • Situated cognition • Cognitive load theory • Self-determination theory • …
  • 39. Situated learning/ cognition 28.03.2018 39Renée Schulz, PhD Defense CONTEXT
  • 40. Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 40 Cognitive Load Theory [Moreno, R. (2006).]
  • 41. Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 41 Cognitive Load Theory [Moreno, R. (2006).]
  • 42. Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 42 Cognitive Load Theory [Moreno, R. (2006).]
  • 43. Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 43 Cognitive Load Theory [Moreno, R. (2006).]
  • 44. Cognitive Load Theory 28.03.2018Renée Schulz, Trial Lecture 44 Cognitive Load Theory [Moreno, R. (2006).] Game
  • 45. Octalysis: a framework to analyse game elements 28.03.2018Renée Schulz, Trial Lecture 45
  • 46. Self-determination Theory (knowing how to motivate) Games provide means to address those human needs: Autonomy – the extent to which the game provides flexibility over movement and strategies, choice over tasks and goals, and rewards that provide feedback and not control. 28.03.2018Renée Schulz, Trial Lecture 46 Relatedness – the extent to which the game provides interactions between players. Competence – the extent to which tasks provide ongoing challenges and opportunities for feedback. [Ryan, R. M., Rigby, C. S & Przybylski, A. K., (2006). ]
  • 47. Adding Theories to Analysis (Context of Use) 28.03.2018Renée Schulz, Trial Lecture 47 Analyse• the teaching approach Include• useful learning theories
  • 48. Computer Games in Education
  • 49. There are use cases, where commercial games.. 28.03.2018 49Renée Schulz, PhD Defense .. can be beneficial in education! These instances are limited to exactly the presented problem spaces and goals, but they exist.
  • 50. Example: Students start late on their deliverables Problem: students start working on their assignments late. 28.03.2018Renée Schulz, Trial Lecture 50
  • 51. Example how to „make gamers work each day“ (Heroes of the Storm) 28.03.2018Renée Schulz, Trial Lecture 51
  • 52. Daily/Hourly World Quests in World of Warcraft: Legion 28.03.2018Renée Schulz, Trial Lecture 52
  • 53. Example: SimCity 28.03.2018Renée Schulz, Trial Lecture 53 SimCity: how different variables within a system interact in emergent and complex ways (Chatfield, 2010)
  • 54. Example: Ultima Online 28.03.2018Renée Schulz, Trial Lecture 54 Ultima Online (Blacksmithing): gaining transferable skills such as product management and in-game economy /customer base (Senior and Cubbidge, 2010).
  • 55. Example: Medal of Honor 28.03.2018Renée Schulz, Trial Lecture 55 “Medal of Honor” or Activision’s “Call of Duty” helps to improve in visual acuity (Green and Bavelier, 2006; Achtman et al., 2008) & stimulates the cognitive level
  • 56. Example: Tetris 28.03.2018Renée Schulz, Trial Lecture 56 Increase in neurological efficiency when it comes to things like critical thinking and reasoning / pattern recognition (Goldsmith, 1994)
  • 57. Example: Fallout Shelter: A game to discuss ethics. 28.03.2018Renée Schulz, Trial Lecture 57 ["Ethics and Games Series: Fallout Shelter" by Sherry Jones (Jan. 28, 2018)]
  • 58. Games are developed from a different perspective, so… In• this regard, we do have to remember: games are different. Developed• for entertainment/ different target audience 28.03.2018Renée Schulz, Trial Lecture 58
  • 59. What teachers should consider What to consider when choosing a game: • Students’ characteristics, age, competitiveness, and previous gaming experience. • The game’s target age level. • Special needs: Would students with disabilities be left out? • Choice of characters, language, or situations: does the game offend any particular group of students? • Number of players: How many students can play at one time? Will too many be left sitting on their hands? • The role of the teacher: Passive observer or active participant? 28.03.2018Renée Schulz, Trial Lecture 59 [Coffey, H. (2009)]
  • 61. Defining Gamification 28.03.2018Renée Schulz, Trial Lecture 61 Sebastian Deterding (2011) From game design elements to gamefulness: defining gamification. “Gamification: the use of game design elements in non-game context.”
  • 62. Game Elements: Points, Badges, Leaderboards… 28.03.2018Renée Schulz, Trial Lecture 62
  • 63. Preventing a „Skinner Box“-Phenomenon 28.03.2018Renée Schulz, Trial Lecture 63 [adapted from Craig Swanson, www.perspicuity.com]
  • 64. Operant-Conditioning or Skinner Box 28.03.2018Renée Schulz, Trial Lecture 64 [Wikipedia: https://en.wikipedia.org/wiki/Operant_conditioning_chamber]
  • 65. Gamification Gamification• might be even more complex  not using „ready made“ solutions Under• the assumption: we want to design what the students need Requires• Game Design Knowledge: Mechanics• , Aesthetics, Dynamics, Rule Design, Character Design, Level Design, Storytelling/Narration, … and• then BRIDGING between pedagogy and game design. 28.03.2018Renée Schulz, Trial Lecture 65
  • 66. „Smiley Model“ Learning Design and Game Elements 28.03.2018Renée Schulz, Trial Lecture 66 [Weitze, C. L., & Ørngreen, R. (2012)]
  • 67. „Smiley Model“ Learning Design and Game Elements 28.03.2018Renée Schulz, Trial Lecture 67 [Weitze, C. L., & Ørngreen, R. (2012)]
  • 68. „Smiley Model“ Learning Design and Game Elements 28.03.2018Renée Schulz, Trial Lecture 68 [Weitze, C. L., & Ørngreen, R. (2012)]
  • 69. Gamficiation - Extended Problems 28.03.2018 69Renée Schulz, Trial Lecture There• is a gap between our problems in education and• what is offered by our common ICT solutions in terms of gamification possibilities That• is, because Teachers have to rely on ready designed ICT solutions, since teachers cannot design and develop software themselves (and they would probably lack the game design skills) Ready• made solutions often rely on „old“ and very simple gamification methods such as badges, points, leaderboards A recipe• that doesn‘t work TechnologiesTeaching
  • 70. Canvas Example Maybe we can address the problem of students starting late on their assignments through Gamification? Let’s see what Canvas offers. 28.03.2018Renée Schulz, Trial Lecture 70 [https://canvas.instructure.com]
  • 71. Possibilities for Student-centred Learning in Canvas (Activities) What• possibilities are present? 28.03.2018Renée Schulz, Trial Lecture 71 [https://canvas.instructure.com]
  • 72. 28.03.2018Renée Schulz, Trial Lecture 72 Points• Percentage• Complete• /Incomplete Letter Grade• GPA• Scale Not• Graded [https://canvas.instructure.com]
  • 73. 28.03.2018Renée Schulz, Trial Lecture 73 Soft or hard deadlines [https://canvas.instructure.com]
  • 77. Example Skill Tree: World of Warcraft (Classic) 28.03.2018Renée Schulz, Trial Lecture 77
  • 78. Example Skill Tree: Guild Wars 2 28.03.2018Renée Schulz, Trial Lecture 78
  • 79. Example Skill Tree: Path of Exile 28.03.2018Renée Schulz, Trial Lecture 79
  • 80. Example Skill Tree: Path of Exile 28.03.2018Renée Schulz, Trial Lecture 80
  • 82. Gamficiation - Extended Problems 28.03.2018 82Renée Schulz, Trial Lecture There• is a gap between our problems in education and• what is offered by our common ICT solutions in terms of gamification possibilities That• is, because Teachers have to rely on ready designed ICT solutions, since teachers cannot design and develop software themselves (and they would probably lack the game design skills) Ready• made solutions often rely on „old“ and very simple gamification methods such as badges, points, leaderboards A recipe• that doesn‘t work TechnologiesTeaching
  • 84. Should we teach eSports? 28.03.2018 84Renée Schulz, Trial Lecture Benefits• similar to organized sports Pathways• to STEM Social• Engagement Research and Critical• Thinking Watch• -Analyse-Play [https://esports.uci.edu/]
  • 85. Should we teach eSports? 28.03.2018 85Renée Schulz, Trial Lecture Benefits• similar to organized sports Pathways• to STEM Social• Engagement Research and Critical• Thinking Watch• -Analyse-Play [https://esports.uci.edu/]
  • 88. References Smed• , J., & Hakonen, H. (2003). Towards a definition of a computer game (pp. 1-3). Turku, Finland: Turku Centre for Computer Science. Deterding• , S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). ACM. Prensky• , M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21. Coffey,• H. (2009). Digital game-based learning. Learn NC. Retrieved July, 27, 2010. Van• Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE review, 41(2), 16. Spires,• H. A. (2015). Digital Game-Based Learning. Journal of Adolescent & Adult Literacy, 59(2), 125-130. Salen• , K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT press. Prensky• , M. (2006). Don't bother me, Mom, I'm learning!: How computer and video games are preparing your kids for 21st century success and how you can help!. St. Paul, MN: Paragon house. Weitze• , C. L., & Ørngreen, R. (2012). Concept Model For Designing Engaging And Motivating Games For Learning-The Smiley-Model. In Meaningful play 2012. University of Michigan Press. https• ://esports.uci.edu/ "Ethics• and Games Series: Fallout Shelter" by Sherry Jones (Jan. 28, 2018). [Online] https://www.slideshare.net/autnes/ethics-and-games-series-fallout-shelter-by-sherry-jones-jan-28-2018- 86935859?qid=24bde0a0-c595-4ea5-bba5-88519256f77e&v=&b=&from_search=5 28.03.2018Renée Schulz, Trial Lecture 88
  • 89. Additional Resouces Teachers• ’ roles (possibilities learned by games) Other important areas in• “games in education”: Ethics: ethical implications of games and ethical usage and design of games and game• elements Game design theory, best practices and new trends• Teacher education to teach with games or gamified systems/ to create games or• gamified content meaningfully 28.03.2018Renée Schulz, Trial Lecture 89
  • 90. Teachers’ Inclusion and Role How• comes the teacher into «gamification»? What• can be the teachers’ role? Role• influences from games?
  • 96. What is a game? (Original Picture from Reference) 28.03.2018Renée Schulz, Trial Lecture 96 [Smed, J., & Hakonen, H. (2003)] [Link back]
  • 97. „Game“ defined through a MVC approach (Original Picture from Reference) 28.03.2018Renée Schulz, Trial Lecture 97 [Smed, J., & Hakonen, H. (2003)] [Link back]