This link has been bookmarked by 54 people . It was first bookmarked on 15 Jul 2008, by wayne anderson.
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21 Feb 13
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03 Jun 12
Tabitha ShearerBeneficial use of games in the classroom for educational purposes.
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Henry Jenkins and Constance Steinkuehler also see games as teaching skills students will need in the modern world.
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Games--even single player games--encourage, if not require, participation within a community. The collaborative problem solving, research, critical analysis, and diplomatic skills are fundamental in today’s society and will become increasingly integral in the future.[2]
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But then the challenge: how to find a suitable game and integrate it in a way that matches the learning objectives of the course? Unfortunately, these tasks are still difficult.
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Faculty note increased student motivation and interest as major benefits, as well as the opportunity for students to utilize knowledge and research in some kind of practical application. Still, games are a radical departure from the tradition classroom tools and it's rare that the first implementation is perfect.
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However, by having students connect their experiences with knowledge gained from classroom discussion or readings, instructors can successfully integrate the games into their courses.
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27 Sep 11
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"Steinkuehler focuses her research on the use of scientific analysis and writing in the most popular massive multiplayer online game, World of Warcraft. Like any game, World of Warcraft, uses a series of algorithms to determine the outcome of various player choices and actions. Deconstructing these algorithms is a key to succeeding at the game. As a result, players spend a great deal of time in forums and other resources comparing research and solutions to different situations. In addition, Steinkuehler also sees evidence of literary practices at work in the creation of fan fiction surrounding MMOG (Massively Multiplayer Online Gaming).[3]"
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02 Nov 10
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08 Mar 09
Sheri EdwardsFrom Age of Empires to Zork: Using Games in the Classroom
education zork gaming technology pedagogy professionaldevelopment
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- Gee sees valuable devices at work, including:
- Just in time learning--the player is introduced to rules and concepts as needed
- Self-paced learning
- Motivation of players to push the boundaries of their own knowledge and skills
- Use of different forms (visual, oral, and text) for redundant information[1]
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For Jenkins, games form a part of a new generation of media that is distinguished by the active participation of its consumers. Average users don't just watch the screen; they now create video, write to the Web, and publish digital photos. This new media demands a media literacy that everyone will have to master in order to succeed in the years to come. Games--even single player games--encourage, if not require, participation within a community. The collaborative problem solving, research, critical analysis, and diplomatic skills are fundamental in today’s society and will become increasingly integral in the future.[2]
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Deconstructing these algorithms is a key to succeeding at the game. As a result, players spend a great deal of time in forums and other resources comparing research and solutions to different situations. In addition, Steinkuehler also sees evidence of literary practices at work in the creation of fan fiction surrounding MMOG
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how to find a suitable game and integrate it in a way that matches the learning objectives of the course? Unfortunately, these tasks are still difficult. Many games are potentially suitable for use in a college or university classroom; however, finding these games can be a formidable task. There has been an effort to make this easier by distinguishing between “serious games” and other commercial games, but this distinction can be arbitrary and excludes a large number of games that are potentially useful. Finally, once a game is selected, there are few practical examples available to use as a template for integrating the game into the course.
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n the third category, games become a means of creation. The playing of the game is a mere subset of the overall activity. The fundamental learning stems from creativity with new media, interaction in small to very large groups, and the construction of new media using the games as a platform--
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The creation of a game based on literature provides and array of challenges, including the transition from text only to inclusion of audio and visual materials.
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The key difference in this category is the shift in the student's role from player to creator. Most games in this group allow advanced users to use the game as a platform for creation. While this was originally viewed as “cheating” by some, game makers quickly realized the economic rationale: allowing players to create their own content effectively extends the shelf-life of their titles.
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Typically the most difficult aspect of creating mods is not the technology, but getting the details right. To create a historical scenario in this way, students must do a great deal of research to understand the technology, culture, religion, leaders, economies, and governments of the time. Students can work in small groups with a particular research focus and then combine their information in a single mod, publish it for feedback and play the game themselves. By analyzing the game, they can determine in which ways the scenario reflects historical reality and where other factors were either not considered or given false values.
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Games can also serve as a platform for the creation of videos, a process called machinima. Originally a tool for alternative filmmakers and hobbyists, machinima has entered the mainstream.[11] Instead of creating a game, students use the game to create video. This can be as simple as pressing a record button, importing into IMovie, and adding a sound track
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vast majority of faculty who have used games report positive experiences and plan on increasing the amount of time dedicated to the game in subsequent offerings of the course.
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Faculty note increased student motivation and interest as major benefits, as well as the opportunity for students to utilize knowledge and research in some kind of practical application. Still, games are a radical departure from the tradition classroom tools and it's rare that the first implementation is perfect.
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Games do require some rethinking of traditional homework in the sense that they are all learner driven, offering each student a unique experience. However, by having students connect their experiences with knowledge gained from classroom discussion or readings, instructors can successfully integrate the games into their courses.
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Vicki DavisVery nice article about using Games in the Classroom from Todd Bryant. (Hat tip to Jo McLeay's plurk about this one.)
hz09 education pedagogy professionaldevelopment bestpractices technology edu_newapp hzmeta games
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23 Jul 08
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Alan LevineWith the remarkable growth in the gaming industry in recent years, educators have begun looking at games as a way of reaching students in this new digital world.
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15 Jul 08
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