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Karl Kapp responds to Ruth Clark's claim that "games don't teach" and Richard Clark's claim that no research supports gaming with a review of the research and what it actually does and doesn't tell us.
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Instructional games seem to foster higher-order thinking such as planning and reasoning more than factual or verbal knowledge.
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Specifically, learning from simulation games was maximized when trainees actively rather than passively learned work-related competencies during game play, trainees could choose to play as many times as desired, and simulation games were embedded in an instructional program rather than serving as stand-alone instruction.
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Guy Wallace makes some ad hominem attacks against me for my criticism of Ruth Clark's claim that "games don't teach" (although he doesn't mention me by name or link to me, it's pretty clear that he is talking about my post). Once you get past the part where he says that Clark has made so many contributions to the field that it's not fair to attack her, especially if you're someone like me who isn't a "star," there are some valid points. He's correct that "popularity is not evidence" and that games can be more expensive than other solutions that might be just as effective.
Ruth Clark claims that "games don't teach," an obviously false statement. She has some legitimate points about matching the game design to the learning outcomes, but her claim that no research supports using games for anything other than "drill and practice" type activities is clearly incorrect. She makes this claim without addressing any work by Squire, Aldrich, etc., so it appears she didn't do a literature review prior to writing.
She cites one study with two games that were less effective at helping learners remember, and she believes that discounts the dozens of other studies on the topic. First, maybe those games were poorly designed. Second, if you're just measuring "transfer and retention" rather than application, I wouldn't be surprised that a game didn't do as well. Games are often better at moving from recall to application--but of course, she didn't measure application.
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The goal of the research was to compare learning efficiency and effectiveness from a narrative game to a slide presentation of the content. Students who played the Crystal Island game learned less and rated the lesson more difficult than students who viewed a slide presentation without any game narrative or hands on activities. Results were similar with the Cache 17 game. The authors conclude that their findings “show that the two well-designed narrative discovery games…were less effective than corresponding slideshows in promoting learning outcomes based on transfer and retention of the games’ academic content” (p. 246).
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Often the features of a game are at counter-purposes to the learning objectives. For example, many games incorporate an onscreen clock requiring the learner to achieve the goal in seconds or minutes. For learning outcomes that are based on understanding and critical thinking, games with time goals that reinforce fast responses are a poor match.
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Simulation game for change management. Try to get the staff of a fictional junior high to adopt peer tutoring. I failed on my first attempt.
Tool for curating existing resources in a gamified learning experience. Lets learners explore resources at their own pace but with some structure from levels, badges, etc. Learners can comment on resources and discuss with each other. The free edition doesn't allow uploads, but you can link to content elsewhere online. The teacher edition has limited uploading but is still free for teachers. The corporate version is has more features but is costly.
Research highlights on learning with avatars, games, and simulations
Free tools (or at least tools with free demos) for developing games
Free tool for creating web-based games & educational interactive activities. Can be used to create Facebook games.
Open source educational software for preschool and elementary students, including math & science games and reading practice
Digital storytelling using the Sims 3, telling the tale of a homeless father and daughter. Really great emotional work with both the images and the writing.
Portfolio with samples of simple and complex Flash simulations, corporate e-learning, and educational games. Several of the examples are from Edheads.org, some of my favorite simulations and games.
Interactive animated multiple choice quizzes and simple games for 11-16 year olds in multiple subjects.
The author calls this a new learning theory combining behaviorism & cognitivism. I see a new instructional design model that combines elements from a number of different sources, but I'm not sure I see a new learning theory. The model seems very complex; how long would you have to work with this before you internalized all the separate parts of the model?
Student results were better using this model. However, the control group was tested before doing a roleplaying game and the experimental groups did the game prior to testing. This could just show that roleplaying helps students understand characters in the Aeneid. Free registration required.
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With its inclusion of game elements, which foster attention, memory, and motivation, SCCS provides a bridge between behaviorist and cognitivist learning theories.
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SCCS learning theory focuses on the formation of schemata in the process of learning, particularly social-connectedness and cognitive-connectedness schemata.
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Live blogged notes from AECT about systems thinking, innovation, and games for learning. Lots of side comments too, including some good connections to instructional design and getting too bogged down in multiple theories.
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This is exactly what has happened to instructional design, and could by why theory and practice don’t meet. So much theory has been introduced that we can no longer see how instruction is actually designed. That’s why I think many times it has become easier for novice (in this case non-academically trained) designers can do it so often. They are not encumbered by the fog of theory.
Free games, tools, and graphic organizers, including a Venn Diagram, priority chart, timeline, and timer. You can create your own casual games with questions, like a word game based on "Space Invaders."
Collection of educational games. Learn about the Darfur crisis, wolf ecology, or brain structures, or practice vocab.
Annotated list of educational games, all related to science and math.
18-week study comparing performance of high school students who learned math in a traditional classroom or with a game. Both classroom and game learning resulted in improvement in skills, but students who played the game scored significantly higher.
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According to the teachers, the games were effective teaching and learning tools because they (a) were experiential in nature, (b) offered an alternative way of teaching and learning, (c) gave the students reasons to learn mathematics to solve the game problems and progress in the games, (d) addressed students' mathematics phobias and (e) increased time on task.
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