prashanth updated resume 2024 for Teaching Profession
Gameful Learning - Using games & game strategies to engage learners
1. Gameful Learning
Using games and game strategies to engage
learners
Jason Rosenblum, & Bob Strong
jasonr@stedwards.edu
h/p://slidesha.re/pxCZ4G
2. What’s a serious game?
• games famously resist definition (Wittgenstein)
• Therefore here’s one perspective:
Serious games are games that prompt
experiential learning through play, in ways that
foster critical evaluation and participation.
3. Why are they relevant?
• Theoretical models & Research Perspectives
provided by:
Ian Bogost, James Gee, David Shaffer, Constance
Steinkuehler, Sasha Barab, Kurt Squire & Jane
McGonigal
4. Gameful Participation
• McGonigal, J. (2011). Reality is Broken: Why Games
Make Us Better and How They Can Change the
World: Penguin Press HC.
• Jane McGonigal - Real play to take action to
address large scale probs.
5. Gameful participation via
Superhero Gaming
• Produced World Without Oil (an Alternate Reality Game)
and more recently, Evoke (Alternate Reality/Superhero
Gaming)
• See: http://janemcgonigal.com/
• Look for her Ted Talk: “Gaming can make a better
world”
6. Gameful learning with
serious games
• Strategy that applies “Serious” Games with
Guided Experiential Participation
• To Foster: critical thinking, problem solving,
instructor facilitation & reflection
• To Address: authentic, real-world problems
• With computer games (Fate of the World
or Peacemaker) and game-based approaches
13. Fate of the World
• Designed to heighten awareness of systemic effects of
environmental, political, and cultural choices on climate
change.
• Helps players confront the rhetorical gap between what they
know and what the systems embodied in the game
represent.
• Relevance: Provides experiential learning through a series
of progressively harder problems, using Bogost’s procedural
rhetoric
• see: Persuasive Games,The Expressive Power of Video Games :
http://www.bogost.com/books/persuasive_games.shtml.
14. Epistemic Games @ UW
David Shaffer
http://epistemicgames.org/
Shaffer, D., Gee, J. (2008). How Computer Games Help Children Learn: Palgrave
Macmillan.
15. According to David Shaffer...
An epistemic game is a game that deliberately creates the
epistemic frame of a socially valued community by re-creating
the process by which individuals develop the skills, knowledge,
identities, values, and epistemology of that community (Shaffer
& Gee, 2008, p. 164)
Shaffer, D., Gee, J. (2008). How Computer Games Help Children
Learn: Palgrave Macmillan.
16. Peacemaker as Epistemic Game
Presents players with the challenge of playing the
role of a peacemaker
...and more importantly challenges players to
*think* like a peacemaker to solve a difficult
problem--peace in the Mideast.
17. Peacemaker Pilot
• Spring 2011 - Undergrad International
Security & Conflict Resolution Course
• Students worked in teams of 2-4, appx 5-6
teams, for appx 25 minutes.
• asked to consciously role-play a leader
from a particular political position
18. Peacemaker Pilot
• Student teams did well--with some teams
able to achieve positive ratings from both
countries.
• Students studied material prior to class, and
were prompted to write reflections on
their experience
• Feedback was positive--wanted more time
for play outside of class.
19. Gameful Learning with
Alternate Reality Games
• Enterprise Education
• Simon Brookes
• University of Portsmouth, UK
20. Gameful Learning with
Alternate Reality Games
"Alternate Reality Games for Enterprise Education - Bridging
the reality gap between simulation and authentic experience"
http://simonbrookes.wordpress.com
http://www.vimeo.com/22688990
21. Learner as “Superhero”
Clever use of technology + game design
strategies to motivate players in ways that are
Challenge-Based.
http://www.urgentevoke.com
29. Learning is Experiential
An example of Gee's empowerment through identity (i.e.
your life) and through learner-defined play : origin story +
quest + outcome.
30. Global Social Problems
• Local Action & Social Networks for Change
• Undergrad Cultural Foundations course
• Uses superhero gaming strategies &
challenge-based learning approach.
• Inspired by McGonigal’s idea of gameful
action and her ARG, Evoke.
32. Three Missions
• Research an issue @ Global & Local Levels
• Participate online as well as at local levels
to address the problem
• Imagine a possible way to address the
issue, incorporating perspectives learned
through research and participation.
33. Peer Ratings
Students awarded “Experience Points” by peers on
how well they demonstrate heroic “Character Traits”
Creativity Tenacity Perspective
Clarity Cooperation Empathy
Credibility Precision Persuasion
A Badge-based reward system is implemented based
on individual scores
34. Technology Setup
• Class site is 99% “open”, not within Blackboard
• Based on Drupal “Commons”, but heavily
modified
• Student blog syntheses will be posted to
Twitter, using the course hash tag, #globsoc
• Support for group-based activities, individual
blogs
http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html\n Incorporates problem-solving (how to address the problem through action) and can be described as an example of action learning--i.e. you can't solve a problem alone.  You need to collaborate with experts to come to a greater understanding of the issue. \nMcGonigal focuses on the larger picture of how and why games are relevant.\n \n Asks: How can we capture the positive, emotional qualities of ludic experiences that we get from games? \n The process of leveling through games gives a sense of accomplishment, not because saving a virtual world has “value”, rather the experience of being a part of an ‘epic’ undertaking has meaning.\n By adopting a gameful approach to school (like Q2L), we take some of the best elements of game participation and apply them in ways that make education meaningful and relevant.  It changes the game of education from something that is grade-focused (external reward) to achievement-focused (internal reward).  Gameful approaches to life that involve us in large-scale (epic) pursuits can help to give our lives meaning, particularly if we engage around real-world social problems.  It is us that make the difference—and it is us that benefit from a sense of ‘fiero!’ that comes with knowing that we’ve made a difference\n
Extends McGonigal’s notion of gameful participation into the classroom--Jane doesn’t discuss teaching & learning per se.\n\nTeaching & learning approach that incorporates use of serious games -- computer game & game methodologies to promote experiential & discovery learning around authentic, real-world problems. \n \n--gameful learning is made possible through crit. thinking, instructor facilitation & student reflection\n\nNext: will show how research perspectives can inform *how* computer-based games might help foster gameful learning.\n
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Game presents a possible future and immerses people in problem solving to address game probs.  Rooted in real contexts.  \n