LEAP into the Future of Learning Games
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This document discusses the potential of games and simulations for learning and skills development. It notes that gaming technologies can transform learning systems and that building games represents a qualitative shift in how we approach production, learning, and research. It advocates experimenting with learning systems that blend physical, virtual, and machine realities and leveraging existing educational gaming environments.
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LEAP into the Future of Learning Games
- 3. 5th World: Leap into the Future
- 6. DMC Lab Project: Medical Leadership Trainer - Scenario Authoring Engine “Digital Warrior” UT Austin DMC and Fort Sam Houston AMED NCO Academy
- 11. Nature Had it Right The First Time The Power of Play Chris Clark Naval Post Graduate School
- 14. What is this?
- 16. 10 years ago, the cost of a 2 Teraflop supercomputer was $100M. --Frietas, The Future of Computers
- 19. What is the average age of all video gamers in US?
- 20. Entertainment Software Association (ESA), 2005 Essential Facts About the Computer and Video Game Industry, May 18, 2005.
- 21. “My 66 year old mom plays World of Warcraft.” --Kerem Floor, Digital Learning Landscapes, Stavanger, Norway
- 23. 55% and 43% of all games Entertainment Software Association (ESA), 2005 Essential Facts About the Computer and Video Game Industry, May 18, 2005.
- 24. “It’s not true that women do not like to hunt. They like to hunt in packs and with a reason to kill.” --My Mom
- 25. Lineage Games are a medium—not content.
- 27. Case 4: Disaster Configurator for the Rotterdam Port Authority Case study: Emergency Response Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands The medium of gaming represents a qualitative shift in learning systems.
- 29. Games are an extension of the physical environment.
- 30. Games are an extension of the human nervous system.
- 31. The physical world is an extension of games.
- 32. This is about much, much more than fun and games. On 10.19.2006, the MacArthur Foundation announced a $50MM fund for digital learning and games.
- 33. Jobs Context
- 34. A robust program of research and experimentation is needed to enhance development of educational games by stimulating transfer of the art and technologies of video games to education and learning systems. High development costs in an uncertain market for educational innovations make developing complex high-production learning games too risky for video game and educational materials industries. Educational institutions need to transform organizational systems and instructional practices to take greater advantage of new technology, including educational games. Outcome data from large-scale evaluations of educational games are needed to demonstrate that these technologies are equal to or offer comparative advantage vs. conventional IM.
- 36. We seek to advance the learning and career development of science, technology, engineering and mathematics domains (STEM) using a vanguard educational solution that combines real world simulation tools with video game technologies.
- 37. • International (TIMSS) test scores show U.S. 4th graders to be 12th in the world in math; 6th in the world in science • International (TIMSS) test scores show U.S. 8th graders to be 14th in the world in math; 9th in the world in science • International (PISA) test scores show U.S. 12th graders to be 24th in the world in math; 22nd in the world in science Data from National Center for Education Statistics. In Mayo 2005, National Academies. (http://nces.ed.gov/surveys/pisa/PISA2003Highlights.asp and http://nces.ed.gov/timss/Results03.asp) National Center for Education Statistics, Mayo, 2005.
- 38. Data from National Center for Education Statistics . In Mayo 2005, National Academies. (http://nces.ed.gov/surveys/pisa/PISA2003Highlights.asp and http://nces.ed.gov/timss/Results03.asp) “The longer we stay in the educational system, the worse off we are with respect to our peers.” Source: Mayo, National Academies2005
- 41. • Serious Games • The Next Wave of HSI-HCI • The 5th World • TSTC Opportunities 5th World
- 42. Games for… Games for Health Serious Games Games for Change Learning Games
- 43. Case study: Emergency Response Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands
- 44. USC ISI and Tactical Language Training (ITSEC 2005)
- 45. NETC – 24 Blue (ITSEC 2005)
- 46. Games for… Games for Health Serious Games Games for Change Learning Games
- 49. seriousgames.dk
- 50. Different rooms for learning styles Group work Reflective observation Active experimentation GC: Palestine Lecture Abstract concepts Concrete experiences •Kolb’s cycle covered with different teaching forms in the course. • The teacher is crucial to facilitate a full learning experience. Empirical study
- 51. Games for… Games for Health Serious Games Games for Change Learning Games
- 52. GlucoboyThe video game that runs on blood.
- 55. $7.5 million project that immerses students in the hectic environment of a hospital's intensive care unit and places them in a first-person role as a health-care professional. Funded by the U.S. Office of Naval Research, Pulse!! is being developed by Texas A&M-Corpus Christi, which in turn hired Hunt Valley (Md.)-based BreakAway to produce and design the platform. –Business Week http://www.businessweek.com/innovate/content/apr2006/id20060410_051875.htm Pulse!!
- 56. Games for… Games for Health Serious Games Games for Change Learning Games
- 57. Recruiting Games
- 59. COPYRIGHT 2003-2005 CRITICAL MASS INTERACTIVE, INC. ALL RIGHTS RESERVED. USAF: AIR DOMINANCE ACTION FLIGHT SIMULATOR
- 61. ©numedeon,inc.2004 Virtual Biotech company Make viruses Release into community Join team to find vaccine Reach 20,000 for awareness Refer 1,000 for education WHERE’S MY VACCINE! WhyPox Biotech
- 62. ©numedeon,inc.2004 Make airplanes Do flight test Manage supply chain WHERE’S MY AIRPLANE!! New Century Manufacturing Reach 20,000 for awareness Refer 1,000 for education
- 71. • Serious Games • The Next Wave of HSI-HCI • The 5th World • TSTC Opportunities 5th World
- 77. NOSE
- 78. Vienna University of Technology Players operate track switches and adjusting the speed of virtual trains to prevent virtual trains from colliding. Researchers Daniel Wagner, Thomas Pintaric and Dieter Schmalstieg
- 82. Improved Target Acquisition System Trainer
- 84. Augmented Human Cognition Sandia National Laboratories, 2002 BMH, Delta 3D, DARPA, 2005
- 85. Machine Reality
- 86. Video games are leading us to new affective, cognitive and psychomotor domains of HSI… A new relationship between humans and machines.
- 87. • Serious Games • The Next Wave of HSI-HCI • The 5th World • TSTC Opportunities 5th World
- 88. Player Incr. hand-eye coord reaction time spatial visualization neuro-psych. tests visual attentiveness and mental rotation http://www.wehealnewyork.org/BI%20Surgeon%20teams%20up%20with%20Hollywood.htm James “Butch” Rosser, M.D., Chief of Minimally Invasive Surgery, Director of the Advanced Medical Technology Institute (AMTI) Beth Israel Medical Center in Manhattan According to Rosser’s study, surgeons who currently play or previously played video games had a 37% reduction in errors and accomplish laparoscopic surgical tasks 27% quicker.
- 89. US Nano Soldier FCS 2020 defenselink.mil/news/Jul2004/n07272004_2004072705.html Game Builder – Nano Soldier
- 92. UT, DMC: NERO Game Builder – AI for Sensors
- 94. Game Operators
- 95. http://www.itsdocs.fhwa.dot.gov/JPODOCS/REPTS_TE/13599.htmlhttp://www.roadtraffic-technology.com/contractors/traffic_man/electrosonic/electrosonic1.html BACK FLIP C4 Operations Centers Air Land Sea Space Cyber
- 99. 5th World Millennials Not Low Socio-Economic Status Ninja’s Crew, GameCamp, 2005
- 100. Why do you modify games? 9 8 14 3 9 8 8 9 0 2 4 6 8 10 12 14 16 Playing Yes Playing No Learning Yes Learning No Show Yes Show No Better Yes Better No
- 101. 22 48 0 10 20 30 40 50 60 Graduate HS Graduate CC or TC Graduate University Plans for education Computer Science 20 Video Game Design 9 Design/Art 8 Write in to survey 5th World
- 102. How are 5th World’ers exercising 21st century learning and work skills today?
- 103. Math Engineering TechScience What are they learning? ?
- 104. Math Engineering TechScience Arts What are they learning?
- 105. Math Engineering TechScience TEAMS What are they learning?
- 107. “Nobelist Herbert A. Simon has written that the availability of technologies to youth is its own instructor.” Dr. George Kozmetsky
- 109. 4th World Millennials Low Socio-Economic Status Goldberg’s Crew, Houston Community College
- 110. This study was funded by the State Farm Companies Foundation and by Dr. George Kozmetsky (1917-2003), founder of the IC² Institute. The study was designed and analyzed, and the report was written by a team at The University of Texas at Austin: Aliza Gold, Senior Producer and Researcher at the Digital Media Collaboratory, part of the IC² Institute Emily Durden, PhD candidate in Sociology Marjorie L. Kase, M.A. in Communication Shane Alluah, PhD candidate in Educational Psychology Ana Boa-Ventura, PhD candidate in Communication The research team would like to thank the participating schools and their administrators: Elgin Middle School Goodnight Middle school Miller Junior High Fleming Middle School
- 111. Low SES: More TV and More Video Games TV Games A. Gold, IC2 Institute, UT Austin, Forthcoming
- 112. Females Males Designer/Decorator Professional athlete Doctor Video Game Designer Cosmetologist Business Owner Lawyer Engineer Teacher Lawyer Business Owner Military Service Musician/Singer Auto Mechanic Cook/Chef Computer Programmer A. Gold, IC2 Institute, UT Austin, Forthcoming
- 113. 0 10 20 30 40 50 60 70 80 90 100 High school or less Community college/technical College degree or beyond How Much Education do You Want? White African American Latino Other How much education? A. Gold, IC2 Institute, UT Austin, Forthcoming 4th World
- 114. 22 48 0 10 20 30 40 50 60 Graduate HS Graduate CC or TC Graduate University Plans for education Computer Science 20 Video Game Design 9 Design/Art 8 Write in to survey 5th World
- 115. What is the fundamental difference between the 4th and the 5th world?
- 116. 4th World Millennials Low Socio-Economic Status Arnold Goldberg’s Game Campers, HCC
- 117. 5th World Millennials Not Low Socio-Economic Status Ninja’s Crew, GameCamp, 2005
- 119. • Serious Games • The Next Wave of HSI-HCI • The 5th World • TSTC Opportunities 5th World
- 120. Transcend the semantic gap between “gaming” and learning. Game systems, game technologies and gaming techniques are transforming the world at Kurzweil’s pace.
- 121. www.kurzweilai.net/.../ SIN_headshot_highres.html “An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense ‘intuitive linear’ view. So we won't experience 100 years of progress in the 21st century -- it will be more like 20,000 years of progress (at today's rate)… because we're doubling the rate of progress every decade, we'll see a century of progress--at today's rate--in only 25 calendar years.” Kurzweil, KurzweilAI.net, March 7, 2001.
- 122. Modeling, Simulation and Gaming (MS&G) require an evolution of our notions of media literacy, media criticism, educational technology and 21st Century skills.
- 124. Learning games represent a new mode of instruction to be blended with current pedagogical techniques.
- 127. Experiment with learning systems that integrate physical, virtual, imaginary and machine realities.
- 128. Place equal value on playing games to learn and building games to learn.
- 129. Population: 1.4MM Growth: 1200/day Educational Sites 3 - 5 minutes EA online games 9 minutes AOL Entertainment 10 minutes Whyville.net 59 minutes Yahoo! Games 78 minutes MEAN TIME PER USER LOGIN Discovery.com: 96 million Whyville.net: 58.4 million BigChalk: 11 million Time for Kids: 8 million New York Times Learning Net: 1.2 million Cosmogirl: 425,000 PAGE VIEWS ©numedeon,inc.2003 The average time per log in July was 3.8 hours making it second to Neopets. Leverage free world-class learning environments such as whyville, squeak and alice.
- 130. Different rooms for learning styles Group work Reflective observation Active experimentation GC: Palestine Lecture Abstract concepts Concrete experiences •Kolb’s cycle covered with different teaching forms in the course. • The teacher is crucial to facilitate a full learning experience. Empirical study
- 131. Contact jim@ventureramp.com you would like to be part of the March 2007 launch of Global Conflicts.
- 132. Join emerging global education networks such as NMC to develop collaboration and to learn.
- 133. Building games represents a qualitative transformation of our notion of production, learning and R&D. They are united in game construction into one transdisciplinary act.
- 137. SpaceTEAMS
- 138. Gameboy Video Game BRAIN Vision System Lego Actuators and Building Blocks
- 146. Link the pipeline forward and backward..
- 147. Elementary spaceTEAMS San Antonio,TX Robot competition plus career and academic exploration and history of science and technology.
- 150. If we use games as “bait”, we must bridge…
- 151. Mechatronics The synergistic combination of mechanical engineering, electronics, control systems and computers. Mechanical, Aerospace, and Nuclear Engineering Departments at RPI All Contents Copyright(C) 2001 Mechatronics Lab at RPI
- 152. Think BIG and place gaming in a larger context…
- 153. “spaceTEAMS can return San Antonio to the path of human development and space exploration making it in the realm of possibility that the first person to walk on Mars will be from San Antonio.” --General Robert F. McDermott and Dr. Francis “Duke” Kane
- 154. • Serious Games • The Next Wave of HSI-HCI • The 5th World • TSTC Opportunities 5th World
- 155. What is this?
- 156. Learning Machine
- 157. 21st Century Teacher
- 158. Can you make the shift?
- 159. The End
Editor's Notes
- Ender's Game for Science and Engineering: Games for Real, For Now, or We Lose the Brain War Merrilea J. MayoDirector, GUIRR (Govt-Univ-Ind Research Roundtable)The National Academies
- Ender's Game for Science and Engineering: Games for Real, For Now, or We Lose the Brain War Merrilea J. MayoDirector, GUIRR (Govt-Univ-Ind Research Roundtable)The National Academies
- Free video game teaches kids about world hungerBY JINNY GUDMUNDSEN GANNETT NEWS SERVICE Live 8, the global concerts earlier this month to fight poverty in Africa, greatly increased awareness of world hunger. But most kids don't understand how international aid organizations work to help starving people. That's where a video game can help. "Food Force" gives kids between the ages of 8 and 13 a better understanding of how relief organizations operate. Produced by the United Nations' World Food Programme, "Food Force" is a free Internet download at www.food-force.com. Kids join a team of emergency aid workers to save the fictitious island of Sheylan from starvation caused by drought and civil war. The team goes on six missions to help save the island. Each mission starts with a briefing by one of the emergency aid characters. Kids then play a hands-on game to score enough points to complete the mission. For example, in the first mission, kids pilot a helicopter by using the computer mouse. Time is limited, and youngsters earn points by locating refugees. After piloting, the Food Force character returns to evaluate the kids' performance and uses an accompanying video that shows the program in action to make the whole process seem realistic. The additional missions cleverly use games to demonstrate how emergency aid teams acquire food, make food packs, deliver food and establish long-term food supplies. When kids complete all six missions, they can upload their cumulative score to an international database found on the Food Force Web site. The Web site also provides information about how kids can help fight hunger, and it allows them to explore more about the World Food Programme. Teachers also will find lesson plans that incorporate the game. The program effectively reaches 'tweens and teens with 3-D graphics and characters that resemble those in popular commercial titles, helping bring closer to home the problems of world hunger, which are most often thousands of miles away. The game is best for ages 8 to 13. It scores a perfect five stars. For more information, see www.food-force.com, United Nations' World Food Programme, offering free downloadable program for Windows and Macintosh.
- The Middle East is far away. This is your chance to get closer. Play a young journalist that has just arrived in Israel, and shape the region's future in a peaceful direction. You must complete your assignment at all cost navigating between Palestinians and Israeli sources to get your article. Will you be able to stay objective and maintain trust on both sides as the conflict escalates. What happens when people become much more than just your sources... While playing the game as a student or player you will learn about the conflict. You will engage with real personal stories seeing the conflicts from different perspectives and experience why the Israeli-Palestinian conflict just won't go away. The game will have extensive support for educational use with features like encyclopedia, primary sources, assessment and teacher's manual.
- Banners to Scion First – Flat Websites….Websites with boring banners….websites with engaging banners….websites with creative, customized, engaging content.
- Banners to Scion First – Flat Websites….Websites with boring banners….websites with engaging banners….websites with creative, customized, engaging content.
- Need source
- Need source
- Need source
- The Invisible Train The Invisible Train is the first real multi-user Augmented Reality application for handheld devices (PDAs). Unlike other projects, in which wearable devices were merely used as thin-clients, while powerful (PC-based) servers performed a majority of the computations (such as graphics rendering), our software runs independently on off-the-shelf PDAs - eliminating the need for an expensive infractructure. The Invisible Train is a mobile, collaborative multi-user Augmented Reality (AR) game, in which players control virtual trains on a real wooden miniature railroad track. These virtual trains are only visible to players through their PDA's video see-through display as they don't exist in the physical world. This type of user interface is commonly called the "magic lens metaphor". Players can interact with the game environment by operating track switches and adjusting the speed of their virtual trains. The current state of the game is synchronized between all participants via wireless networking. The common goal of the game is to prevent the virtual trains from colliding. The success of the Invisible Train installation illustrates the advantages of our Studierstube software framework, a component-based system architecture that has been designed to accelerate the task of developing and deploying collaborative Augmented Reality applications on handheld devices. Why Handheld Augmented Reality? Augmented Reality (AR) can naturally complement mobile computing on wearable devices by providing an intuitive interface to a three-dimensional information space embedded within physical reality. However, prior work on mobile Augmented Reality has almost exclusively been undertaken with traditional "backpack"-systems that consist of a notebook computer, an HMD, cameras and additional supporting hardware. Although these systems work well within a constrained laboratory environment, they fail to fulfill several usability criteria to be rapidly deployed to inexperienced users, as they are expensive, cumbersome and require high level of expertise. Since the early experiments in Mobile Augmented Reality, a variety of highly portable consumer devices with versatile computing capabilities has emerged. We believe that handheld computers, mobile phones and personal digital assistants have the potential to introduce Augmented Reality to large audiences outside of a constrained laboratory environment. The relative affordability of devices that are capable of running our software framework opens up new possibilities for experimenting with massively multi-user application scenarios - thereby bringing us closer to the goal of "AR anytime, anywhere".
- The Invisible Train The Invisible Train is the first real multi-user Augmented Reality application for handheld devices (PDAs). Unlike other projects, in which wearable devices were merely used as thin-clients, while powerful (PC-based) servers performed a majority of the computations (such as graphics rendering), our software runs independently on off-the-shelf PDAs - eliminating the need for an expensive infractructure. The Invisible Train is a mobile, collaborative multi-user Augmented Reality (AR) game, in which players control virtual trains on a real wooden miniature railroad track. These virtual trains are only visible to players through their PDA's video see-through display as they don't exist in the physical world. This type of user interface is commonly called the "magic lens metaphor". Players can interact with the game environment by operating track switches and adjusting the speed of their virtual trains. The current state of the game is synchronized between all participants via wireless networking. The common goal of the game is to prevent the virtual trains from colliding. The success of the Invisible Train installation illustrates the advantages of our Studierstube software framework, a component-based system architecture that has been designed to accelerate the task of developing and deploying collaborative Augmented Reality applications on handheld devices. Why Handheld Augmented Reality? Augmented Reality (AR) can naturally complement mobile computing on wearable devices by providing an intuitive interface to a three-dimensional information space embedded within physical reality. However, prior work on mobile Augmented Reality has almost exclusively been undertaken with traditional "backpack"-systems that consist of a notebook computer, an HMD, cameras and additional supporting hardware. Although these systems work well within a constrained laboratory environment, they fail to fulfill several usability criteria to be rapidly deployed to inexperienced users, as they are expensive, cumbersome and require high level of expertise. Since the early experiments in Mobile Augmented Reality, a variety of highly portable consumer devices with versatile computing capabilities has emerged. We believe that handheld computers, mobile phones and personal digital assistants have the potential to introduce Augmented Reality to large audiences outside of a constrained laboratory environment. The relative affordability of devices that are capable of running our software framework opens up new possibilities for experimenting with massively multi-user application scenarios - thereby bringing us closer to the goal of "AR anytime, anywhere".
- “Although we often hear about the reasons kids should not play video games, there is, indeed, a positive correlation between video gaming and increased hand-eye coordination, reaction time, spatial visualization, neuro-psychological tests, visual attentiveness and mental rotation,” says Dr. Rosser. “Those are all skills that are required to be a successful surgeon.”A study conducted at Beth Israel Medical Center by Dr. Rosser, found a significant correlation between video game experience and proficiency at laparoscopic surgery. According to the study, surgeons who currently play or previously played video games had a 37 percent reduction in errors and accomplish laparoscopic surgical tasks 27 percent quicker. “The studies confirm what some physicians have long suspected – video games can be natural teachers,” says Dr. Mogel. “However, this probably has been unintended by the game designers.”
- The careers are ordered by priority. Design-related fields are at the top fo the chart for both females and males. Males in middle school are described in the literature as being more likely to have interests that could be labeled “fantasy careers’ or “glamour careers.”
- The Age of Spiritual Machines – When Computers Exceed Human Intelligence The Singularity Is Near : When Humans Transcend Biology
- The most important thing to understand about Whyville really, is that it’s a place full of kids. It’s a virtual city that belongs to the kids who come from all over the world to have fun. The kids consider this their own town, and they call themselves Whyvillians. To become a Whyvillian, you create a Whyville persona. In this screen, and every other screen you’ve already seen, for example, each face is a Whyville citizen. To become a Whyville citizen, you create a persona, the most important aspect of which is your face. You can see here that the faces are varied and very creative. Here’s an amoeba. Here’s someone driving a car. Here is someone wearing a style known as ‘Goth’. The ungliest citizens you see around are in fact us, the city workers.
- ., all integrated through the design process. The key to success in mechatronics is: modeling, analysis, experimentation & hardware-implementation skills.