1. TRENDS AND ISSUES
IN INSTRUCTIONAL DESIGN
AND TECHNOLOGY
Gaming and learning
Martha Rice
ITED 501—Instructional Technology Foundations
Texas A&M Texarkana
2. Serious Gaming…
includes educational video games,
simulations, and virtual worlds
presents real world problems
is NOT simply drills or questions to answer
keeps with theories of Constructivism
creates intensive learning opportunities
bases learning on sound pedagogy
3. Games help students learn to…
• link abstractions with concrete learning
• make mental models
• work together
• make decisions and accept consequences
• study smarter
• strategize
• solve problems
• think critically
• recognize patterns and visual cues
4. Virtual Worlds and Simulations:
Expansive interactive environments and
complex resources allow learners to make
and test hypotheses.
Simplified microcosm teaches learners about
more complex real world.
Learners can experience working as an expert
in the field.
Learners can experiment, especially with
what would be prohibitively expensive or
dangerous in real life.
Not widely used in k-12 education yet.
5. Creating Motivation
Digital natives like video games.
Learning occurs in places where learners feel safe
and able to take risks.
Serious games are engaging and interesting.
Learners earn rewards for learning.
Problems are hard enough to challenge, but easy
enough to conquer.
Players begin to feel ownership of their learning
through the game.
Video games teach complex skills through
scaffolding process.
Students can collaborate to solve challenges.
6. Personalized learning
Serious games can inspire learners when
traditional classroom instruction fails.
Games can be adapted to appropriate skill and
mastery levels; most games adapt themselves
according to player inputs.
Games reward players for what they do right,
recognizing players’ strengths.
Games use multiple senses, learning methods.
Games are nonlinear so students can move from
one skill area to another, avoiding frustration.
7. Risks and rewards
Video game players expect to fail before they
can succeed in mastering a task.
Serious games provide positive experiences
in failure, in contrast to negative feelings that
come with failure in traditional face-to-face
education.
Because failure is acceptable in serious
gaming, serious gaming creates a risk-free
environment for students, and creates a
stronger learning experience.
8. Reflection and Feedback
Video games provide learners with instant
feedback about their decisions and actions.
Serious games allow learners time to stop
and think about problems.
Serious games that build in reflection after
the task are actually more effective than
teacher-led feedback.
Serious games encourage learners to think
about what they think they know.
9. Proven results:
Military simulations: real expertise and
fewer mistakes in reality
K-12 education: better standardized scores
Higher retention of active learning
Health care simulations: quality
professional development
Business: high-level training that can be
accessed anywhere, anytime
10. Suggestions for k-12
Teachers should use serious gaming to tap into
digital learners’ natural interests, not dwell on
19th century learning methodology.
Serious gaming is worth the time investment,
and is not counter-productive to assessment
goals.
Continued use of serious gaming across curricula
helps standardize terminology and educational
experience and measuring students’ growth.
Curriculum modules should be created for use
with popular consumer games.
11. Resources
An, Y.J., & Bonk, C.J. (2009, May/June). Finding that SPECIAL PLACE: designing digital game-based learning environments. Tech Trends,
53(3)
Driscoll, M.P. (2005). Psychology of learning for instruction. Boston: Pearson.
Federation of American Scientists. (2006). Summit on educational games: harnessing the power of video games for learning. Retrieved from
http://www.fas.org/gamesummit/Resources/Summit%20on%20Educational%20Games.pdf
Kelly, H. (2005). Games, cookies, and the future of education. Issues in Science and Technology, Retrieved from
http://www.fas.org/gamesummit/Resources/issues in SnT henry kelly.pdf
Kelton, A.J. (2008, September/October). Virtual Worlds? "Outlook Good". Educause, 43(5), Retrieved from www.educause.edu
Lamb, A., & Johnson, L. (2010). BeyondGoogling: Applying Google Tools to Inquiry-based Learning. Teacher Librarian, 37(4), 83. Retrieved
from MasterFILE Premier database. http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=50300803&site=ehost-live
Mansour, S., & El-Said, M. (2009). Multi-Players Role- Playing Educational Serious Games: A Link between Fun and Learning. International
Journal of Learning, 15(11), 229-239. Retrieved from Education Research Complete database.
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=40825465&site=ehost-live
Osterweil, S., Austin, A.C., Drzaic, K., & Roy, D. (2006). Unifying education and game in educational games. Comparitive Media Studies,
Massachusetts Institute of Technology, Cambridge, MA. Retrieved from
http://labyrinth.thinkport.org/www/library/papers/mit_june2006.pdf
Reese, D. (2007). First Steps and beyond: Serious Games as Preparation for Future Learning. Journal of Educational Multimediaand
Hypermedia, 16(3), 283-300. Retrieved from ERIC database.
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ776071&site=ehost-live
A review of recent games and simulation research. (2006). The Center For Technology In Education, Johns Hopkins, Columbia, MD. Retrieved
from http://labyrinth.thinkport.org/www/library/papers/cte_november2006.pdf
Schollmeyer, J. (2006). Games get serious. Bulletin of the Atomic Scientists, 62(4), 34-39. Retrieved from Academic Search Complete
database. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21722477&site=ehost-live
Squire, K. (2008). Video Game-Based Learning: An Emerging Paradigm for Instruction. Performance Improvement Quarterly, 21(2), 7-36.
Retrieved from ERIC database. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ823843&site=ehost-live
Ulicsak, M., & Wright, M. (2010). Games in education: serious games. Bristol, Futurelab. Retrieved from http://www.futurelab.org.uk