This document discusses using games and simulations in the classroom. It provides objectives and theories around game-based learning, including allowing students freedom to experiment and fail safely. Research is presented showing games can increase creativity, problem-solving, and other skills. Effective elements of gamification like points, badges and leaderboards are explained. The document encourages defining learning objectives and deploying appropriate tools while keeping activities fun. It promotes designing different types of activities and finding collaborators.

1. GAME ON!INTEGRATING GAMES
AND SIMULATIONS IN
THE CLASSROOM
SLIDES AND RESOURCES AVAILABLE AT
brianhousand.com/page2015

2. Brian
H E L L O
My name is

3. I AM A
GEEK

11. what is
a game
padlet.com/brianhousand/page15

12. OBJECTIVESRULES OBSTACLES

13. GAMES
ARE
VOLUNTARY
GAMES
OFFER
CHOICES
CHOICES
HAVE
CONSEQUENCES
CONSEQUENCES
OFFER
FEEDBACK

14. FREEDOM TO
EXPERIMENT
FREEDOM TO FAIL
FREEDOM TO TRY ON
DIFFERENT IDENTITIES
FREEDOM OF EFFORT
-Scot Osterweil

15. Lev Vygotsky
17 November 1896
11 June 1934
Zone of proximal
development
social construcitivism
play theory

16. In play, children are
involved in an
imaginary situation,
with explicit roles
and implicit rules.
VYGOTSKY

17. This leads to a greater
degree of self-regulation,
the children's actions
being determined by the
rules of the game.
VYGOTSKY

18. When involved in play,
children's concentration
and application to the
task are much greater
than in academically-
directed activities
contrived by the teacher.
VYGOTSKY

19. Games are the most elevated form of investigation.

20. 10,000

22. STOP

23. ITECH

24. FORGETTHEi
TECHNOLOGY!

25. ONLINE
BOARD
iOS

26. bit.ly/quest-to-learn

27. Collect Quest
Puzzle Quest
Share Quest
Drama Quest
Conquest
Grow Quest
Shrink Quest
Maze Quest
Story Quest
Delivery Quest
Seek and Destroy Quest
Spy or Scout Quest
Research Quest
Design Quest
Apprentice Quest
Tracking Quest
Experiment Quest

28. SPECIALIST
Examine 5 games in one category
JACK OF ALL TRADES
Examine 3 games in each of the 3 categories
GAME MASTER
Dive in deep with ONE game
TEACHER
Teach someone else how to play a game

29. PLAY

30. HOURS
10,000

33. EXPERTS AT What?
creativity
communication
collaboration
problem solving
Task commitment
navigation

34. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.
Computers in Human Behavior, 28(2), 370-376.
CREATIVITY
COMPUTER
USE
INTERNET
USE
CELL
PHONE
USE
VIDEO
GAME
PLAY

35. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project.
Computers in Human Behavior, 28(2), 370-376.
CREATIVITY
VIDEO
GAME
PLAY

36. REAL
GAMES
VS.
EDUCATIONAL
GAMES

37. “While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.),
what may be most appealing to educators is that games provide students
A SAFE PLACE TO LEARN FROM FAILURE.
In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to
EXPERIMENT AND TAKE RISKS
TO FIND SOLUTIONS
without the feeling that they are doing something wrong.
GAMES ENCOURAGE STUDENTS TO
MAKE AND LEARN FROM MISTAKES,
which is a particularly important concept in the K-12 setting.”
GAME
BASED
LEARNING

38. GAMIFICATION:
The use of game
elements and
game-design
techniques in
non-game
contexts.

39. POINTS BADGES LEADER
BOARDS

40. POINTS
Effectively Keep Score
Determine WIN State
Connection Between Progress
and Reward
Provide Feedback
External Display of Progress
Data for Game Designer

41. BADGES
Goals to Strive Toward
Guidance About Possibilities
Visual Markers of
Accomplishment
Status Symbols
Tribal Markers

42. LEADER
BOARDS

43. ENGAGE

44. GAMIFICATION OFFERS CHOICE

45. It’s about
THE EXPERIENCE.

47. Play

49. Magical and
Meaningful

53. Story

54. DEFINE LEARNING
OBJECTIVES

55. 2. Delineate Target BehaviorsDELINEATE TARGET BEHAVIORS

56. DESCRIBE YOUR PLAYERS

57. DEVISE
ACTIVITY
CYCLES

58. DON’T
FORGET
THE
FUN!

59. DEPLOY
APPROPRIATE
TOOLS

60. BOSS LEVEL

61. CONSUMERS
PRODUCERS

62. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)

63. I used to think…
But now, I think…

64. YOU

66. FIND
YOUR
PEEPS

67. Dear Future Self,
SHORT
MEDIUM
LONG

68. brianhousand.com
brianhousand@gmail.com
@brianhousand
brian.housand
bc1000