Connecting to learners means connecting to the tools of their everyday world. Therefore, video games, now ubiquitous among two full generations, must be considered when examining curriculum and instruction. In this session, participants will deconstruct the learning and design concepts behind video games, examine how these concepts align with research-based classroom practice, and explore ways in which gaming should be incorporated into the definition of what it means to be literate in society today.

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http://www.costoflife.org

2. Gaming and Learning
Catherine V. Parsons
Assistant Superintendent for Curriculum,
Instruction, and Pupil Personnel Service
Pine Plains Central School District, NY
iSLaka: Victoria Gloucester
WoW: Vyktorea

3. Description
Connecting to learners means connecting to the tools of
their everyday world. Therefore, video games, now
ubiquitous among two full generations, must be
considered when examining curriculum and instruction.
In this session, participants will deconstruct the
learning and design concepts behind video games,
examine how these concepts align with research-based
classroom practice, and explore ways in which gaming
should be incorporated into the definition of what it
means to be literate in society today.

4. Who am I and who are you?

6. Housekeeping

9. VIDEO GAME
Take one minute and write
down the first 5 words or
phrases that come to mind
when you hear the words
“VIDEO GAME”.

10. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts, Engagement (and Gaming)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

11. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

12. Role of Education in Society
Understanding education in the context of
society assists in understanding the intent
and effectiveness of the institution (Pai &
Adler, 2001).
Pai and Adler (2001) noted education, “… can
be viewed as the deliberate means by which
each society attempts to transmit and
perpetuate its notion of the good life…
derived from…belief[s] concerning the nature
of the world, knowledge, and values” (p. 4).

13. Authentic Education
In order for students to obtain an authentic
education, they must discover, think, act,
make mistakes, and live. Educational
institutions are accountable for a design
that allows processes to take place in order
for students to learn to be learners and
become motivated through experiences.

14. Interplay
“It is important to acknowledge that within a
constructivist paradigm of learning, technology
tools do not evoke the dynamics of a learning
community, but rather these dynamics are the
result of the interplay between content, the
instructor, and the learners. Although, the
affordances of tools may influence
opportunities for discourse and interaction,
virtual worlds are another tool for teaching
and learning” (Dickey, 2005, p. 132).

15. Ubiquitous
Non-traditional and more constructivist approaches to teaching and
learning generate “student satisfaction, interest, engagement, and
retention” (Sanborn, Sanotos, Montgomery, & Caruthers, 2007, p.
29). New technology tools require non-traditional approaches,
however when educators are faced with planning for ubiquitous
technology use they tend to produce tasks that focus on lower
order cognitive skills and lower levels of learning lacking
constructivist design (Gillespie, 1998; Howard, 2004). The use of
technological tools of a society is important to the future success
of students becoming productive members of that society (Papert
& Caperton, 1999). Howard (2004) questioned the very nature
technology in education. Is it precisely the unknown transformative
nature of the technologies themselves that creates the stagnating
fear of adoption due to the possible change impact on the system.

16. “It takes a lot of courage to release
the familiar and seemingly secure, to
embrace the new. But there is no
real security in what is no longer
meaningful. There is more security in
the adventurous and exciting, for in
movement there is life, and in change
there is power.”
Alan Cohen

17. Definitions
GBL
Computer -vs- Console
Serious Games
MMORPG
Virtual World (MUVE)
Simulation
Digital Presence

18. Game-Based Learning
(GBL)
“Applications using the
characteristics of video and
computer games to create engaging
and immersive learning experiences
for delivering specified learning
goals, outcomes and experiences”.
JISC (Joint Information Systems Committee)
http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation/eli_outcomes.aspx

19. Computer -vs- Console
“A video game console is an interactive
entertainment computer or electronic device that
produces a video display signal which can be used
with a display device (a television, monitor, etc.) to
display a video game. The term "video game
console" is used to distinguish a machine designed
for consumers to buy and use solely for playing
video games from a personal computer, which has
many other functions...”
http://en.wikipedia.org/wiki/Video_game_console

20. Serious Games
“A serious game is a term used to refer to a
software or hardware application developed with
game technology and game design principles for
a primary purpose other than pure
entertainment. The Serious adjective is generally
appended to refer to products used by
industries like defense, education, scientific
exploration, health care, emergency management,
city planning, engineering, religion, and politics.”
http://en.wikipedia.org/wiki/Serious_games

21. MMORPG
A massively multiplayer online role-
playing game (MMORPG) is a genre
of computer role-playing games
(CRPGs) in which a large number of
players interact with one another in
a virtual world.
http://en.wikipedia.org/wiki/Mmorpg

22. Virtual World (MUVE)
“A Virtual World is a
computer-based simulated
environment intended for its
users to inhabit and interact
via avatars.”
en.wikipedia.org/wiki/Virtual_world

23. Examples
Second Life
Active Worlds
Club Penguin
Wizards 101
There.com
Star Doll
Whyville
EvE
WoW
Webkinz

24. Big Deal?

25. Simulation
The imitation of the reality for studying the effect of
changing parameters in a model as a means of
preparing a decision: www.eyefortransport.com/
glossary/st.shtml
In simulated spaces learners, “cooperate... collaborate...
make effective decisions under stress... take prudent
risks in pursuit of objectives... make ethical and moral
decisions... employ scientific deduction... are quicker to
master and apply new skills and information... think
laterally and strategically... persist and solve difficult
problems... understand and deal with foreign cultures...
and manage businesses and people” (Prensky, 2007).

26. Digital Presence

27. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

29. Learning Literacy
Engagement
Teaching Play

30. Learning
Learning is the acquisition and development of memories and behaviors,
including skills, knowledge, understanding, values, and wisdom. It is the
goal of education, and the product of experience: http:/ /en.wikipedia.org/
wiki/Learning
An exercise of constructing personal knowledge that requires the learner
to be mentally active rather than passive; interpreting rather than
recording information: www.maine.gov/education/highered/Glossary/
Glossary.htm
The change in behaviour that results from experience and practice:
http://wps.pearsoned.co.uk/wps/media/objects/1452/1487687/glossary/
glossary.html
A change in the behavior of the learner as a result of experience. The
behavior can be physical and overt, or it can be intellectual or
attitudinal: www.rotc.monroe.army.mil/helpdesk/definitions-1/terms.htm

31. Engagement
“What happens outside of us has a lot
to do with what we choose to do, but
the outside event does not cause the
behavior. What we get, and all we
ever get, from the outside is
information; how we choose to act on
that information is up to us” (Glasser,
1990, p. 41).

32. Teaching
In education, teachers are those who help students or
pupils learn, often in a school. The objective is typically
a course of study, lesson plan, or a practical skill,
including learning and thinking skills. The different ways
to teach are often referred to as the teacher's
pedagogy: http:/ /en.wikipedia.org/wiki/Teaching
Arranging conditions to bring about learning as planned:
http://members.aol.com/JohnEshleman/glossary.html
The activities of educating or instructing; activities that
impart knowledge or skill: http:/ /wordnet.princeton.edu/
perl/webwn

33. Engagement
“People control their own experiences.
The only way you can truly get them to
behave as you wish is through the
threat or actuality of overwhelming
superior physical force - and even that
is only a temporary solution” (Powers,
1998, p. 122).
Perpetual Control Theory

34. Literacy
The ability to read and write http://
wordnet.princeton.edu/perl/webwn
The traditional definition of literacy is considered to be
the ability to read and write, or the ability to use
language to read, write, listen, and speak: http://
en.wikipedia.org/wiki/Literacy
The ability to read, write, communicate, and
comprehend: http:/ /www.educationoasis.com/curriculum/
Reading/glossary_reading_terms.htm

35. Engagement
“Motivation is a key aspect of effective learning but
motivation needs to be sustained through feedback
responses, reflection and active involvement in order for
designed learning to take place. Therefore the key
challenge for effective learning with games is for the
learner to be engaged, motivated, supported and
interested but also importantly for the learning to be
undertaken in relation to clear learning outcomes as well
as being made relevant to real world contexts of practice.
A key challenge for designers then is to get the correct
balance between delightful play and fulfilling specified
learning outcomes”.
JISC (Joint Information Systems Committee)
http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation/eli_outcomes.aspx

36. Play
“A like balance in mental life characterizes process and
play and product. We met one important phase of this
adjustment in considering play and work. In play,
interest centers in activity, without much reference to
its outcome. The sequence of deeds, images, emotions,
suffices on its own account. In work, the end holds
attention and controls the notice given to means. Since
the difference is one of direction of interest, the
contrast is one of emphasis, not of cleavage. When
comparative prominence in consciousness of activity or
outcome is transformed into isolation of one from the
other, play degenerates into fooling, and work into
drudgery” (Dewey, 1910, p. 217).

37. http://thefuntheory.com/

38. Engagement
“The intellectual harm accruing from
divorce of work and play, product and
process, is evidenced in the proverb, "All
work and no play makes Jack a dull boy."
That the obverse is true is perhaps
sufficiently signalized in the fact that
fooling is so near to foolishness. To be
playful and serious at the same time is
possible, and it defines the ideal mental
condition” (Dewey, 1910, p. 218).

39. 21 Research-based Instructional
Strategies
Taking student readiness into
account Providing contiguity
Defining instructional Using repetition effectively
expectations Utilizing unifiers
Providing instructional evaluation Providing one-to-one tutoring
Providing corrective instruction Utilizing reminders
Keeping students on task Utilizing teamwork
Maximizing teaching time Reducing student teacher ratio
Providing ample learning time below 21 to 1
Providing transfer of learning Clarifying communication
instruction Utilizing question and answer
Providing decision-making instruction
instruction Utilizing computerized instruction
Providing prediction and Utilizing demonstrations
problem-solving instruction

41. Learning Principles in Gaming
Active, critical learning principle Intertextual principle
Design principle Multimodal principle
Semiotic principle “Material Intelligence” principle
Semiotic domains principle Intuitive knowledge principle
Metalevel thinking principle about Subset principle
semiotic domains principle Incremental principle
“Psychosocial Moratorium” principle Concentrated sample principle
Committed learning principle Bottom-up basic principle
Identity principle Explicit information on-demand and just-in-
Self-knowledge principle time principle
Amplification of input principle Discovery principle
Achievement principle Transfer principle
Practice principle Cultural models of the world principle
Ongoing learning principle Cultural models about learning principle
“Regime of Competence” principle Cultural models about semiotic domains
Probing principle principle
Multiple routes principle Distributed principle
Situated Meaning Principle Dispersed principle
Text principle Affinity group principle
Insider principle

44. Activity

46. Engagement

48. Experience

50. Constant Achievement

52. Expanding Circle of
Competence

54. No Right Answer

56. Working Within the
Rules

58. Language, Signs, and
Symbols

60. Social

62. Identity

64. Empathy

66. Simulation

68. Practice

70. Applied Learning

72. Context

74. Feedback

76. Multimodal

78. Mastery

81. Death

82. Research?

83. Byron Review
http://www.dcsf.gov.uk/byronreview/

84. Considerations...
“The use of game-based learning can
change not just what is learnt but also
significantly how we learn, for this reason
it is important to consider all the possible
implications of adopting game-based
learning in your practice such as context
of use, duration of study periods,
technical support, community of
practitioners”.
JISC (Joint Information Systems Committee)
http://www.jisc.ac.uk/whatwedo/programmes/elearning_innovation/eli_outcomes.aspx

85. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

86. Using Games in School

87. Mathematics: Lucas Gillispie
(Pantego)

89. http://wowinschool.pbworks.com/

90. The Small Egg

91. Console Gaming in
Education

92. http://www.sesamestreet.org/home

93. Line Rider

94. PBS Kids and PBS Go

95. http://nobelprize.org/educational_games/
peace/nuclear_weapons/game.html

96. http://science.discovery.com/
interactives/literacy/darwin/

97. http://www.freedomfighter56.com

98. Subject Areas
English Foreign Language
Science ELL
History Drama
Art FACS
Music Health
Physical Education CDOS
Mathematics Technology

99. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

100. Using Games AS School

101. LotR:
Dr. Trista Merrill
Finger Lakes Community College

102. Econ 201
University of North Carolina - Greensboro

103. Second Life

104. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

105. Extending Games
Machinima
Programming
PLC Theory and PLNs
Things to consider...

106. Machinima
“Machinima is real-world filmmaking
techniques applied within an interactive
virtual space where characters and
events can be either controlled by
humans, scripts or artificial
intelligence.”
http://www.machinima.org/machinima-faq.html

107. Programming
Authoring Games
Making Games for Free
Alice
Scratch
Examples

108. PLC Theory & PLNs
Cognitive Dissonance
• WoW
• Realm: US Sisters of
Elune, Alliance
• GM: Vyktorea

109. http://gamesforchange.org/toolkit

110. Things to consider...

111. Collaboration or Cheating

112. Isolated?

113. Collaboration or Cheating

114. Collaboration or Cheating

115. Learning Path for Today
Fundamental Beliefs and Definitions
Learning Concepts and Gaming (Engagement)
What we can learn (and children are
learning) from games
Using Games in School
Using Games AS School
Extending Games
Inquiries

116. Inquiries

117. No Gamer Left Behind

118. No Gamer Left Behind

119. Play
“Mental play is open-mindedness, faith in the
power of thought to preserve its own integrity
without external supports and arbitrary
restrictions. Hence free mental play involves
seriousness, the earnest following of the
development of subject-matter. It is incompatible
with carelessness or flippancy, for it exacts
accurate noting of every result reached in order
that every conclusion may be put to further
use” (Dewey, 1910, p. 219).

120. Fundamental Belief:
“It is important to acknowledge that within a
constructivist paradigm of learning, technology
tools do not evoke the dynamics of a learning
community, but rather these dynamics are the
result of the interplay between content, the
instructor, and the learners. Although, the
affordances of tools may influence opportunities
for discourse and interaction, virtual worlds are
another tool for teaching and learning” (Dickey,
2005, p. 132).

121. Thank you!

122. Contact Information
Catherine V. Parsons:
c.parsons@ppcsd.org
http://www.catherinevictoria.net
iSLaka: Victoria Gloucester:
victoria.gloucester@gmail.com
http://
www.victoriagloucester.net
Skype: victoriagloucester
Twitter: vgloucester
iWoWaka: Vyktorea
Realm: US - Sisters of Elune
Alliance
Cognitive Dissonance

123. References
Dewey, J. (1910). How we think. Retrieved from http://books.google.com/books?id=WF0AAAAAMAAJ&dq=how+we+think+dewey+1910.
Dewey, J. (1997 - Original Work published 1959). Experience and education. New York: Touchstone Books.
Dickey, M. (2005). Brave New (Interactive) Worlds: A review of the design affordances and constraints of two 3D virtual worlds as interactive learning environments.
Interactive Learning Environments, 13(1), p. 121 - 137. Retrieved from EbscoHost.
Friedman, M., Harwell, D.H., & Schnepel, K. C. (2006). Effective instruction: A handbook of evidence-based strategies. Columbia, SC: The Institute for Evidence-Based Decision-
Making in Education.
Gee, J. (2003). What video games have to teach us about learning and literacy. NY, Palgrave Macmillan.
Gee, J. (2007). Good vide games + good learning: Collected essays on video games, learning, and literacy. New York, NY: Peter Lang Publishing, Inc.
Gillespie, F. (1998). Instructional design for the new technologies. New Directions for Teaching and Learning, 76, p. 39 - 52.
Glasser, W. (1990). The quality school: Managing students without coercion. New York, NY: Perennnial Library.
Howard, A. (2004). American studies and the new technologies: New paradigms for teaching and learning. Rethinking History, 8(20), p. 277 - 291.
Jasko, S. (1997). Education and assessment: How do we measure a game? Education, 118(1), 18-21. Retrieved from ProQuest Education Journals database. (Document ID:
21746439).
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Kolb, D., Rubin, I., & Osland, J. (1991). Organizational behavior: An experiential approach (5th edition) Englewood Cliffs, N J: Prentice-Hall.
Malone, T., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R.E. Snow and M. J. Farr (Eds). APtitude, learning and instruction III:
Cognitive and affective process analyses. Hillsdale, NJ: Eribaum, 1987.
Pai, Y., & Adler, S. A. (2001). Cultural foundations of education (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
Papert, S. & Caperton, G. (1999). Vision for education: The Caperton-Papert platform. 91st annual National Governors' Association. St. Louis, Missouri. Retrieved from http://
www.papert.org/articles/Vision_for_education.html.
Prensky, M. (2007). Simulation nation. Edutopia. Retrieved March 26, 2007.
Powers, W. (1998). Making sense of behavior: The meaning of control. New Canaan, CT: Benchmark Publications.
Sanborn, R., Sanotos, A., Montgomery, A., & Caruthers, J. (2005). Four scenarios for the future of education. The Futurist, 38(7), p 26 - 30.
Sullo, B. (2007). Activating the desire to learn. VA: Association for Supervision and Curriculum Development.