This document discusses game-based learning and the concept of "flow" in learning. It argues that games can engage students by providing clear goals, feedback, and an optimal balance of challenge and skills. When immersed in a game, students experience "flow", a state of focused concentration and enjoyment where their perception of time is altered. The document suggests educators should design learning environments that incorporate elements of games and flow to increase student engagement and learning outcomes.
1. “There is no reason that a
generation that can
memorize over 100
Pokemon characters
with all their
characteristics, history,
and evolution can’t
learn the names,
populations, and
relationships of all the
101 nations of the world.”
-Prensky 2001
Game Based
Learning
A 21st Century Tool for
Education
2. What is Game Based
Learning?
Competitive exercises either pitting students
against each other or challenging themselves
in order to receive a higher score, motivating
them to learn more.
Often have a fantasy element engaging
players in a learning activity involving a
storyline.
In an effective educational game, learning
material must be essential to scoring and
winning.
3. Why Game Based Learning?
The
majority of students play games on a
regular basis.
Games engage students.
Games provide quick and specific
feedback.
Consequences of a mistake are not
serious or lasting.
4. What is flow?
Being
fully immersed in a feeling of
energized focus, full involvement, and
enjoyment.
Being completely involved in an activity
for its own sake
Completely focused motivation
In the “zone”
6. 1. Clear goals and
feedback
Unless goals are
set, it is not
enjoyable
Feedback sends
the message that
the learner has
succeeded in his
goal.
2. Concentration on
task at hand
Is
able to forget
unpleasant
aspects of life.
Only small amount
of information may
be allowed into
awareness.
7. 3. Balance Between
Skills and Challenge
Not
too hard, not
too easy
Must suit the
person’s ability
(ZPD)
4. Feeling of Control
Not
compulsive
domination
Control without
controlling
State of security
and relaxation
8. 5. Effortlessness
May look
challenging but
learner doesn’t feel
strain.
Activity runs
smoothly guided
by inner logic.
6. Altered Perception
of Time
Time is on hold.
Hours can feel like
minutes or seconds
can feel like much
longer – timeless.
9. 7. Merging of Action
and Awareness
Activity
becomes
spontaneous
Unaware of being
separate from the
activity; totally
immersed
Requires intense
concentration
8. IROI - Immediate
Return on
Investment
Achieving
goal is
fulfilling.
Activity itself is also
fulfilling.
10. Flow in Games
Players
engaged on multiple levels.
Rewards, obstacles, stories, character
traits are created.
Difficulty is increased as gamer skills
increase.
Users have control of learning
environment.
11. Future of Education?
“The essence of what’s going on now is the
adoption of brain science…It turns out that
if you teach in a different way, you can get
outcomes that are 10 – 20 times more
efficient and stickier.” Noah Bushnell, Founder of Brainrush.
“I think we can look at what happens in game
play and we should try to model that and make
more of our education system like that, where
we present kids with authentic challenges, give
them freedom to really explore those
challenges, and invent solutions.”Scot Osterweil,
Creative Director of Education Arcade, Professor MIT Media Lab
12. Resources
Aviva, Rutkin H. "Three Questions for Tech Education Pioneer Scot
Osterweil." MIT Technology Review. MIT, 12 Oct. 2013. Web. 10 Nov.
2013
Burzick, Andreas MPS MM"The 8 Elements of Flow." The 8 Elements of Flow. N.p., n.d. Web.
10 Nov. 2013.
"Cognitive Flow: The Psychology of Great Game Design." Gamasutra. N.p.,n.d. Web. 04
Nov. 2013.
Csikszentmihalyi, Mihaly. "Flow: The Psychology of Optimal Experience.” Global Learning
Communities 2000: n. pag. Print.
Farber, Matthew. "Gamifying Student Engagement." Edutopia (2013): n. pag. Web.
"Flow Theory." - EduTech Wiki. N.p., n.d. Web. 19 Oct. 2013.
"Greater Good." Eight Tips for Fostering Flow in the Classroom. University of California
Berkeley, n.d. Web. 19 Oct. 2013.
Prensky, Marc. Digital Natives, Digital Immigrants. S.l.: Marc Prensky, 2001. Print.
