Gaming & Learning

I have not been posting on G&L for some time now and this is because I have been working on a research and development project. OceanQuest is a mini piece of game-based learning focused on creating engaging learning from relatively dry learning content. OceanQuest targets bearings in Key Stage 3 Mathematics, Ma3 (shape, space and measures). The game includes three different missions with varied tasks involving target practice, navigating between objects, giving bearings of objects, clearing sea mines and delivering supplies to islands. Below are screenshots of the missions:

I have compiled a 2 page teachers’ information pdf which contains more detail on learning objectives and the game itself. If you would like a copy please contact me. The game is password protected so please email me or comment on this post if you would like to play the game. The only requirement for the game is Flash Player 9. I have finished the first stage of development and am looking for constructive feedback or evaluations from people who work in related industries. If you are a teacher/other educator/developer or have experience with elearning and game-based learning, any feedback on the game will be very much appreciated. Educators, feel free to have students (KS3) play the game as feedback from the target audience will be extremely beneficial to the project.

I have had only positive feedback so far with people commenting on how fun and engaging it is and also on the potential they see in using the game with their students.

My email address: alex@gamingandlearning.co.uk

‘A Modest Proposal’, IGDA’s Culture Clash column for April 2008, Matt Sakey writes on game-based learning and education from a culture-orientated perspective. He discusses the potential of game-based learning and highlights the need for the education system to be redesigned to focus on experiential learning. However, he also states that games fit into the experiential design and that they could teach all aspects of learning.

“Experts say that games can’t completely replace other forms of pedagogy. Maybe not, if you simply take games and try to stuff them up the current model for education, a model based mostly on rote memorization through lecture, and less on interpretation and application. You’re told that Animal Farm is a commentary on Socialism, told where Bhutan is. Games don’t work that way; they are experiential. Players draw their own conclusions from the context, which is why games couldn’t totally replace the system as it exists today. Redesign the model to focus on experiential learning, though, and games would be a perfect fit. Of course, the games would have to be very well-designed.”

Even if the games were very well-designed I believe there is a need for a teacher figure to guide discussions on the learning content with the class as a whole. Reflection and discussion is an important part of learning and understanding. In ‘A Grand Proposal’, Daniel Livingstone also comments on this article stressing the need for reflection and discussion.

“In fact, numerous reports on game based learning (several I’ve mentioned before on this blog, apologies for not linking to them just now - I may return and add the links later) emphasize the need for teachers to facilitate reflection when games are used in class. Why? Because in most cases playing the game alone is not enough to make students think things through.”

Mark Oehlert, who owns and write the e-Clipping Blog, commented on a post today by Paul McNamara which has caused some heated debate “I wonder if maybe we should continue the debate about whether or not games are good for learning or maybe, here is an alternative…just shut up, accept the data and start really figuring out how to do it write and for PETE”S SAKE understand that design principles, ESPECIALLY design principles (except they aren’t really design principles are they Adriana? ;-))…are not crafted in stone and can and should change and that BY ALL THAT’S GOOD AND PURE the classrooms and instructor-led training were probably NEVER studied RE their effectiveness as learning environments but rather as production environments. I’m sure that the Romans thought their empire wold stand for all time as well and look what happened to them.”

The original post can viewed here and be sure to read the comments which currently run onto a second page. There are comments from people of varying ages and opinions and it is all well worth a read!

Dave Nagel on Project Tomorrow Speak Up survey findings:

“Teachers were apparently even more enthusiastic about gaming, as 65 percent indicated that they thought educational gaming would be an effective tool for students with different learning styles and would help engage students in coursework. More than half said they’d like to learn more about educational gaming, and some 46 percent said they would “like to receive specific professional development on how to effectively integrate gaming technologies into curriculum,” according to the survey.”

Author: Dave Nagel, T.H.E. Journal, 19th April 2008

Full article available here.

See also Project Tomorrow website.

“I heard quotes like, “this game is awesome even though I don’t know the answers.” But what continued to happen is that student after student kept taking the quiz over and over again. Which obviously exposes them to material again and again.”

Author: Dave McDivitt, 18th April 2008

Full article available here.

Daniel Livingstone wrote a post today regarding an article on game design being taught in Scottish schools. He provides some interesting responses to the curriculum guidelines. Worth a read.

“I spotted this intriguing piece earlier in the week -” ‘Games’ to be taught in Scottish Schools”
The article doesn’t reveal much in the way of details but claims:

Scottish schoolchildren are to be taught the basics of video game design as part of the country’s new national curriculum - dubbed the ‘Curriculum of Excellence’.

According to the Press Association, the move is to designed to ‘create the next generation of young programmers’.

Schools minister Maureen Watt unveiled the scheme … and added that the new lessons will teach children how to use computer software to create animations and feature films.”

See the full article here.

Daniel Livingstone discusses Prensky’s Digital Natives and refers to recent figures of game playing. He also refers to an eSchool News article on Project Tomorrow’s Speak Up Survey, which is ‘the largest annual survey addressing the attitudes and opinions of K-12 students, teachers, parents, and school administrators toward the use of technology in education’. Worth a look.

“I’m starting to think that more of Prensky’s ideas about digital natives are becoming reality, albeit not for the generation he originally identified. While often technologically naive, game playing (and social virtual worlds) are perhaps now so commonplace amongst younger age groups (say six to 16) in the UK that the term ‘gamer’ is likely to become somewhat obsolete - or restricted to those who play the ‘hardcore’ games while other induldge in more casual gameplay.”

Author: Daniel Livingstone, Learning Games Blog, 14th April 2008

See full article here.

Gaming innovation - doof is an Interesting gaming concept, combining casual online gaming with social networking. Find out more below:

doof.com - Games, Friends & Fun!

doof is exactly what it says, the home of social gaming. A very impressive concept: a social network built around casual gamers all wrapped up in a slick interface.

It’s not the gaming you expect; doof is not centered around PC games, handhelds, or the three major consoles. doof is all about casual gaming and specifically revolves around its own online games and doof has plenty. From brain-caning puzzle games (Cascade, Roobix), to fast and frenzied action games (Columns, Titris) , to plain hilarious time-wasters (Golden Arrow, Tribe), doof.com is pretty much the only place you need to be for your daily fix of brain candy. Riveting and compelling, our online games exists simply to have fun with!

In addition to games, doof mixes up a variety of community features. Most notably each member gets their own profile page which tracks game achievements, play history, and can let you pull in your photos from Facebook. As you play games, you earn credits, which may be used in tournaments with other players, or to purchase “gifts” for your friends. The gifts are basically avatars of items such as frogs, jewelry, crowns and various other items for showing your “like” in a humorous manner.

But doof offers not just games and web pages. You cab also watch online videos, keep track of news, tournaments, and a rating system for players and content and much more. Its also offers Instant messenger and email features, letting you know when your favorite game partners are available and giving you the ability to contact them. Just click on the person’s username and you can chat while playing games.

“Skewed coverage of academic report in the Dire Mail (sorry, Daily Mail) : Computer game addicts warned they could start behaving like autism sufferers. Of course the report warns no such thing, as discussed here at Spong: Daily Mail muddles cause and effect .”

Author: Daniel Livingstone, Learning Games Blog, 8th April 2008

Full article available here.

To be fair to Barbie Girls it isn’t the only virtual world for kids that worries me - with its not-so-implicit goal of training children to be good little consumers. Reinforcing the concept in children that rewards come from playing games, watching shows (themselves somewhat promotional, I’d guess) and from buying products does not seem a good one, and I was despairing of seeing a model other than this. So while I’ve yet to delve deeper, Handipoints appears to be the first imaginative alternative.

Author: Daniel Livingstone, Learning Games Blog, 7th April 2008

Full article available here.