Posts tagged ‘Games’
Zaid from ZaidLearn posted a list of 75 free edugames earlier this month. Here is an excerpt:
When you play a game at Gwap (e.g. ESP Game), you aren’t just having fun. You’re helping the world become a better place. By playing their games, you’re training computers to solve problems for humans all over the world.
2. WFP Foodforce
Understand world hunger and efforts to alleviate it.
3. Virtual U
Is a management education game, a simulation of a university, in which the user takes the role of a university administrator. It is designed to foster better understanding of management practices in American colleges and universities.
Experience historical incentives for the American Revolution from the grassroots level.
5. Discover Babylon
Uses sophisticated video gaming strategies and realistic digital environments to engage the learner in challenges and mysteries that can only be solved through developing an understanding of Mesopotamian society, business practices, and trade. “
You can see the full article here.
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: email@example.com
‘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.”
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.
18-20 June 2008
Museum of Science & Industry, Manchester
“b.TWEEN08 features a huge host of industry experts from advertising, creative technology, film, games, mobile, TV and web. Nowhere else will you find such a diverse mix of ideas-rich indies and ideas-hungry big industry players meeting on a level playing field to explore and exploit the creative and commercial potential of digital technologies.”
See post here.
7-10 October 2008
“mLearn was the first conference on mobile learning and is widely recognised as one of the most prestigious international conferences in the field. The aims of the conference are to bring together the world’s leading mobile learning researchers, developers and activists in an environment that will stimulate dramatically increased deployment of mobile learning and catalyse dramatically enhanced innovation.”
See post here.