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Said about learning games …

Research in learning games PhD student Simon Egenfeldt-Nielsen IT-University Copenhagen Game-research.com 31. October 2003, DPU.

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Said about learning games …

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  1. Research in learning games PhD student Simon Egenfeldt-NielsenIT-University CopenhagenGame-research.com31. October 2003, DPU “…develop games which contain advanced content, operate according to sound pedagogical principles, enable classroom customisation, and create real excitement within the core game market” - Henry Jenkins

  2. Said about learning games… Games used for learning since Babylon Learning games professionally since 1960erne Electronic Learning games since 1980erne Increase motivation and interest in a given topic Create more positive and active learning environment Dynamic presentation of material US Military spend $4 billions yearly on simulations 7% of all sold consol titles 2002 were edutainment 60% of all people play computer games

  3. Background: Masters Degree in Psychology PhD Student at IT-University of Copenhagen, Written two Danish books and several articles on computer games and learning. Heavily involved in game community: Digra, Game-studies, Game-research, AOIR, DAC, IGDA Earlier consulting: Framfab, Incircle, EQ, Game-Research. Still consult on game related issues. Reports on eSports, online gaming, and Computer game Risks.

  4. Research in learning games: Growing rapidly but fragmented and hard to overview. • Adventure & RPG: Riven, Where in Time is Carmen San Diego, Kings Quest • Business & society simulations: Simcity, Doonesbury, Virtual U, Monkey Wrench • Health training: Foodman, Bronkie, Packy & Marlone • Virtual worlds: Everquest, Active worlds. • Mathematical: Logo, Through the Glasswall, E-gem. • Cognitive skills: All games to varying degrees (spatial, motor coordination). Source: from meta-search on abstracts in database (Eric, Psych info, Medline, Emerald, Proquest, IJIL, web-sites)

  5. Edutainment – games that are not! Edutainment often linear, limited and controlling in their structure. Underlying learning assumptions to general and simplified. Learning material is detached from game. • Problems: • Create visual universe but little interaction with the gameplay • Learning is placed first and unmotivated • Small classic games Picture: Chefrens Pyramide

  6. Motivation in learning games: Motivation can come from two places, and can be or less successfully implemented. Structural form (intrinsic) Cultural intonation(extrinsic)

  7. Motivation in learning games: Challenge Goals, uncertain results, success criteria, self esteem Control Feedback, choice, power, maximise input-output, Curiosity Visual elements (movement, colours), cognitive form (complete, consistent, simplicity) Fantasy Endogen, exogen, emotional investment, cognitive curiosity, Interpersonal Endogen, exogen, cooperation, competition, recognition Structure Culture

  8. Learning perspective: Experiential learning Learning perspective for how you design a game. Concrete experience Test concepts in new situation Observation & reflection Create abstractconcepts Around is a strong social component. … Discussion, interaction, reflection, informal – debriefing

  9. Example – Europa Universalis II: Illustrate what games can bring to the table – often not thought into learning application due to several factors (economy, ignorance, practical, project set-up). Example is strategy game – but most thoughts are general. Game cover European history from 1419-1820. War, trade, economy,corruption, rebellions, diplomacy, religion, culture, colonies etc. Show game

  10. Interface: Different levels and complexity. Adjust ambition level for learning experience and focus on game experience initially – let the player dig in, feel that the knowledge is necessary to progress The Game should look like a game. Ex. Sweden in 17th century

  11. Underlying model: Quality, depth and complexity make it appropriate for learning – the information is not trivial. Experience historical dynamics and discuss them in other fora.

  12. Gameplay – integration of material: In the best game – the information is part of the gameplay. You need knowledge to progress in the game. Events you must handle Historical elements and variables is part of the gameplay.

  13. A realistic universe The game must be realistic and trustworthy within its own universe and genre. Rules, information, and actions must fit. The player must want to explore the game universe. Historical accurate in the short run but inaccurate increase in long run – a problem for learning games?

  14. Something about learning games: Summary of some important areas • Interface – Presentation of information and handle complexity • Underlying model – this is where the information comes from • Gameplay – keep contact between play and learning • Universe – make it realistic Implications • Identify learning material • Be realistic in what the game can encompass • Know games means and powers • Create interesting game universe

  15. Discussion/Questions? Questions, comments or consulting. sen@itu.dk or egenfeldt@game-research.com Slides at www.itu.dk/people/sen Links: www.game-research.com www.itu.dk

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