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Transforming Education through Game Design: Immersive Education’s MissionMaker Initiative

Immersive Education Ltd, founded in 1998, specializes in educational software that engages students through game design. Our award-winning MissionMaker software empowers children to create their own action-adventure games, fostering creativity and game literacy. This initiative, in collaboration with the Institute of Education, aims to enable young learners, particularly those with literacy challenges, to be producers rather than consumers. Join us in exploring innovative educational practices where game design meets learning.

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Transforming Education through Game Design: Immersive Education’s MissionMaker Initiative

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  1. Education and Games? Tim Price-Walker MissionMaker Project Manager Immersive Education Ltd Computer Games in Education RSC London - JISC

  2. Immersive Education – who are we? • Founded in 1998 • Developer and publisher of educational software • Oxford-IntelEducation initiative • Roots in the UK games industry “Immersive is the product of a most creative collaboration between Intel and the Department of Education at Oxford University and the results are staggering…” Bethan Marshall, The Guardian

  3. Product platforms • Kar2ouche 3D storyboard ‘role play’ tool • Kruciblevirtual real-time science simulations • MediaStage 3D virtual production studio • MissionMaker game authoring software Education software using the production values of games technology

  4. Award winning software • UK BETT Award 2004, 2005 & 2006 • British Computer Society Award 2002 • EDDIE Award 2002 • BAFTA Award Nominee 2002 & 2003 • BESA Best Educational Award 2001

  5. What is ? • Game authoring software for educational and creative use • A collaboration between The Centre for the Study of Children, Youth and Media (Institute of Education, University of London) and Immersive Education IOE project leaders: David Buckingham, Andrew Burn Immersive Education: Jeff Woyda, Donna Burton-Wilcock

  6. Research Outline What? Software to enable children to create their own computer games. Why? Enable children to become producers, not just consumers of games. Who? KS3 (11-14); particularly girls and children with literacy difficulties.

  7. Outcomes Software: 3D game-authoring tool, allowing children to design their own action-adventure games Theory: a model of ‘game-literacy’, defining gaming and game design as a form of ‘reading’ and ‘writing’ Teaching: ways of teaching ‘game literacy’, both formally (in schools) and informally (in clubs and homes) Participatory design: a model for industrial design, incorporating user input and feedback Still in progress…

  8. Parkside Community College, Cambridge • Focus on narrative and representation: Media

  9. Charles Edward Brooke Girls School, London • Lunchtime club for game playing, after-school club for game design • Focus on game-making as a design practice

  10. Apex Summer School – Bath (G&T) • Technology immersion • High adult-child ratio

  11. Aspects of Games

  12. Games are Motivating

  13. Anticipated Issues • Curriculum links • Support materials • Research findings • Time available – curriculum structure • Hardware • Teacher uncertainty and suspicion • Training

  14. Website and email contact Organisations: • www.childrenyouthandmediacentre.co.uk • www.londonknowledgelab.ac.uk • www.immersive.co.uk Project Managers: • ray@imed.co.uk • tim@imed.co.uk • donna@imed.co.uk

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