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Posts Tagged ‘game-based learning


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I can already see the anti-game groups cry foul about the practice of using specially designed games to treat psychological conditions. After all, they see video games as the root of the problem.

If they dig deeper, they might realise that the root causes are multifaceted, layered, and complex. Instead, they rely on personal bias (which then fuels ignorance) to block the possibility that such games might help their children.

The same could be said of teachers who only view video games as being pure distraction or only for delivering content. Off-the-shelf video games are not designed for delivering content; they are designed for creating experiences. It is what you do with those experiences that creates opportunities for learning.

We do not learn from experiences. We learn from reflecting on experiences. -- John Dewey

Here is an unoriginal thought: You can get into a state of flow no matter what video game you play.

My wife, my son, and I play very different games on our phones. My wife likes tile-matching puzzle games — she started with games like Bejeweled and now plays Simon’s Cat Crunch Time.


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My son plays a variety of games and seems to favour multiplayer inline battle arena (MOBA) games now. He is currently playing Mobile Legends.


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My main game is Pokémon Go. This is a location-based game that requires me to leave home to catch Pokémon, spin stops, battle rival gyms, and coordinate raids.

One more level to go!

Whatever game we play, we get into a state of flow. This is an almost zen-like state of focus, quick decision-making, and honed movements.

Different games and gameplay result in the same outcomes while allowing players choice of game based on their interests or strengths. If this sounds familiar, it is because the tenets are built on the same foundations as personal learning.

It does not take an external vendor, elaborate proposals, or a king’s ransom to implement personal learning. It takes actual gameplay and a willingness to reflect and try something new.

This TED talk is like a trojan horse, but a good kind.
 

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It started with the unwarranted fears of “screen time” but was really about authentic game-based learning.

The speaker, Sara Dewitt, outlined how games were or could be:

  • A form of embodied learning
  • A possible replacement for standardised testing
  • An opportunity for adults to co-learning with children

These aspects of gaming might be new to some. I hope they become standard fare in education because that is one of the places the mobile road is taking us.

 
I have distilled some differences and overlaps in gamification, game-based learning, and serious gaming.

I focus on their use and integration in educational contexts. I exclude contexts like industry style performance support, commercial sells, VWO campaigns, etc.

I distill factors that govern the three in the table below without elaboration. The explanations are for another time because my thoughts are not complete and each factor could be a class in a university course.

I may add to or subtract from this table over time.

 
I am trying to make sense of several loose threads on the overlaps and differences in gamification, game-based learning, and serious gaming.

So far I have gleaned and coded from several articles categories like:

  • Game play
  • Objectives
  • Outcomes
  • Ties to content
  • Nature of learning
  • Role of analytics
  • Purpose
  • Main motivation
  • Locus of control
  • Narrative
  • Cost
  • Platform

There is quite a lot of snipping, gathering, and patchwork to do…

Keynote for SIM GE 2016 Conference: Don't Play Games with Gamification.

I deliver a keynote this morning and am part of a panel in the afternoon on the broad topics of game-based learning (GBL) and gamification.

My keynote is about an hour long, but the messages, cases, and experiences boil down to these points:

GBL and gamification are not a dichotomy, but distinct.

  • There are overlaps between GBL and gamification, but there are also distinctions. Educators who are thinking of implementing GBL strategies or gamifying experiences should know what these are so that they do this well and do it right.
  • They need to do this because others have gone before them by conducting research and reflecting on critical practice. Not only should they stand on the shoulders of giants by giving credit where it is due, those that do not know their history are also doomed to repeat the mistakes of the past.

My keynote will merely skim the surface and probe the waters at strategic points, so I provide some readings in this curated list.

I plan on using a few go-to tools and one infrequent one.

My regular tools are Google Presentation as the main platform with TodaysMeet, AnswerGarden, and Padlet for a backchannel, crowdsourced word cloud, and case studies respectively.

I am opting not to use Google Presentation’s new Q&A tool because I want a more active backchannel. I also have some good questions from participants thanks to a pre-conference poll I conducted with Google Forms.

The tool I use strategically is AirServer. Most institutional wifi systems block it and I resort to bringing my own mifi device. But the room walls are often thick and/or the venues recessed deep enough to prevent good 3G or 4G signals. This time I might have a workaround thanks to some helpful folk at the venue.

I use AirServer only when it is sound to do so. In this case, I want to show real mobile games and a gamification app in real time. I have static screen captures as backups, but these are about as effective as looking at movie stills instead of the movie itself.

I plan on backchannelling the event on Twitter after I am done speaking and the organiser has decided on the hashtag #simgeconf. I almost abandoned TodaysMeet in favour of just using Twitter. But something tells me that the attendees are not quite ready for Twitter.


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I loved watching this video of a few mothers trying Minecraft for the first time.

It is one thing to read opinion pieces of the game, particularly in the context of education, and another to experience it for yourself. Then once you try it out, it is one thing to have a taste and it is another to immerse yourself and keep at it.

Despite the short exposure to the game, I like how one mother told her child to move aside so that she could do something in the game. That is a step closer to immersion. Csíkszentmihályi would refer to this immersion as flow. We might refer to it as being in the zone.

This is experiential learning and learning-by-doing at its best. These are natural extensions of who were are and that is one reason why games like Minecraft are so successful.
 

 
I have said it before and I will say it again: If you cannot reach them, you cannot teach them. If you want to teach the learner, you must first be the learner.

This is not just about gaming. It is one thing to observe a child playing; it is another to be the child playing. It is about taking the child’s perspective and having an educator’s empathy.

If you do not do something new like playing Minecraft, you will not know why it appeals so widely or how to leverage on it. The first step is the hardest. Take it and do.

BTW, I played Minecraft (mobile and PC versions) with my son and created several videos of what we learnt together.


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