Insights into Games, Simulations, and Learning Environments
•
1. Games are a form of
fun.
That gives us
enjoyment and pleasure.
•
2. Games are form of
play
. That gives us
intense and passionate involvement.
•
3. Games have
rules.
That gives us
structure.
•
4. Games have
goals.
That gives us
motivation.
•
5. Games are
interactive.
That gives us
doing.
•
6. Games are
adaptive.
That gives us
flow.
•
7. Games have
outcomes and feedback.
That gives us
learning.
•
8. Games have
win states.
That gives us
ego gratification.
•
9. Games have
conflict/competition/challenge/opposition.
That gives us
adrenaline.
•
10. Games have
problem solving
.
That sparks our
creativity.
•
11. Games have
interaction.
That gives us
social groups.
•
12. Games have
representation and story.
That gives us
emotion.
(Prensky)
Chapter 7
Games and Simulations
How are games, tests, and simulations
related?
?
We may have immediate feedback in tests
?
We may have recorded scores in games
My definition
•
Simulations are simplified real world situations in a controlled
environment. They are about things or systems and how they
behave. Games are either all about fun OR a combination of
fun and learning.
•
Tests are merely about learning. In test the feedback is written
in games the feedback is the consequence of the player’s
actions/decisions.
Range of games
•
From a simple spreadsheet to complex and
expensive designs.
Demos are not true simulations
Why Games
•
Show consequences not normally visible
•
Let learners make mistakes without suffering
permanent consequences
•
Encourage learners to pause, reflect, and revise
•
Provide a laboratory
•
Simplify complex situations
•
Give opportunities for abundant practice and
feedback
•
Reawaken learning by play
When to use games
•
Costs of failure are high
•
Learning with real systems is not practical
•
Learners need individual attention
•
Many people must be educated
•
Tasks are complex and time is short
•
Skills to be taught are subtle and complex
•
You have time and budget to see the project
through
8
TYPES OF LEARNING GAMES
(Simulations)
1- Quiz-show games
•
Who wants to be a millionaire?
•
Jeopardy
•
Deal or no deal
2- Word Games
•
Crossword Puzzles
•
Letter arrangement games
•
Spelling bee
•
Hangman
3- Jigsaw Puzzles
•
A scrambled-tile puzzle can help learners
recall images, visualize relationship, or notice
discriminating details.
http://www.horton.com/portfolio/jigsaw/jigSawHierarchyPractice.htm
4- Branching scenarios
5- Task simulations
•
Software simulations
•
Device simulations
5.A Software Simulation
5.B Device simulation
6- Personal-response simulations
6- Personal-response simulations
7- Environmental simulations
Immersive role-playing games
EAP
Employee Assistance Program
DESIGN GAMES FOR LEARNING
General guidelines to design games
1- Choose the type of game based on
your objective
Decide
Do
Know
Believe
Feel
IAT
Implicit Association Test
2-Express the goal as a specific task
ETEC 444
What to buy with $3000
3- Pick the right sized game
4-Emphasize learning, not just doing
•
Make winning the game require
creativity and
careful decisions
,
not
just
fast reflexes
•
Avoid arbitrary limitations on how the learner
accomplishes the goal.
5- Specify challenge and motivation
6- Manage competitiveness
•
Excessive competitiveness can get in the way
of effective learning
7- Provide multiple ways to win (learn)
•
Provide hints or links to resources not just
trial-and-error
CREATE A MICRO-WORLD
More specific design guides
1- Specify the game's world
Specify
•
Characters
•
Objects (
tools, furniture,…that the users will interact with)
•
Locations
•
Relationships
•
Laws of math and science
•
Other dynamics and
conditions
(too much fertilizer)
2- create a storyline
•
Starting point
•
Ending point
•
Learner’s role
•
Path from start to end
3- Create a back story
•
For complex games you need to explain the
context or the back story
4- Specify the game structure
•
Good structure keeps the game simple enough
tor learners to comprehend.
5- Assign the learner’s role
•
Pose the learner a problem to solve in a
specified situation.
6- Make the game meaningfully
realistic
•
It does not mean use realistic 3D images
•
A game is realistic if it:
7- Specify rules of the game
•
What the player can do and how the game
responds or evaluates.
8- Design a rich, realistic environment
9- Provide a deep, unifying challenge
•
Unify the game around a primary mission or
goal.
10- Define indicators of game state
and feedback
•
Decide what kind of feedback you will provide
and where and where it will appear to the
learner
SPECIFY THE DETAILS
Very Specific Design Guides
•
Sketch out the user interface
•
Write the words
•
Specify the graphical style
•
Specify other media
Specify other media
ENGAGE LEARNERS
•
Hook the learner
•
Ask learners to suspend disbelief
•
Set the context
•
Provide real-world prompting and support
•
Present solvable problems
•
Adapt to the learner’s needs
•
Challenge with time limits
•
Let learners try multiple strategies
•
Program variety into the game
•
Involve the learner
TEACH THROUGH FEEDBACK
1- Provide intrinsic feedback
•
Good games deliver feedback naturally within
the context of the game
2- Inject educational feedback where
needed
•
It is justified to interrupt the play if an
important educational feedback is needed to
correct a misconception
3- Provide continual feedback
4- Give crucial feedback immediately
5- Confront bad behavior and choices
6- Defer lengthy feedback
7-Anticipate feedback (feedforward?)
•
Consider all possible actions by the learners
and prepare proper feedback for it.
8- Enable learning through a variety of
experiences
•
In a well designed game the learner can
experience several hypothetical but
meaningful learning that is almost impossible
to experience in real life.
9- Provide complete, detailed feedback
Teaching complex, difficult objectives require
complete, detailed feedback.
10- Help learners correct mistakes
•
Specific error messages should identify the
items in error.
•
It should point out where to locate the error
on the screen
•
It should spell out the type of error,(the value
entered is too high or too low)
11- Offer abundant practice
•
Plentiful practice gives opportunities for
discovery, helps learners refine their strategy
and tactics, smooths and automates
performance, and builds confidence.
•
Use try again, start over, replay, new game,..
Etc.
Acknowledge achievement
PROGRESSIVELY CHALLENGE
LEARNERS
1-Use scaffolding method
2- Ratchet up the challenge
•
Make the game easy to start but hard to
master
3- Give closure between phases
•
Signal the end of phases in the overall
sequence.
•
State the results so far
•
Recap the steps of the phaseejust completed
•
Preview the next phase
•
Invite learner to continue
4- Control the rhythm of difficult
•
Learning improves if we alternate hard and
easy activities
5- include some low tension events
meanwhile
6- Require consolidating small steps
•
As learners advance through the game require
them to combine small steps at once to
advance in a faster rate.
MANAGE GAME COMPLEXITY
1- Beware combinatorial explosion
2- Mission-sequential structure
•
This structure works best for objectives that
can be taught in sequence.
3- Short-leash strategy
•
Learners are not allowed to tray far from
successful path.
•
Getting more than a few steps of the path
triggers corrective guidance that nudges them
back toward the successful path.
4- Safari structure
5- Breakthrough structure
SIMPLIFY LEARNING THE GAME
Simplify learning the game
1.
Guide actions with instructions
2.
Explain the game clearly
3.
Start with training wheels
4.
Assist when needed
5.
Show solution after a few attempts
6.
Let learners request assistance
7.
Include pertinent hints
8.
Simplify the display for quick response
9.
Minimize distractions (
10.
Accept all successful actions (mouse or key press)
Similar to what was said about games
•
DESIGN COACHED TASK SIMULATIONS
•
DESIGN BRANCHING-SCENARIO GAMES
•
USE GAMES AS E-LEARNING COURSES
Discover the multifaceted aspects of games, simulations, and learning through a comprehensive exploration of their characteristics, purposes, and applications. From the elements that make games engaging to the utility of simulations in replicating real-world scenarios, this content delves into the distinct features and benefits of each educational tool.
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Presentation Transcript
1. Games are a form of fun. That gives us enjoyment and pleasure. 2. Games are form of play. That gives us intense and passionate involvement. 3. Games have rules. That gives us structure. 4. Games have goals. That gives us motivation. 5. Games are interactive. That gives us doing. 6. Games are adaptive. That gives us flow. 7. Games have outcomes and feedback. That gives us learning. 8. Games have win states. That gives us ego gratification. 9. Games have conflict/competition/challenge/opposition. That gives us adrenaline. 10. Games have problem solving. That sparks our creativity. 11. Games have interaction. That gives us social groups. 12. Games have representation and story. That gives us emotion. (Prensky)
Chapter 7 Games and Simulations
How are games, tests, and simulations related? ? ? We may have recorded scores in games We may have immediate feedback in tests
My definition Simulations are simplified real world situations in a controlled environment. They are about things or systems and how they behave. Games are either all about fun OR a combination of fun and learning. Tests are merely about learning. In test the feedback is written in games the feedback is the consequence of the player s actions/decisions. Demos Tests Simulations learning games fun games Formal Informal Less Interactive More Interactive Less fun More fun
Range of games From a simple spreadsheet to complex and expensive designs.
Why Games Show consequences not normally visible Let learners make mistakes without suffering permanent consequences Encourage learners to pause, reflect, and revise Provide a laboratory Simplify complex situations Give opportunities for abundant practice and feedback Reawaken learning by play
When to use games Costs of failure are high Learning with real systems is not practical Learners need individual attention Many people must be educated Tasks are complex and time is short Skills to be taught are subtle and complex You have time and budget to see the project through
8 TYPES OF LEARNING GAMES (Simulations) 1 2 3 4 5 6 7 8
1- Quiz-show games Who wants to be a millionaire? Jeopardy Deal or no deal
2- Word Games Crossword Puzzles Letter arrangement games Spelling bee Hangman
3- Jigsaw Puzzles A scrambled-tile puzzle can help learners recall images, visualize relationship, or notice discriminating details.
http://www.horton.com/portfolio/jigsaw/jigSawHierarchyPractice.htm
5- Task simulations Software simulations Device simulations
Immersive role-playing games EAP Employee Assistance Program
DESIGN GAMES FOR LEARNING General guidelines to design games
1- Choose the type of game based on your objective
Feel IAT Implicit Association Test
2-Express the goal as a specific task ETEC 444 What to buy with $3000
4-Emphasize learning, not just doing Make winning the game require creativity and careful decisions, not just fast reflexes Avoid arbitrary limitations on how the learner accomplishes the goal.
6- Manage competitiveness Excessive competitiveness can get in the way of effective learning
7- Provide multiple ways to win (learn) Provide hints or links to resources not just trial-and-error
CREATE A MICRO-WORLD More specific design guides
1- Specify the game's world Specify Characters Objects (tools, furniture, that the users will interact with) Locations Relationships Laws of math and science Other dynamics and conditions (too much fertilizer)
2- create a storyline Starting point Ending point Learner s role Path from start to end
3- Create a back story For complex games you need to explain the context or the back story
4- Specify the game structure Good structure keeps the game simple enough tor learners to comprehend.
5- Assign the learners role Pose the learner a problem to solve in a specified situation.
6- Make the game meaningfully realistic It does not mean use realistic 3D images A game is realistic if it:
7- Specify rules of the game What the player can do and how the game responds or evaluates.
9- Provide a deep, unifying challenge Unify the game around a primary mission or goal.
10- Define indicators of game state and feedback Decide what kind of feedback you will provide and where and where it will appear to the learner
SPECIFY THE DETAILS Very Specific Design Guides
Sketch out the user interface Write the words Specify the graphical style Specify other media
ENGAGE LEARNERS Hook the learner Ask learners to suspend disbelief Set the context Provide real-world prompting and support Present solvable problems Adapt to the learner s needs Challenge with time limits Let learners try multiple strategies Program variety into the game Involve the learner
