14 selected topics for e-learning technologies (gbl)

Selected Topics for e-Learning Technologies

(Game Based Learning)

Timothy K. Shih

GBL -- Overview GBL -- Theories of Learning GBL -- Virtual Learning Environments GBL -- Learning Game-style Example

GBL -- Overview

GBL -- Overview

1. INTRODUCTION2. GAMES CULTURES AND PLAY3. GAMES AND LEARNING4. KEY ISSUES IN DEVELOPING

GAMES FOR LEARNING

5.Types of Learningand Possible Game Styles

6. FUTURE DIRECTIONS IN GAMESAND LEARNING

7. SUMMARIZE

1. INTRODUCTION

1. INTRODUCTION• Some people began to ask one of two

related questions:– Games take up large periods of time– What can the education sector learn

and use from these games in order to ‘enhance’ the learning process?

1. INTRODUCTION (Cont.)• Particularly, it examines three research

questions:– What is happening during the game-

playing process?– Can conventional computer games be

used as a vehicle for formal learning?– What components or features of

conventional computer games can be taken and used in learning software or practice?

1. INTRODUCTION - GAME DEFINITIONS (Cont.)

• Define a digital game as one that:– Provides some visual digital

information or substance to one or more players

– Takes some input from the players– Processes the input according to a set

of programmed game rules– Alters the digital information provided

to the players

1. INTRODUCTION - GAME DEFINITIONS (Cont.)

• Define games as programmers that operate on the following platforms:

– Hardware, known as video game consoles

– Personal computers– Mobile devices

1. INTRODUCTION - RESEARCH ISSUESAND CREDIBILITY

• Three key issues surrounding research into games and learning that require acknowledgement.

– Games and publication cycles– Games as an interdisciplinary subject– Games researchers as ‘defenders’ of

games

2. GAMES CULTURES AND PLAY

2. GAMES CULTURES AND PLAY

• CATEGORISING GAMES• THE PREVALENCE

OF GAMES PLAY• WHY DO PEOPLE PLAY GAMES?• CONCERNS AROUND

COMPUTER GAMES PLAY

2. GAMES CULTURES AND PLAY – CATEGORISING GAMES• The Herz system presents these major

categories:– Action games – Adventure games – Fighting games – Puzzle games – Role-playing games – Simulation games– Sports games– Strategy games

2. GAMES CULTURES AND PLAY – THE PREVALENCE

OF GAMES PLAY• Digital games are clearly an important

part of most young people’s lives today • Nearly 70% of children play computer

games every week– Mobile games play is increasingly common,

with 68% of children playing games on their phone every week (Facer 2001).

2. GAMES CULTURES AND PLAY – WHY DO PEOPLE PLAY

GAMES?• A 2001 survey (ESA) produced four main

reasons for gameplay, namely:– (87%) of players said the number one reason

they play games is because “it’s fun”– Games are challenging (72%)– Games are an interactive social experience

that can be shared with friends and family (42%)

– Games provide a lot of entertainment value for the money (36%).

2. GAMES CULTURES AND PLAY - CONCERNS AROUND

COMPUTER GAMES PLAY• Games displacing other activities• Durkin (1995) concludes that what

appears to be game-playing addictions are:

– “…actually transient phases of excessive involvement rather than enduring dependencies from which the victim will find it very difficult to escape.”

2. GAMES CULTURES AND PLAY - CONCERNS AROUND

COMPUTER GAMES PLAY• McFarlane (2002) surveyed English

schoolchildren and discovered that:– “There is a tendency among girls to play

games when they are bored or have nothing more interesting to do, whereas boys are more likely to play games as a first choice activity.”

3. GAMES AND LEARNING

3. GAMES AND LEARNING

• GAMES DEFINING • LEARNING THEORIES• Computer Game Perspective• LEARNING WITH GAMES OUTSIDE

SCHOOL• LEARNING WITH MAINSTREAM GAMES

IN SCHOOLS

3. GAMES AND LEARNING - GAMES DEFINING

• Jesper Juul propused six criteria of definitions for a game to be a game.– A game is a rule-based formal system with a

variable and quantifiable outcome, where different outcomes are assigned different values

– The player exerts effort in order to influence the outcome, the player feels attached to the outcome, and the consequences of the activity are optional and negotiable

3. GAMES AND LEARNING - GAMES DEFINING (Cont.)

• Games are often defined in terms of their interactive and engaging nature:– An interactive and entertaining source of play,

sometimes used to learn a lesson.

3. GAMES AND LEARNING - GAMES DEFINING (Cont.)

• Salen and Zimmerman wrote the following often-quoted definition of a game:– A game is a system in which players engage in

an artificial conflict, defined by rules, that results in a quantifiable outcome.

3. GAMES AND LEARNING - GAMES DEFINING (Cont.)

• Erik Champion’s definition of a computer game :– A game is a challenge that offers up the

possibility of temporary or permanent tactical resolution without harmful outcomes to the real world situation of the participant.

3. GAMES AND LEARNING - LEARNING THEORIES

Table 1. The view of learning model

3. GAMES AND LEARNING -LEARNING WITH GAMES

OUTSIDE SCHOOL (Cont.)

• Games are characterised by a trialand-error approach to overcoming challenges or obstacles

• Strategy or adventure games, which encourage students in exploratory quest-like scenarios with a high degree of control over their progress

3. GAMES AND LEARNING -LEARNING WITH GAMES

OUTSIDE SCHOOL (Cont.)

• Children’s use of computer games may play a significant role in developing effective use of computer-mediated information resources.

• Mackereth (1998) argues that “there is evidence to suggest that familiarity with, and interest in, video games can influence children’s confidence when using computers for more professional applications”

3. GAMES AND LEARNING -LEARNING WITH GAMES

OUTSIDE SCHOOL (Cont.)

• Two studies argue that – Interactions with computer games encourage

them to develop a playful approach to computers which develops the expectation that ‘trial and error works’ (Downes 1998)

– Linear progressive models for using computers are often the least effective way of engaging with computer-based technologies (Facer et al 2003).

3. GAMES AND LEARNING -LEARNING WITH GAMES

OUTSIDE SCHOOL (Cont.)• The ‘new vs old’ tensions are

summarised by Marc Prensky as: Twitch speed vs Conventional speed Parallel processing vs Linear processing Graphics first vs Text first Random access vs Step by step Connected vs Standalone

3. GAMES AND LEARNING -LEARNING WITH GAMES

OUTSIDE SCHOOL (Cont.) Active vs Passive Play vs Work Payoff vs Patience Fantasy vs Reality Technology as friend vs Technology

as foe.

3. GAMES AND LEARNING -LEARNING WITH MAINSTREAM

GAMES IN SCHOOLS• The most frequently encountered perceived or

actual obstacles were:– It was difficult for teachers to identify

relevant component of the statutory curriculum

– The difficulty in persuading other school stakeholders as to the potential/actual educational benefits of computer games

– The lack of time available to teachers to familiarise themselves with the game

– The amount of irrelevant content or functionality in a game which could not be removed or ignored

3. GAMES AND LEARNING -LEARNING WITH MAINSTREAMGAMES IN SCHOOLS (Cont.)

• Teachers and parents recognised that games play can support valuable skill development such as: (McFarlane et al 2002)

– Strategic thinking– Planning– Communication– Application of numbers– Negotiating skills– Group decision-making– Data-handling.

4. KEY ISSUES IN DEVELOPINGGAMES FOR LEARNING

4. KEY ISSUES IN DEVELOPINGGAMES FOR LEARNING

Table 2: comparison between mainstream and ‘learning’ games

4. KEY ISSUES IN DEVELOPINGGAMES FOR LEARNING (Cont.)• There are two key themes common to

the development of games for education, namely:

– The desire to harness the motivational power of games in order to ‘making learning fun’

– A belief that ‘learning through doing’ in games such as simulations, offers a powerful learning tool

4. KEY ISSUES IN DEVELOPINGGAMES FOR LEARNING (Cont.)• The conditions likely to induce the flow

state are characterised by Malone as:– The activity should be structured– It should be easy to isolate the activity– There should be clear criteria for

performance; – The activity should provide concrete

feedback to the player– The activity ought to have a broad range of

challenges, and possibly several qualitatively different ranges of challenge

4. KEY ISSUES IN DEVELOPINGGAMES FOR LEARNING (Cont.)• How to design engaging learning

experiences (Jones 1998) :– Task that we can complete– Ability to concentrate on task– Task has clear goals– Task provides immediate feedback– Deep but effortless involvement exercising a

sense of control over our actions– Concern for self disappears during flow, but

sense of self is stronger after flow activity– Sense of duration of time is altered.

5. Types of Learningand Possible Game Styles

5. Types of Learningand Possible Game Styles

• Types of Learning and Possible Game, Prensky(2001)

5. Types of Learningand Possible Game Styles (Cont.)

• Types of Learning and Possible Game, Prensky(2001)

6. FUTURE DIRECTIONS IN GAMESAND LEARNING

6. FUTURE DIRECTIONS IN GAMESAND LEARNING

• Using mainstream games in schools• Using ‘lite’ versions of mainstream

games

6. FUTURE DIRECTIONS IN GAMES AND LEARNING –

Using mainstream gamesin schools

• The key issues concerning the use of mainstream games in schools are:

• Teacher keep the students ‘on track’ and troubleshooting

• Identifying games that may be successful or useful in a classroom situation

• Cultural acceptance of games as media through which learning can take place

• Compatibility with school hardware, licencing agreements, and arguably other software

• There is a need for developers of games aimed at the stakeholders needs

6. FUTURE DIRECTIONS IN GAMESAND LEARNING –

Using ‘lite’ versions ofmainstream games

• A compromise between edutainment and mainstream games:

• Have all unnecessary content removed • Have their content and underlying rule base

verified and tested by educational organizations

• Include background/help/training materials for both the teacher/ motivator, and for students

6. FUTURE DIRECTIONS IN GAMESAND LEARNING –

Using ‘lite’ versions ofmainstream games (Cont.)

• Include curriculum-relevant tasks and content

• Allow users to save at regular intervals• Be compatible with the original ‘full’

versions, so students could continue using the game at home

• Be offered to schools on an attractive licensing system.

7. SUMMARIZE

• This chapter has expounded a consideration of the case for developing, and using, computer and video games for educational purposes.

• Before games can take on a meaningful role in formal or informal education, the education sector and the wider public and media need to better understand the potential and diversity of such ‘tools’.

7. SUMMARIZE (Cont.)

• Though a rapidly growing and maturing body of research is helping to develop a clearer understanding of the educational potential of games, there are as yet a small number of games that have a clear contribution to make to the educational agenda.

GBL -- Theories of Learning

GBL -- Theories of Learning

1. Introduction

2. Behavioral learning theory

3. Cognitive learning theory

4. Motivation theory

5. Summarize

1. Introduction

• Computer games are having a shorter learning curve.

• Some games involve intricate rules that learner must master in order to win.

• This chapter attempts to shed some light on how players learn in computer games based on the theories.

2. Behavioral learning theory

• The explanation of learning that emphasis on observable changes in behavior is called behavioral learning theory. – Classical conditioning – Operant conditioning

2. Behavioral learning theory (Cont.)

• The studying of the digestive reflexes of a dog by Ivan Petrovich Pavlov. – This serendipity resulted in the definition of a

new paradigm in psychology – Classical conditioning.

2. Behavioral learning theory (Cont.)

Figure 1. Classical conditioning

2. Behavioral learning theory (Cont.)

• Cobwebs are placed together with spiders so that when seeing the cobweb, players know there are spiders lurking around the area. – Players learn to act accordingly, depending on

different stimuli.

Figure 2. Relation between Cobweb and Spider

2. Behavioral learning theory (Cont.)

• According to Burrhus Frederic Skinner, there are two kinds of behavior: – Respondent behavior– Operant behavior

2. Behavioral learning theory (Cont.)

• When seeing the monster and than casting magic, this is an example of respondent behavior because it is elicited by stimuli.

• Walking about and jumping without a particular reason are operant behavior because there are not correlated with known stimuli.

2. Behavioral learning theory (Cont.)

• Skinner tried to condition the lever-pressing response of a rat in the Skinner box.

• Using consequences to control the occurrence of behavior is known as operant conditioning.

Figure 3. Skinner box

2. Behavioral learning theory (Cont.)

• Most games involve this kind of trial and error learning, in which reinforcers are used tactfully to evoke specific behavior.

Figure 4. Operant conditioning

2. Behavioral learning theory (Cont.)

• There are two types of reinforcers: – Positive reinforcers– Negative reinforcers

Figure 5. Positive and Negative Reinforcer Example

2. Behavioral learning theory (Cont.)

• There are four types of schedule that determine the frequency and predictability of reinforcement.– Fixed-ratio schedule– Variable-ratio schedule– Fixed-interval schedule– Variable-interval schedule

3. Cognitive learning theory

• Cognitive theorists argue that learning is a more complex process that utilises problem-solving and insightful thinking in addition to repetition of a stimulus-response chain.

• This theory attempts to answer several questions: how are memories encoded, how are memories retained and how are memories retrieved.

3. Cognitive learning theory (Cont.)

• One classical model of memory proposed by Atkinson and Shiffrin describes how information is processed, stored and retrieved in the mind.

Figure 6. Memory model of Atkinson and Shiffrin

3. Cognitive learning theory (Cont.)

• According to schema theory proposed by Jean Piaget, information is stored in long-term memory in network of connected facts and concepts that provide a structure for making sense of new information.

3. Cognitive learning theory (Cont.)

• Figure 7. The network of the enemies in

Super Mario Bros. 3

3. Cognitive learning theory (Cont.)

• While the information in sensory register and short-term memory may be forgotten due to decay and displacement of new information.

• The access to information in long-term memory may be lost as a result of interference.

• There are two types of interference: – Proactive interference– Retroactive interference

3. Cognitive learning theory (Cont.)

• It should be noticed that learning one thing could sometimes help a learner in learning similar information.

• There are two types of facilitation :– Proactive facilitation– Retroactive facilitation

3. Cognitive learning theory (Cont.)

• The skills needed in a game should be introduced in a well-planed sequence to optimise facilitation.

• Primacy and recency effect suggests the items that appear at the beginning and end of a list are more easily recalled than other items.

3. Cognitive learning theory (Cont.)

• The most mundane technique for committing information to memory is probably practice.

• There are two kinds of practice：• Massed practice• Distributed practice

3. Cognitive learning theory (Cont.)

3. Cognitive learning theory (Cont.)

• 15th century, Galileo Galilei• Discovery learning is one of the instruction models

based on constructivism. • Learner literally construct the knowledge internally

by immersing themselves into the virtual world. • When learner encounter new thing, they learn to

adapt it with their existing schema by trial and error or mental reflection.

4. Motivation theory (Cont.)

• Learners who are motivated can learn almost everything.

• Motivation is the internal process that activates, guides, and maintains behavior over time.

• The Maslow’s hierarchy of needs can be adapted to explain the needs of player so as to understand how players are motivated in the game environment.

4. Motivation theory (Cont.)

Figure 8. Hierarchy of the players’ needs

5. SUMMARIZE

• Using games as learning tools is an interesting field to be explored.

• Psychology not only provides a way to apprehend the learning that occurs naturally in game, but also helps in developing an environment in which the players can learn a particular domain of knowledge extrinsically.

GBL -- Virtual Learning Environments

GBL-- Virtual Learning Environments

1. Introduction

2. Game-style Interaction Defining

3. Conclusion

1. Introduction

1. Introduction

• There are many research that promote the use of game-style interaction for both virtual environments and for virtual learning environments.

• Development of learning tools based on the adventure game could provide educators with a superior mechanism to entice learners into virtual environments where knowledge is acquired thought intrinsic motivation.

2. Defining Game-style Interaction

2. Game-style Interaction Defining

• Game Genres• Environments as Interactive ‘Places’• Games Classified by Learning Modes• Social Role Playing• Learning through World Building

2. Game-style Interaction Defining - Game Genres

• What games typically have that virtual environments do not, is a relation to a cultural genre.

• It might appear that we can learn from the classification of important game elements according to the genre that they appear in, the feedback they provide, and the way in which the player is “afforded” immersion.

2. Game-style Interaction Defining - Game Genres

• The games that tend to emphasize physical embodiment, are typically combat and racing games. • An avatar represents the player• Collision typically results in acoustic feedback

and / or surface erosion or deformation. • Feedback tends be by loss of points, or the

signaling of end of game or game level. • The games tend to increase hand-eye co-

ordination.

2. Game-style Interaction Defining - Game Genres

• Game learning tasks include being set roles, procedures, or levels of ability to complete tasks.• This feature includes in racing games, strategy

games, Civilization-type world building games, interrogation or text-guessing games, riddles.

2. Game-style Interaction Defining - Game Genres

• Competitive or collaborative sense of others pervades almost all genres

• The player feedback is generally via changes in points

• Genre can help develop the player’s memory

2. Game-style Interaction Defining - Game Genres

• One thing common to all game genres is that they are challenging (hard fun)

• All games tend to feature increasing complexity, number of puzzles, or situations to overcome• They have tasks, affordances, and constraints.

• The mixture of affordances and constraints and different levels is designed to be challenging in the sense of ‘hard fun’

2. Game-style Interaction Defining - Game Genres

• As an easy way of increasing the challenge, games are also often “time-based”

• As challenges, games can develop pattern matching and puzzle solving skills, predictive thinking and bluffing.

• Rewards are also a universal feature of games• In games knowledge is unfolded, directly related to

the increasing success of the player.

2. Game-style Interaction Defining - Game Genres

Figure 1. Renaissance Community (Screenshot)

2. Game-style Interaction Defining - Social Role

Playing• It may pay to tailor the virtual environment to the

expected social role and objectives of the user, in terms of prescriptive learning as a social scientist (detective), tourist (non-playing character or observer), or in terms of procedural learning aimed at the traveler (adventurer).

2. Game-style Interaction Defining - Social Role

Playing• There exists a degree of separation between games

that develop procedural knowledge, and virtual environments’ tendency to follow traditional pedagogy by presenting prescriptive knowledge.

• An obvious example of procedural learning is the First Person Shooter genre.• Progress in these games is through procedural

learning, knowledge learnt through trial and error.

2. Game-style Interaction Defining - Social Role

Playing• Hence we could crudely separate games into those

that attempt to unravel narrative (such as Myst and other types of interactive fiction), and those that allow interaction through doing (the competitive adventurer-explorer games).

• Ex : archaeology is usually attempting to uncover prescriptive knowledge, knowledge of events, what happened when, and who did what. • The detective style games

2. Game-style Interaction Defining - Social Role

Playing• The strategist type games (it incorporates

procedural learning, and prescriptive learning)• This type of game may expose the workings of

previous civilizations, and it may incorporate historical events in the way it works out permutations of player decisions

2. Game-style Interaction Defining - Social Role

Playing• Awareness of other cultural perspectives may be

far more achievable than full understanding of others cultures.• Providing full immersion takes time and

concerted understanding. • Games trivialize consequences

• One takes silly risks and does not care about others unless respect and recognition of their social status is required by the gamer.

• Online worlds may offer some hope for developing meaningful learning, but they tend to be liberal with their relation to authenticity.

2. Game-style Interaction Defining - Social Role

Playing• Players could learn different ways of interacting

with the world depending on the nature of their character’s background and the location of that character.

• The teacher or guide could act as a game-keeper, allowing people to explore the parameters of their roles, give suggestions, and punish or reward players.

2. Game-style Interaction Defining - Learning through

World Building• In the Information Environments Program at the

University of Queensland have encouraged students to explore virtual environment building through game-level editors and through user-testing.

Figure 2. Scenes of the Virtual Environment world

3. SUMMARIZE

3. SUMMARIZE

• When told a virtual environment is a game, participants of all ages and both genders seem much more at ease and aware of potential affordances.

• Games do offer some form of social context, embodiment, and challenge

• Fantastical Simulations• In order to stimulate that learning process, we need

to investigate what the learner experience is for and how the interaction methods and metaphors can best present content, engage, and coax the learner to develop either transferable skills or factual knowledge.

Some Learning Game-style Example

Learning Game-style Example

• SIMULATION GAME - Example• MOBILE GAME – Example• SUMMARIZE

SIMULATION GAME - Example

1. Learning Game-style SIMULATION GAME

Example(1)• LEAN MANUFACTURING SYSTEMS (Durk-

Jouke van der Zee, 2005)– A CASE EXAMPLE FROM INDUSTRY

• The objective of the game Support the introduction of lean

principles in an existing assembly line

1. Learning Game-style SIMULATION GAME Example(1)

(Cont.)

• Table 1: Framework for Game Design

1. Learning Game-style SIMULATION GAME Example(1)

(Cont.)

• Table 1: Framework for Game Design (Cont.)

1. Learning Game-style SIMULATION GAME Example(1)

(Cont.)

• Table 2: Game Elements

1. Learning Game-style SIMULATION GAME Example(1) (Cont.)

• Figure 1: A Simulation Game for Teaching – EM-PlantTM Model

1. Learning Game-style SIMULATION GAME Example(1)

(Cont.)

• Authors found the simulation game has essential strengths relate to the possibilities to:• Demonstrate workings and control of the system• Experience the proposed system• Involve users in determining job and worker

characteristics that are relevant for selecting control decisions

• Involve users in the construction of alternative rules for worker deployment

• Contribute to team coordination and team building, by assigning appropriate roles

1. Learning Game-style SIMULATION GAME Example(2)

• Kenya Freeman Oduor et. al. (2007) want to explorer the reliability as key factors in whether automation will be properly used, misused, or disused in systems management. – Authors conducted an experiment in which an

automated decision aid presented suggestions or policies to participants while they managed a simulated city (i.e., Policity).

1. Learning Game-style SIMULATION GAME Example(2)

(Cont.)

• Figure 2. Policity user interface

2. Learning Game-style Mobile Game – Example(1)

Reality Role Playing

Figure 3. A screen shot of a handheld AR game (left) and 2 players conducting an AR investigation (right).

2. Learning Game-style Mobile Game – Example(2)

Mystery at the Museum The fundamental interactions that were inherent to

the game were as follows: In each room was a set of virtual characters, which

could be "interviewed" by clicking on them. In many rooms there were virtual objects, which

could be picked up and examined. In several locations virtual equipment could be

used to obtain further information about the virtual objects.

Several items in the museum were tagged with infrared tags.

Players could exchange objects and interviews with each other through localized infrared beaming.

Figure 4. A screen shot showing virtual items and characters in the room (left) and a group of players collecting clues in the museum (right).

2. Learning Game-style Mobile Game – Example(2)

Mystery at the Museum (Cont.)

Figure 5. Interfaces of the BuinZoo PDA Application

2. Learning Game-style Mobile Game – Example(3)

Mobile Game-Based Science Learning

Summary

• Now a day, there are two popular types of game-based learning – Simulation and Mobile game.

• According to more and more technologies can support for interactive game design (Ex, Wireless Lan, GPS system and other useful control media)

• It will helpful to solved problems in designing phase

• Gaming content (Interactive elements and learning behaviors)

• Learner’s Learning behavior