game-based learning in higher education 2012

A SCAN OF GAME-‐BASED LEARNING IN U.S. HIGHER EDUCATION Spring 2012 by Anne Derryberry Analyst, Sage Road SoluHons Producer/Designer, I’m Serious

Table of Contents

SecHon 1: General Overview of Gamed-‐based Learning (GBL) SecHon 2: Status of GBL in U.S Postsecondary EducaHon –

Spring 2012 SecHon 3: Conclusions

Spring 2012 Anne Derryberry, Sage Road Solutions, LLC 3

GENERAL OVERVIEW OF GAME-‐BASED LEARNING (GBL) SecHon 1


Computer Games

Serious Games

Learning Games


Games

Learning Games Are a Subset of Serious Games

Many Industries and Disciplines Use Serious Games to Reach Audiences


Emergency Services

Social Goo

d

Journalism

Healthcare

Workplace/ Personal ProducHvity

Military

Corporate

Training

PoliHcs

Government

MarkeHng & AdverHsing

EducaHon

The Apply Group predicts that between 100 and 135 of the Global Fortune 500 will have adopted *games for learning* by the end of 2012, with the United States, United Kingdom and Germany leading the way.

Pedagogic ApplicaHons of Games


The Knowledge Dimension The Cognitive Process Dimension

Remember Understand Apply Analyze Evaluate Create

Factual Knowledge List Summarize Classify Order Rank Combine

Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan

Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose

Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize

Red = dimensions of knowledge and cogniHon supported by games

Based on work of Dianna Fisher, Extended Campus – Oregon State University, © 2005 (h`p://oregonstate.edu/instruct/coursedev/models/taxonomy/#table), which is, in turn, based on the work of Lorin Anderson, et al., to revise Bloom’s Taxonomy for 21st century students and teachers.

From Learning Games to Game-‐based Learning

•  A single game or several games applied to a course or specific learning goal is a good start, but doesn’t address wide-‐spread need – or opportunity.

• Moving from “pockets of innovaHon” to systemic implementaHon requires different thinking.

• Game-‐based learning embraces the ecosystem surrounding the intersecHon of pedagogy and serious games.



Game-‐based learning has enough trac&on that it is being tracked by market research firms.

Ambient Insight’s 8 Types of Pedagogically-‐defined Learning Products* •  Self-‐paced eLearning courseware • Digital video, text and audio reference •  CollaboraHon-‐based learning •  Social learning •  SimulaHon-‐based learning • Game-‐based learning •  CogniHve learning • Mobile learning


*Ambient Insight, 2011 (www.ambientinsight.com/Resources/Documents/AmbientInsight_Learning_Technology_Taxonomy.pdf)

For EducaHon Sector, GBL Really Means K-‐12 In HED, GBL Just StarHng to Gain TracHon •  Some simulaHon-‐based learning – mostly medical simulaHons and business simulaHons (McGraw-‐Hill, SimVenture)

•  Some classes are being offered in virtual worlds like Second Life and AcHve Worlds.

•  “[Game-‐based learning is] not in wide use in higher educaHon.” -‐Sam Adkins, Ambient Insight. From Industry Gamers interview, 8/18/11. (www.industrygamers.com/news/ serious-‐games-‐mobile-‐driving-‐a-‐renaissance-‐in-‐edutainment/)


Horizon Report* Maintains Its ProjecHons on Time to AdopHon

2011

< 1 yr. Electronic Books Mobile Apps 2-‐3 yrs. Augmented Reality Game-‐based Learning 4-‐5 yrs. Gesture CompuHng Learning AnalyHcs

2012

< 1 yr. Tablets Mobile Apps 2-‐3 yrs. Game-‐based Learning Learning AnalyHcs 4-‐5 yrs. Gesture CompuHng Internet of Things


*The NMC Horizon Report: 2012 Higher Educa&on Edi&on www.nmc.org/publicaHons/horizon-‐report-‐2012-‐higher-‐ed-‐ediHon

Knewton (an adaptive learning platform developer) says game-based learning is one of six “new technologies” that result in more effective learning solutions. (http://www.knewton.com/digital-education/) Knewton is deployed at ASU, Penn, SUNY and others.


STATUS OF GAME-‐BASED LEARNING IN U.S. POSTSECONDARY EDUCATION TODAY SecHon 2


We’re SHll Early on the AdopHon Curve for GBL in HED


Game-‐based Learning Ecosystem for HED Is StarHng to Form

Learning Community Students Faculty

InsHtuHon

Technology Infrastructure

•  Games •  Badge system •  Repository •  CreaHon tools

•  Legislatures •  FoundaHons •  Industry associaHons

•  Learning standards •  IntegraHon guidelines •  ADA

• Access �DistribuHon plaqorm �Social Media �Badge system �LMS �AnalyHcs

•  Developers •  Publishers •  Internal/External consultants

Anne Derryberry, Sage Road Solutions LLC

2011, rev. 2012

Who Is Using GBL In the Curriculum


University Research Centers Exploring GBL •  Educa2on Arcade at MIT -‐ www.educaHonarcade.org •  Games, Learning, Society at the University of Wisconsin-‐Madison -‐www.gameslearningsociety.org

•  Center for Game Science at University of Washington –www.centerforgamescience.org/site/

•  Games for Learning Ins2tute at NYU – h`p://g4li.org/about

•  Ins2tute for Simula2on & Training at University of Central Florida –www.ist.ucf.edu/index.htm

•  Center for Transforma2ve Media at Parsons The New School for Design –h`p://ctm.parsons.edu/


University Research Centers Exploring GBL •  Interac2ve Communica2ons & Simula2ons at University of Michigan – h`p://ics.soe.umich.edu/

•  GAMeS (Games, Anima2on, Modeling and Simula2on) Lab at Radford University -‐ h`p://gameslab.radford.edu/

•  3D Game Lab at Boise State University -‐ h`p://3dgamelab.org.shivtr.com/ •  Serious Games Center at Purdue – h`p://social.educaHon.purdue.edu/game/about/


Many Commercial Entertainment Games Are Used as Learning Tools


Game DescripHon ApplicaHon

Angry Birds Players use a slingshot to launch birds at pigs staHoned on or within various structures with the intent of destroying all the pigs on the playing field.

Physics, Math, History, e.g., h`p://ilearntechnology.com/?p=3970

Spore Player controls development of a species from microscopic organism, through development as intelligent and social creature, to interstellar exploraHon as a spacefaring culture.

Biology, Life Sciences, EvoluHon, e.g., h`p://wiimedia.ign.com/wii/image/arHcle/100/1003849/spore-‐hero-‐20090715110445707_640w.jpg

CivilizaHon (series)

Players a`empt to expand and develop their empires through the ages from the ancient era unHl modern and near-‐future Hmes.

World History, diplomacy www.techieteacher.org/2010/ 02/civilizaHon-‐project-‐step-‐3-‐and-‐more.html

EVE Online Massively mulHplayer online role-‐playing game in which players discover, explore and dominate a science-‐ficHon universe by forming corporaHons, trading with other players, making alliances and ba`ling for supremacy.

Economics, Finance www.w.com/cms/s/0c3c18fe-‐fc03-‐11db-‐93a4-‐000b5df10621

SimCity A city-‐building simulaHon game. Player manages city resources to keep ciHzens happy and city thriving.

Management, Urban planning, Resource management h`p://oirt.rutgers.edu/games/simcity.html

343 CerHficate and Degree Programs in U.S. for Game Design/Programming

•  California – 54 •  Texas – 24 •  Illinois – 20 •  Florida – 18 • New York -‐ 15

• Minnesota – 14 • Massachuse`s – 13 •  Arizona – 10 • Michigan – 10 •  Pennsylvania – 10


301 undergraduate, 42 graduate programs In 45 states (and D.C.)

From Entertainment Software Assn., 2011. http://www.theesa.com/gamesindailylife/schools.asp

CONCLUSIONS SecHon 3


Game-‐based Learning in HED – A “Green Field” Opportunity •  Growing consumer fascinaHon with games is driving accelerated interest in using games in and for learning.

•  AdopHon of games for learning is in its early stages. • While universiHes and colleges are adding courses, curricula and programs to teach game design and development, very few are using game principles to improve teaching and learning experiences.

•  Pockets of innovaHon are beginning to emerge related to technology tools, plaqorms and Htles. As yet, there are virtually no examples of systemic insHtuHonal adopHon.

•  There is a wide-‐open opportunity to “flip” the conversaHon from a focus on producing digital assets to leveraging the moHvaHonal and engagement elements of games and gamificaHon to promote student retenHon, progress and compleHon.


InsHtuHonal ConsideraHons for Broad Scale AdopHon of Game-‐based Learning Include…

•  Learning content takes many forms, e.g.: •  Scavenger hunts •  Drill-‐and-‐pracHce games •  e-‐Learning w/ game dynamics as part of design

•  Immersive simulaHons •  Alternate reality •  Augmented reality/locaHon-‐based services

• Mobile access •  Technical support

•  Feedback system (aka “GamificaHon” or “Behavior MoHvaHon System”) •  Profiles •  Badges •  Awards/incenHves •  Leaderboards

•  Social media plaqorm •  CommunicaHons •  CollaboraHons

•  LMS integraHon


“Leveling Up” Game-‐based Learning in HED

Successful adopHon of game-‐based learning requires: • A solid understanding of the GBL ecosystem • A deep knowledge of game-‐based learning on both a micro-‐ and a macro-‐level

• A detailed framework for adopHon addressing market realiHes, insHtuHonal requirements, partner idenHficaHon, technology integraHon, and organizaHonal readiness.


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game-based learning in higher education 2012

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