Assignment 3.2:

Games, Simulations

and Virtual Worlds

By: Jake Gordon

Purpose of Games & Learning

The purpose of using games with learning is to examine the current movement toward using games and game design to enhance teaching and learning.

There are promises and pitfalls to using games with learning

Promises to Games & Learning

Allows students to use perspective (orthographic view, first and third person moving into the game, point-of-view)

Involves narrative (Quest, Hero’s Journey)

Interactivity

The Quest, A Hero’s Journey

Games allow students to go on a quest and learn about the points in, A Hero’s Journey. The Hero’s Journey is widely studied and important for students to understand. It is seen in thousands of stories.

Closer, Simple Look at A Hero’s Journey

WATCH: A Hero’s Journey

http://www.youtube.com/watch?v=Hhk4N9A0oCA

Promise of Games & Learning

Games and learning allow for cognitive framework for problem-solving Back story = scenario Cut scenes = unlocking

the narrative The Quest = framework

Quests

Quests allow students to do problem-based learning, project-based learning, case-based learning and WebQuests Design

Game Design

Game design allows for interactivity. Games are series of choices that student/people make.

Having a choice allows for: Engaged learning Motivation studies Critical thinking

Good vs. Bad

Good

Good aspects of bringing games and play into the classroom: Peer mentoring Role reversal Insight about students Mirthful experience

Bad

Bad aspects of bringing games and play into the classroom: Conflict Resistance to “play” Game dynamics in

classroom Too much insight…

Multi-user Virtual Environments (MUVEs)

Interactive computer simulations

Teaching projects that can use 3D multi-user environments to immerse children/students

Can be used to foster writing skills for certain grades

EcoMUVEs – develop a multi-user virtual environment (MUVE)-based ecosystem science curriculum for students.

Educational MUVEs

The virtual assessment project is intended to develop and study the feasibility of using immersive technologies to assess students’ science inquiry learning