The Use of ComputerThe Use of Computer Simulations & Gaming Simulations & Gaming

to Enhance Authentic Learningto Enhance Authentic LearningBy Alan ZollnerBy Alan Zollner

Teaching with TechnologyTeaching with Technology

ED 5700-01ED 5700-01

Mount Saint Mary CollegeMount Saint Mary College

Fall 2008Fall 2008

ElluminateElluminatePoll Question:Poll Question:

Have you used a computer simulation, or played a computer game, at any time in the past 5 years?

(yes / no)

GoalsGoals

1. Introduce the role of simulations and games

2. Recognize connections with learning theory

3. Tips on choosing and using effectively

4. Areas to watch future development

Environmental Detectives

Prospero’s Island

PhET: Eating and Exercise

Some Fun: My Solar SystemSome Fun: My Solar SystemGo to: http://phet.colorado.edu/simulations/sims.php?sim=My_Solar_SystemClick: Run Now

Gravitational Force: F=G(m1m2)/d2Celestial orbits depend on theinitial velocity vectors of the objects.

““My Solar System” ExperienceMy Solar System” Experience

Authentic Learning:1) Place the learner at center of the learning experience2) Encourage the learner to take an active role3) Place the learning situation in a real world context,

either physically or virtually.

• Dynamic• Interactive• Learner centered• Active• Discover• Experiential• FUN

Complex Games and SimulationsComplex Games and SimulationsSimulation

• A game that simulates a real-life scenario. • Model and present and abstracted reality• Players participate in a new world• Inhabit a role otherwise inaccessible• Experience the reality that words and symbols

describe• Promote autonomy and choice• Require interaction• Consequences for every decision made

Complex Games• Challenging, collaborative, creative,

competitive• Require a player to learn a variety of new

and difficult skills and strategies• Master skills by advancing through ever-

harder levels• Often requires outside research and

collaboration with other players

Source: Aldrich 2008

Essential Elements of Educational Simulation

Makes it EFFECTIVE:Tips, directions, graphs,context, learning strategies,facilitation, reflection,assessment

Makes it EXECUTABLE:Content (driven by learning goals), actions, results, feedback, interactivity,

dynamic

Makes it ENGAGING:fun, rewards,competition,discovery,social worth

Might be embedded, or more likely… require teacher support.

(Source: Aldrich, 2008)

Alignment with ConstructivismAlignment with ConstructivismCONSTRUCTIVIST BELIEFS

• Not simplified problems• Not basic skill drills• Encounter complex learning

environments• Experiential• Social interaction• Negotiation• Collaboration• Multiple perspectives and

representations• Freedom to research, explore, and

discover• One’s own quest for knowledge is at

the forefront of the learning experience.

• Cognitive conflict - puzzlement is the stimulus for learning.

GAMES• Complexity• Learning by trial and error• Scoring points• Active Participation• Exploring• Experiential learning• Problem based• Contextual• Constructive• Learner centered• Urgency• Immediate feedback • Social status is based on investing and

hard work• Student owns his/her learning so it’s

worth somethingMULTIPLAYER GAMES

• Collaborative• Conversational

Spectrum of Simulations and Games

Drill & Skill

Animation

Dynamic Interactive Simulations

Single User Complex Games

Multi User Complex Games

Ubiquitous Games

Engagement, Memorizing

+IllustrationDynamic, Short

+Concept developmentInteractive, short or several periods

+Complex Processes: social, scientific, cultural, etc. Points, Goal

+Role Playing, collaboration, Negotiation

+Augmented Reality. Multiple media: desktop, PDA, cell phone, on location

ExamplesMathBlaster“Edutainment”

home.earthlink.net/~mmc1919/venturi.html PhET

ASPIRE LabProspero’s Island

PhET

Civilization IIIRevolutionRiver CityBioHazard

Environmental Detectives

Majestic

Learning with SimsLearning with Sims• Evidence that simulations and games improve a

variety of cognitive capabilities. (Source: Fletcher & Tobias, 2006, Trey & Khan 2008, White & Frederickson 1998, Colella, 2001 cited in Squire & Jenkins 2003)

• Analogies that are dynamic, interactive, and integrated in a computer simulation have a strong effect on learning outcomes, particularly for unobservable phenomena in science. (Source Try & Khan, 2008)

• Develops ability to draw distinctions between important and unimportant facts.

• Social Connections for students with disabilites

• Simulations evoke real emotions ==> real memories

• Failure + Feedback ==> Learning

Teaching with SimsTeaching with Sims• Reflection - Provides individual construction of meaning• Benchmark - Test simulation against known solutions or

outcomes• Measure against learning objectives• Encourage students to form connections• Bridge theoretical knowledge with physical world.

– (Pilots go on to train with physical airplanes)• Scaffolding, embedded or facilitated by the teacher.• Adjust to the student’s zone of proximal development

Civilization III

Reflective AssessmentReflective Assessment

• Examine Critical Issues - thoughts, feelings, observations• Connect the experience to coursework• Find personal relevance• Reflection creates meaning• Self examination lead to better critical thinking skills• Appreciate the learning experiences of your students

Prospero’s Island

Key PlayersKey Players

• Univ of Wisc – Madison– Kurt Squire – James Paul Gee– GAPPS (Games and Professional Practice Simulations)

• MIT– Seymour Papert– Henry Jenkins (Comparative Media Studies)– The Education Arcade

• Harvard– Christopher Dede

• George Mason University– MUVEES (Multi-User Virtual Environment Experiential Simulator)

• UC-Berkley• American Association of History and Computing• Marc Prensky (Games2train, The Digital Multiplier)• Clark Aldrich – Author, Simulation designer• Serious Games Initiative• Muzzy Lane (software developer)• Digiplay Initiative

"Breaking down the artificial barriers between what we learn and what we do, between business and academics, and between understanding history and controlling our future,

simulation development will be a defining 21st century industry." - Clark Aldrich

Quiz Timehttp://www.proprofs.com/quiz-school/story.php?title=simulations-gaming-in-authentic-learning

HomeworkHomework

Distributed Supercomputing:Donate the time your computer is turned on, but is idle, to computational simulation projects that benefit humanity! Research to Conquer Cancer, Fight AIDS, Climate Prediction, and more.

Please Visit:

World Community Grid:http://www.worldcommunitygrid.org/

Boinc http://boinc.berkeley.edu/

PS3Grid.net http://www.ps3grid.net/

SourcesSourcesAldrich, C. (2008). Clark Aldrich's style guide for serious games and simulations [Electronic Version]. Notes from an Analyst and

Sumulation Designer. Retrieved 11/24/2008 from http://clarkaldrich.blogspot.com/search/label/Topic%20Heading.

Barbara Y. White, & Frederikson, J. R. (1998). Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction, 16(1), 3-118.

Dominguez, L. (2006). Reflective assessment [Electronic Version]. Teaching Central, 1. Retrieved 11/24/2008 from http://www.facit.cmich.edu/teaching-central/issues/may06/reflective-assessment.htm.

Fletcher, J. D., & Tobias, S. (2006). Using computer games and simulations for instruction: A research review. Paper presented at the Society for Applied Learning Technology Meeting, New Learning Technologies. Retrieved 11/24/2008 http://digiplay.info/node/3151

Galarneau, L. (2005). Authentic learning experiences through play: Games, simulations and the construction of knowledge. Paper presented at the DiGRA 2005 Conference: Changing Views - Worlds in Play.

Ibbitson, K. E. (2005). The use of complex digital games and simulations in the classroom to enhance engagement and learning. Irvine CA: An independent research paper.

Prensky, M. (2001). Do they really think differently? [Electronic Version]. On the Horizon, 9. Retrieved 11/26/2008 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf.

Prensky, M. (2008). Are you lecturing about nouns or facilitating learning with verbs? [Electronic Version]. The Greentree Gazette. Retrieved 11/26/2008 from http://www.greentreegazette.com/articles/load.aspx?art=985.

Squire, K., & Jenkins, H. (2003). Harnessing the power of games in education [Electronic Version]. IN>>SIGHT, 3, 5-33. Retrieved 11/24/2008.

Trey, L., & Khan, S. (2008). How science students can learn about unobservable phenomena using computer-based analogies. Computers & Education, 51(2), 519-529.