using games to enhance learning and teaching
DESCRIPTION
Workshop presentation by Nicola Whitton at the Manchester Metropolitan University Teaching and Learning Conference 4 June 2009TRANSCRIPT
Using games to enhance learning and Using games to enhance learning and teachingteaching
Dr Nicola WhittonDr Nicola Whitton
Education and Social Research Education and Social Research InstituteInstitute
Session OverviewSession Overview
Introduction (20 minutes)Introduction (20 minutes)What’s so great about games?What’s so great about games?Characteristics of gamesCharacteristics of gamesSome examplesSome examples
Activity (30 minutes)Activity (30 minutes)Applying game-based learning to your own Applying game-based learning to your own
situationssituations Conclusions (10 minutes)Conclusions (10 minutes)
What are the challenges?What are the challenges?QuestionsQuestions
What’s so great about games?What’s so great about games?
Our students are digital nativesOur students are digital natives
Students are motivated to play gamesStudents are motivated to play games
High-spec games make learning High-spec games make learning engagingengaging
Games can make anything fun so Games can make anything fun so students won’t even realise they’re students won’t even realise they’re learninglearning
None of this is trueNone of this is true
Our students are digital Our students are digital nativesnatives
So what So what dodo we know? we know?
Students don’t value the use of Students don’t value the use of technology for it’s own sake technology for it’s own sake
IPSOS MORI (2007) IPSOS MORI (2007) Student expectations studyStudent expectations study. Bristol: JISC. . Bristol: JISC.
Apparent ease with technology but Apparent ease with technology but lack of critical and analytic skillslack of critical and analytic skills
Traits associated with young people Traits associated with young people actually exhibited by whole populationactually exhibited by whole population
CIBER (2008) CIBER (2008) Information behaviour of the researcher of the futureInformation behaviour of the researcher of the future. . Bristol: JISC.Bristol: JISC.
““a considered and rigorous investigation a considered and rigorous investigation that includes the perspectives of that includes the perspectives of young people and their teachers, and young people and their teachers, and genuinely seeks to understand the genuinely seeks to understand the situation before proclaiming the need situation before proclaiming the need for widespread change “for widespread change “
Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical debate: A critical review of the evidence. review of the evidence. British Journal of Educational British Journal of Educational
TechnologyTechnology, 39/5, 775-786., 39/5, 775-786.
Students are motivated to play Students are motivated to play gamesgames
Motivated 63%
Neither 28%
Demotivated 9%
So we can’t assume games are So we can’t assume games are motivational…motivational…
… … why use them?why use them?
High-spec games make learning High-spec games make learning engagingengaging
Games can make anything fun so Games can make anything fun so students won’t even realise they’re students won’t even realise they’re
learninglearning
What’s so great about games?What’s so great about games?
Our students are increasingly diverseOur students are increasingly diverse
Games are active learning Games are active learning environmentsenvironments
Games can use many technologiesGames can use many technologies
Games are another tool in the toolkitGames are another tool in the toolkit
Characteristics of gamesCharacteristics of games
Clear, achievable goals, rules, Clear, achievable goals, rules, measurable outcomes and rewardsmeasurable outcomes and rewards
Appropriate challenge, gradually Appropriate challenge, gradually increasing difficultyincreasing difficulty
Interaction and feedbackInteraction and feedbackA safe environment to explore and in A safe environment to explore and in
which to make mistakeswhich to make mistakesCollaboration and/or competitionCollaboration and/or competitionA narrative or fantasy settingA narrative or fantasy setting
Some examples…Some examples…
© Innovative Learning Solutions Inc.
ARGOSI Project, MMU and UoB
Elisabeth Yaneske, University of Teeside
© ImpactGames www.peacemaker.com
ActivityActivity
In pairs… think about an example In pairs… think about an example where game-based learning could be where game-based learning could be applied to your own teaching (10 mins).applied to your own teaching (10 mins).What is the pedagogic benefit?What is the pedagogic benefit?How might you implement it?How might you implement it?
People? Organisation? Environment? People? Organisation? Environment? Technology?Technology?
What questions do you have?What questions do you have?Be prepared to feed back your ideas Be prepared to feed back your ideas
(20 mins) (20 mins)
Challenges of game-based learningChallenges of game-based learning
Appropriateness for learningAppropriateness for learning
Finding the right gameFinding the right game
Ensuring engagement and motivationEnsuring engagement and motivation
More research evidence and robust More research evidence and robust studiesstudies
Questions?Questions?
Thank youThank you
[email protected]@mmu.ac.ukplaythinklearn.netplaythinklearn.net