By reflecting-in-action, the practitioner is able to gain metacognitive awareness and perceive his/her intuitions and biases, test hypotheses, and take on new perspectives. The approach of having students learn by designing their own games combines design thinking and game-based learning (Kafai, 1995, 2006; Li, Lemieuz, Vandermeiden, & Nathoo, 2013). Design thinking also supports new forms of literacies brought on by new media technologies as well as game-based learning.
It is likely that the effects of gamification cannot easily be measured satisfactorily through surveys of motivation, engagement, attendance, or grades because there are too many variables that could affect how students respond. Critics of gamification argue that it over
simplifies complex problems (Bogost, 2015; Robertson, 2010). However, both gamification and design thinking are approaches to problem-solving. With design thinking, gamification may be used in more meaningful ways because design thinking offers a different lens through which to conceptualize the problem.
! Tasks with motivational gamified mechanics → improvement in 21st-century learning skills, technical competencies,
independence, and personal accountability for devices and their readiness
! Student-led, independent, and sophisticated use of devices increased roughly 100%
! “Gamification as a motivational tool and platform for online delivery of learning activities and resources is a critical element of
integrating technology into schools”
! Students placed a greater value on their devices being present and ready to use in order to enjoy gamified content
! The use of gamification capitalized on the curiosity aspect being at the center of intrinsic motivation — encouraging students to
explore what their devices can do for them in general and what they are capable of given the task, some direction, and a
prospective reUward
21st-century trends such as makerspaces, flipped learning, genius hour, gamification, and more.
EdLeader21, a national network of Battelle for Kids.has developed a toolkit to guide districts and independent schools in developing their own “portrait of a graduate” as a visioning exercise. In some communities, global citizenship rises to the top of the wish list of desired outcomes. Others emphasize entrepreneurship, civic engagement, or traits like persistence or self-management.
ISTE Standards for Students highlight digital citizenship and computational thinking as key skills that will enable students to thrive as empowered learners. The U.S. Department of Education describes a globally competent student as one who can investigate the world, weigh perspectives, communicate effectively with diverse audiences, and take action.
Frameworks provide mental models, but “don’t usually help educators know what to do differently,” argues technology leadership expert Scott McLeod in his latest book, Harnessing Technology for Deeper Learning. He and co-author Julie Graber outline deliberate shifts that help teachers redesign traditional lessons to emphasize goals such as critical thinking, authenticity, and conceptual understanding.
1. Wondering how to teach and assess 21st-century competencies? The Buck Institute for Education offers a wide range of resources, including the book, PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity (Boss, 2013), and downloadable rubrics for each of the 4Cs.
2. For more strategies about harnessing technology for deeper learning,listen to the EdSurge podcast featuring edtech expert and author Scott McLeod.
3. Eager to see 21st-century learning in action? Getting Smart offers suggestions for using school visits as a springboard for professional learning, including a list of recommended sites. Bob Pearlman, a leader in 21st century learning, offers more recommendations.
Course title: IM 554 Developing Skills for Online Teaching and Learning
Topic for this week: Game-based learning, Virtual Reliability, and Augmented Reality
Audience: IM Graduate students working for K12 schools or in business
7:20 to 8:20 PM, Thursday, March 29. Instructor: Yun Claire Park
definitions and delineation of gaming and gamification
the connection to BYOD
What do we want to learn this year/today?
more on gaming and gamification
more on realities
what is VR – virtual reality
Virtual reality (VR) is “a computer technology that uses virtual reality headsets or multi- projected environments, sometimes in combination with physical environments or props, to generate realistic images, sounds and other sensations that simulate a user's physical presence in a virtual or imaginary environment” (“Virtual Reality” n.d.) VR is accomplished by using headsets, such as HTC Vive, Oculus Rift, PlayStation VR, and Samsung Gear VR. The use of the headsets creates (and enhances) digitally constructed “reality,” thus providing excellent opportunities for simulations and learning through training and practice. Among a myriad of other definitions, Noor (2016, 34) describes Virtual Reality (VR) as “a computer-generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360- degree views of simulated worlds.”
from our book chapter: Video 360: The new type of visualization to help patrons enter the era of VR, AR and Mixed Reality (under review).
what is AR – augmented reality
“Augmented Reality (AR) supplements the physical environment with computer-generated sensory input such as sound, video, graphics, or other useful information – essentially overlaying the digital information on top of the physical world. Some consider the smartphone popular game “Pokemon Go” a form of consumer AR.”
from my book Chapter 12: VR, AR and Video 360: A Case Study Towards New Realities in Education by Plamen Miltenoff (under review)
Minecraft for Higher Ed? Try it. Pros, Cons, Recommendations?
Description: Why Minecraft, the online video game? How can Minecraft improve learning for higher education? We’ll begin with a live demo in which all can participate (see “Minecraft for Free”). We’ll review “Examples, Not Rumors” of successful adaptations and USES of Minecraft for teaching/learning in higher education. Especially those submitted in advance And we’ll try to extract from these activities a few recommendations/questions/requests re Minecraft in higher education.
Callaghan, N. (2016). Investigating the role of Minecraft in educational learning environments. Educational Media International, 53(4), 244-260. doi:10.1080/09523987.2016.1254877
Noelene Callaghan dissects the evolution in Australian education from a global perspective. She rightfully draws attention (p. 245) to inevitable changes in the educational world, which still remain ignored: e.g., the demise of “traditional” LMS (Educase is calling for their replacement with digital learning environments https://blog.stcloudstate.edu/ims/2017/07/06/next-gen-digital-learning-environment/ and so does the corporate world of learning: https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/ ), the inevitability of BYOD (mainly by the “budget restrictions and sustainability challenges” (p. 245); by the assertion of cloud computing, and, last but not least, by the gamification of education.
p. 245 literature review. In my paper, I am offering more comprehensive literature review. While Callaghan focuses on the positive, my attempt is to list both pros and cons: http://scsu.mn/1F008Re
246 General use of massive multiplayer online role playing games (MMORPGs)
levels of interaction have grown dramatically and have led to the creation of general use of massive multiplayer online role playing games (MMORPGs)
247 In teaching and learning environments, affordances associated with edugames within a project-based learning (PBL) environment permit:
These affordances develop both social and cognitive abilities of students
Nebel, S., Schneider, S., Beege, M., Kolda, F., Mackiewicz, V., & Rey, G. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research & Development, 65(4), 993-1014. doi:10.1007/s11423-017-9511-8
Abrams, S. S., & Rowsell, J. (2017). Emotionally Crafted Experiences: Layering Literacies in Minecraft. Reading Teacher, 70(4), 501-506.
Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Source: Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355
Cipollone, M., Schifter, C. C., & Moffat, R. A. (2014). Minecraft as a Creative Tool: A Case Study. International Journal Of Game-Based Learning, 4(2), 1-14.
Niemeyer, D. J., & Gerber, H. R. (2015). Maker culture and Minecraft : implications for the future of learning. Educational Media International, 52(3), 216-226. doi:10.1080/09523987.2015.1075103
Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355
Wilkinson, B., Williams, N., & Armstrong, P. (2013). Improving Student Understanding, Application and Synthesis of Computer Programming Concepts with Minecraft. In The European Conference on Technology in the Classroom 2013. Retrieved from http://iafor.info/archives/offprints/ectc2013-offprints/ECTC2013_0477.pdf
Uusi-Mäkelä, M., & Uusi-Mäkelä, M. (2014). Immersive Language Learning with Games: Finding Flow in MinecraftEdu. EdMedia: World Conference on Educational Media and Technology (Vol. 2014). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/noaccess/148409/
Birt, J., & Hovorka, D. (2014). Effect of mixed media visualization on learner perceptions and outcomes. In 25th Australasian Conference on Information Systems (pp. 1–10). Retrieved from http://epublications.bond.edu.au/fsd_papers/74
Al Washmi, R., Bana, J., Knight, I., Benson, E., Afolabi, O., Kerr, A., Hopkins, G. (2014). Design of a Math Learning Game Using a Minecraft Mod. https://doi.org/10.13140/2.1.4660.4809
ECGBL offers an opportunity for scholars and practitioners interested in the issues related to Games Based Learning to share their thinking and research findings. ECGBL provides a forum for discussion and collaboration by academics and practitioners.
The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.
Topics Covered
Adaptive games design for Game-Based Learning
Design of educational games for people with disabilities
Educational video games and learning management systems
Game design models and design patterns for Game-Based Learning
Instructional design for Game-Based Learning
Integration and deployment of video games in the classroom
Intelligent tutoring systems and Game-Based Learning
Learning by designing and developing video games
Learning styles, behaviors and personalities in educational video games
Mobile development and augmented reality for Game-Based Learning
Motivation, audio and emotions in educational video games
Role of instructors
Virtual worlds and Game-Based Learning
Mission
The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.
authors have been subject matter experts and content developers as well as teachers and facilitators.
A clear trend at universities in the 21st century has been the transformation of traditional face-to-face rostrum teaching to blended learning or pure distance education in virtual learning environments (Graham, 2006; Lim & Morris, 2009; Park & Choi, 2009).
