Searching for "games"
This Is Your Brain On Games
http://www.opencolleges.edu.au/informed/features/this-is-your-brain-on-games/
“Action video games have a number of ingredients that are actually really powerful for brain plasticity, learning, attention, and vision,” says brain scientist Daphne Bavelier in her TED Talk on the subject.
In February, Italian researchers found that playing fast-paced video games can improve the reading skills of children with dyslexia.
In 2012, scientists at The University of Texas Medical Branch at Galveston found that high school gamers who played video games two hours a day were better at performing virtual surgery than non-gaming medical residents.
Games in the library
bibliography and research
http://scottnicholson.com/pubs/index.html
Playing in the Past: A History of Games, Toys, and Puzzles in North American Libraries
Author(s): Scott Nicholson
Source: The Library Quarterly, Vol. 83, No. 4 (October 2013), pp. 341-361
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/10.1086/671913
demonstrate the different ways in which libraries have used games, toys, and puzzles over the last 150 years through bothcollections and services
p, 342 Defining games –
p. 348 Games as the Subject of Collections\
p. 350A significant shift in academic libraries is a focus on providing services to students. Since agrowing number of academic publications both current issues and back volumes
are ac-cessible online through library subscriptions, the physical space of academic libraries is notneeded for collections of periodicals. The concept of the “learning commons”has become
popular on US campuses in the past decade; it combines traditional library resources and
the availability of library staff members with group work spaces, computer access and assis-
tance, and writing assistance to provide one place where students can get assistance with
course work. In addition, many of these learning commons also include cafes, social spaces,
and other support of the social lives of students, and it is in this role that academic libraries
provide access to collections of games.
p. 357 Another upcoming area of gaming in libraries is gamification. Gamification is the application of game design elements to a nongame setting ðDeterding et al. 2011Þ.
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Nicholson, S. (2013, June). Exploring Gamification Techniques for Classroom Management. Paper Presented at Games+Learning+Society 9.0, Madison, WI
The concept of meaningful gamification is that the primary use of game layers is not to provide
external rewards, but rather to help participants find a deeper connection to the underyling topic
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More on games in education in this blog
https://blog.stcloudstate.edu/ims/?s=games
https://blog.stcloudstate.edu/ims/?s=gaming
https://blog.stcloudstate.edu/ims/?s=gamification
If you have a video game collection, how does your institution curate and preserve games that are in collections? Do you have advice for selectors on what kinds of file formats to choose, or what techniques are required to ensure the long term usability of the games?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Simon W. Lee, MLIS
Inquiry Librarian
Lead, Learning Technologies
UCLA College (Powell) Library
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
220 Powell Library Building, Box 951450
Los Angeles, CA, 90095-1450
simonlee83@library.ucla.edu
(310) 825-6726
http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf
http://blogs.kqed.org/mindshift/2014/11/the-mindshift-guide-to-digital-games-and-learning
ey ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.
http://www.instituteofplay.org/
http://blogs.kqed.org/mindshift/2014/10/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom/
Certain types of games are favored over others, and that duration plays a key part. “Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”
http://blogs.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/
Math, Science, History: Games Break Boundaries Between Subjects
http://blogs.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/
possibilities for a formal Renaissance-Man-Liberal-Arts education remain limited to the elite. The average, or common, student is encouraged to choose majors and institutions that track into a specialized vocation.
MincraftEDU and SimCityEDU provide flexible options for integrating familiar games with traditional classroom curriculum.
The ability to apply knowledge across disciplines is important, but it is not enough. It is important to combine that knowledge with strong social and emotional skills that serve as the foundation for good citizenship in the 21st Century.
The MindShift Guide to Games and Learning
more on gaming in this blog: https://blog.stcloudstate.edu/ims/?s=gaming
How Teachers Can Use Video Games In The Humanities Classroom
http://blogs.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom
What if teachers used video games as texts? Let’s think about how we might teach kids to think critically about the underlying messages in commercial games and how we might leverage video games for their ability to engage students and provoke conversation.
At the moment, there’s far too little critical examination of video games happening in school. We take it for granted that we should teach our students how to read books interpretively, how to analyze movies, and how to read the newspaper critically. But all too often we overlook video games as a meaningless triviality.
Can Free Play Prevent Depression and Anxiety In Kids?
http://blogs.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/
the decline in play is leading to a rise in depression and acute anxiety among young people.
The Minecraft Experience Panel Presentation Games for Change NYC April 24th 2014
http://www.minecraftexperience.net/G4C2014+Panel
Extended Description:
Last year at G4C Nick Fortugno threw some controversy into the conversation about Minecraft by suggesting Minecraft was not a game but a toy. The proposed panel extends that conversation by asking what is the Minecraft experience, can it be defined or categorised and what as game designers and exponents can we take from understanding its zeitgeist and the impact it has had on the serious gaming landscape?
In 2012/23 at both GLS and G4C many presenters made jokes about including the obligatory Minecraft slide and for very good reasons. Minecraft is arguably a game of immense impact. It has been embraced as part of learning programs focussing on seemingly disparate areas from digital citizenship, history, coding and the maker movement. It is probably the first game brought into the classroom by teachers to leverage the out of school groundswell of existing player excitement. It’s impact is multi generational and perhaps more global than any game before it. The fan base and user community/ies are strong and well supported and exemplar of the potential Jim Gee describes for Big G game. This panel proposes to leverage that Big G space in the lead up to Games for Change 2014 and to honor the voices of its players.
Minecraft has been variously described as a game, toy sandpit, learning space, creative environment, virtual world, and game-infused service. But what really are the affordances of this blocky 16 bit program and how can we even begin to define its value to learning? Enter the Minecraft Experience, a global crowdsourced program managed by Bron Stuckey of The Massively Minecraft Project. People engaging in Minecraft activities about the globe are being invited to describe Minecraft in all its contexts and adaptations. The categories for these experiences will emerge from the crowd sourced content as members contribute thoughts, media, resources and questions to build the __Minecraft Experience__ evidence base.
This panel of notable speakers has been drawn together to answer provocative questions about Minecraft’s success and define its relationship to and impact on learning. The panelists have been chosen to represent play in many contexts formal education, informal learning, self-organised learning, schools and non-school contexts. They include game designers, educators, researchers, learners and parents who have each had a personal and professional experience of this and many other games.
Panelists take a position on the Minecraft experience and use the resources provided by members of the project to inform, support and evidence their case.
How are players, educators and researchers invited to contribute?
- project wiki to prod, poke, stimulate and support crowd sourced content and dialog
- live youth speakers on the panel
- social media and wiki activity in lead-up using selected #minecraftproject
- video inclusions of educators, parents, kids/youth arguments, evidence and questions
- promotion of youth media pieces from existing YouTube etc to support and stimulate various provocative dialogs
- livestream of the panel to global contributors with live feedback and questions.
Who could benefit from joining this project and attending the G4C 2014 panel session?
- Educators seeking to understand Minecraft’s value to learning
- Programs seeking to adapt Minecraft as part of a program of impact or change.
- Game designers seeking to build in its wake
- Anyone wanting to consider issues of fidelity, adaptation, constructionism, popular culture, and impact in gaming.
http://www.stevehargadon.com/2014/04/learning-revolution-conference-schedule.html
http://www.connectsafely.org/teacher-teaching-minecraft-looks-like/
http://www.pearltrees.com/#/N-f=1_10785583&N-fa=3358517&N-p=105030132&N-play=0&N-s=1_10785583&N-u=1_372724
http://gamesandimpact.org/members/bronst/activity/friends/
Teachers Report Growing Interest, Persistent Skepticism About Games
http://www.gamesandlearning.org/2013/11/05/teachers-report-growing-interest-persistent-skepticism-about-games/
- 62% of teachers said it was their own comfort level with technology that was one of the biggest barriers to incorporating games and tech in the classroom.
teachers said they feel they are “bombarded by games,” but despite the overall belief in the engaging quality of games, there remains “skepticism about how much games are actually helping.”