International Journal of Game-Based Learning (IJGBL)
more on gaming and gamification in this IMS blog:
more on gaming and gamification in this IMS blog:
GAME-BASED LEARNING AND GAME CONSTRUCTION AS AN E- LEARNING STRATEGY IN PROGRAMMING EDUCATION. Available from: https://www.researchgate.net/publication/304490353_GAME-BASED_LEARNING_AND_GAME_CONSTRUCTION_AS_AN_E-_LEARNING_STRATEGY_IN_PROGRAMMING_EDUCATION [accessed Jun 28, 2016].
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game-based learning differs from gamification in several important ways. Sometimes the latter is reduced to bells and whistles such as gold stars and progress bars, but gamification is potentially a much more subtle and powerful teaching strategy.
lizabeth Goins (Rochester Institute of Technology) describes several recent projects including a 3D game based on Hieronymous Bosch’s Garden of Earthly Delights in her blog, and details as well assignments in which the students create games. Keri Watson (University of Central Florida), teaches with both a RPG (role-playing game) and an ARG (alternative reality game). The RPG is Gretchen Kreahling McKay’s “Modernism versus Traditionalism: Art in Paris, 1888-89,” a Reacting to the Past (see earlier PH coverage) game, targeted for use in first year seminars at small liberal arts colleges. She taught with the game several times while at Ithaca College and reflects on her experience here. Watson’s ARG, “Secret Societies of the Avant-garde,” was createdwith a colleague in digital media as a Unity-based game, and is still in development. (Anastasia Salter wrote about this game in February.) Their prototype was deployed this past spring in an upper level modern art course, the game poses for the students a series of the challenges to research and create online exhibitions. (Those interested in developing an ARG might also want to peruse this interesting recent piece from TechCrunch on historical accuracy in games.)
The underlying assumption of an education system that relies so heavily on test-based assessment is that content is what matters.
For those who prioritize learning that can be measured using only quantitative assessments, game-based learning probably just looks like a way to increase student engagement and content retention. It might seem like a complex workbook, or an entertaining quiz. Perhaps game-based learning looks like a great tool for practice and drilling, like a super sophisticated flash-card system that makes memorization more fun. But this kind of thinking doesn’t take into account the broader understanding of what matters. Game-based learning is a great classroom tool because it allows for interdisciplinary learning through contextualized critical thinking and problem solving.
Games in the classroom can encourage students to understand subject matter in context — as part of a system. In contrast to memorization, drilling, and quizzing, which is often criticized because it focuses on facts in isolation, games force players to interact with problems in ways that take relationships into account. The content becomes useful insofar as it plays a part in a larger multi-modal system.
Game-based learning is an instructional method that allows students to experience, understand, and solve problems in the world of a particular subject, or system, from the inside.
One promise of game-based learning is that it has the potential of building comprehension and literacy rather than retention. It does this by combining instruction, practice, and assessment. Teachers become the facilitators of a process where instruction is experiential. Practice is project based, requiring students to solve new problems and address new challenges using the new ideas to which they’ve been introduced. And assessment no longer measures a student’s ability to regurgitate information, or to choose among multiple answers, but rather, to use the content, or subject matter, in context. Even more impressive is that in order to successfully manipulate one piece within a comprehensive and complex system, the students must understand every piece of the system.
Muzzy Lane Software, a Newbury, Mass.-based game development platform.
The study, “The Potential for Game-based Learning to Improve Outcomes for Nontraditional Students,” is based on research funded by the Bill & Melinda Gates Foundation and includes insights from a survey of 1,700 students, 11 in-person focus groups and interviews with teachers and school leaders. Educators said games could be especially helpful in several areas: auto-assessing whether students can apply what they’ve learned, building employment competencies and improving study skills.
Definition: Muzzy Lane characterizes them as learners who meet two of the following criteria: – returning to school after pausing their education,
– balancing education with work and family responsibilities,
– English as a second language learners, or
– the first members of their families to attend college.
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educators’ guide to game-based learning, packed with resources for gaming gurus and greenhorns alike.
How are schools and districts preparing students for future opportunities? What is the impact of game-based learning?
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.
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By Richard Chang
a recent report released by Ambient Insight Research, a Washington state-based market research firm.
Revenues for self-paced e-learning in 2016 are heavily concentrated in two countries — the United States and China. The growth rate in the U.S. is at -5.3 percent, representing a $4.9 billion drop in revenues by 2021, while in China, the rate is at -8.8 percent, representing a $1.9 billion drop by 2021. The e-learning market in China has deteriorated rapidly in just the last 18 months, the report said.
Self-paced e-learning products include online courses, managed education services, managed training, e-books and learning management systems, according to the report. The author does not consider mobile and game-based learning, which are growing, to be in the self-paced e-learning category.
The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry, the firm says on its website and in the report.
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ey ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.
Toolwire and Muzzy Lane, two digital game-based learning (DGBL) vendors that are making significant strides in higher education through their “serious game” products. The state of DGBL in higher ed is not nearly as prevalent and accepted as it is in K-12, but growing quickly.
Serious games feature evidenced-centered design, whereby data is collected, analyzed and adapted to the knowledge level of the player
Andy Phelps, director of the Rochester Institute of Technology Center for Media, Arts, Games, Interaction and Creativity (MAGIC) and executive committee member of the Higher Education Video Game Alliance (HEVGA),adds that “game-based learning has the opportunity to really challenge our assumptions about linear modes of educational interaction.”
Muzzy Lane, s higher-education-oriented Practice Series games, in partnership with McGraw Hill, feature titles in Marketing, Spanish, Medical Office and Operations.
The Challenge of Creating Worthy GamesBoth Toolwire and Muzzy Lane DGBL products are not of the “Triple A” PlayStation 4 and Xbox One variety, meaning they do not have all the high-fidelity, digital-media bells and whistles that are inside the heavily advertised war games and sports games geared toward the more than $99 billion global video game consumer marketplace, according to gaming market intelligence company Newzoo.
the state of DGBL in higher education consists of very effective digital games of less-than-Triple A fidelity coming out of private companies like Toolwire and Muzzy Lane, as well as from a good number of college and university game design innovation centers similar to RIT’s MAGIC. These include the Games+Learning+Society (GLS) Center at the University of Wisconsin-Madison; the University of Southern California Interactive Media and Games Division, the Carnegie Mellon University Entertainment Technology Center and the New York University Game Center.
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