HP’s VR gaming backpack is light, thin, and still a prototype; It feels pretty good!
By Adi Robertson
Alienware, Zotac, and MSI have all shown off self-contained backpacks that can be used with the HTC Vive, and companies like The Void have created their own “backtops” for location-based entertainment.
more on virtual reality in this blog:
The Games and Gaming Roundtable is now accepting conference presentation proposals on games and gaming in libraries for the American Library Association Midwinter Conference, January 20-24, 2017 in Atlanta, Georgia. Presenters will be required to provide either a twenty-minute presentation with Q & A or an hour-long hands on workshop.
Proposals are due September 9th, 2016.
Please include the names and email addresses of the presenters, and the title, a short description, and 200 word abstract of your proposal.
If you have any questions please don’t hesitate to contact me at firstname.lastname@example.org.
Please pass this message on to any people you feel may find it relevant.
Chair, GameRT Program Planning Committee
MLIS 2015, School of Library, Archival & Information Studies (SLAIS), UBC
Webmaster, ASIS&T Digital Libraries Special Interest Group
Digital Services Chair, BCLA Readers’ Advisory Interest Group
Blogs and other projects: thematthewmurray.weebly.com
Alternate Reality Gaming Spices Up Professional Development
Saint Leo University uses a game-based storyline to invigorate professional learning.
By Dennis Pierce, 01/27/16
Borden and his colleagues teamed up with Edchat Interactive, a company that is working to transform online professional development into a more interactive experience that reflects how people learn best, and Games4Ed, a nonprofit organization that brings together educators, researchers, game developers, and publishers to advance the use of games and other immersive learning strategies in education.
“People don’t learn by watching somebody discuss a series of slides; they learn best by interacting with others and reflecting. Great teachers always have people break into groups to accomplish a task, and then the different groups all report back to the group as a whole. That should be replicable online.”
Adult Learning Through Play
Using simulations for professional development is fairly common. For instance, in SimSchool, a program developed by educational scientists at the University of North Texas and the University of Vermont, new and pre-service teachers can try out their craft in a simulated classroom environment, doing the same activities as actual teachers but getting real-time feedback from the simulated program and their instructors.
Christopher Like, a science teacher and STEAM coordinator for the Bettendorf Community School District in Iowa, developed a game-based model for ed tech professional development that has been adapted by K-12 school districts across the nation. His game, Mission Possible, has teachers complete 15-minute “missions” in which they learn technology skills and advance to successively higher levels. “It engages teachers’ competitive nature just like Call of Duty does with my eldest son,” he wrote in a blog post.
Will 2016 be the year virtual reality gaming takes off?
Based on the literature regarding games, gaming, gamification, game-based learning, and serious games, several clear trends emerge:
- Gaming and gamification in the sense of game-based learning is about using games and game-like tactics in the education process, for greater engagement and better learning outcomes. However, this is only the first level of such initiative. The second and higher level is about involving students in the game-building and gamification of the learning process (as per Vygotsky’s Zone of…) thus achieving student-centered and experiential learning.
- When hosting games and gaming in any library, “in-person” or electronic/online games are welcome but not sufficient to fulfill their promise, especially in an academic library. Per (1), an academic library has the responsibility to involve students and guide them in learning how to engage in the building process required in true game-based learning.
- Game-based learning, gaming and gamification in particular, in educational (academic library) settings must consider mobile devices and the BYOD movement in particular as intrinsic parts of the entire process. Approaching the initiative primarily by acquiring online “in-person” games, or game consoles has the same limited educational potential as only hosting games, rather than elevating the students to full guided engagement with game-based learning. If public relations and raised profile are the main goals for the academic library, such an approach is justified. If the academic library seeks to maximize the value of game-based learning, then the library must consider: a. gaming consoles, b. mobile devices as part of a BYOD initiative and c. cloud-based / social games, such as MineCraft, SimCity etc.
- Design for game-based learning, gaming and gamification in educational (academic library) settings must include multiple forms of assessment and reward, e.g. badges, leaderboards and/or certificates as an intrinsic part of the entire process. Merely hosting games in the academic library cannot guarantee true game-based learning. The academic library, as the forefront of a game-based learning initiative on campus, must work with faculty on understanding and fine tuning badges and similar new forms of assessment and reward, as they effectively implement large scale game-based learning, focused on the students’ learning gains.
Recommendations for LRS
- In regard to LRS, the gaming and gamification process must be organized and led by faculty, including housing and distributing the hardware, software and applications, when needed.
- The attached paper and the respective conclusions summarized in four points demand educational and experiential background, which is above the limits of the LRS staff. In addition, the LRS staff has clearly admitted that the pedagogical value of gaming and gamification is beyond their interest. This recommendation is not contradicting to the fact and opportunity for LRS staff to participate in the process and contribute to the process; it just negates the possibility of staff mandating and leading the process, since it will keep the gaming and gamification process on a very rudimentary level.
- The process must be further led by faculty with a terminal degree in education (Ph.D.) and experience in the educational field, since, as proved by the attached paper and 4 point conclusion, the goal is not a public-library type of hosting activities, but rather involving students in a pedagogically-sound creative process, with the respective opportunity for assessment and future collaboration with instructors across campus. This recommendation is not contradicting the fact and opportunity for LRS library faculty to participate actively in the process and contribute to the process. It just safeguards from restricting the process to the realm of “public-library” type of hosting activities, but failing to elevate them to the needs of an academic campus and connecting with instructors across campus.
- This conclusions adhere to and are derived from the document recommended by the LRS dean, discussed and accepted by LRS faculty in 2013 about new trends and directions in academic libraries, namely diversification of LRS faculty; breaking from the traditional library mold of including faculty from different disciplines with different opinions and ideas.
Gaming Learning Society
Report from the intersection of Games, Learning, and Society
Games, Learning and Society conference in Madison, Wisconsin. practical ideas and arguments from GLS to help you get through the roadblocks that stand between you and learning or teaching through games.
Library Quest Wrap-Up and Post-Game Assessment
If you build it …? One campus’ firsthand account of gamification in the academic library
Straight from CRL News
SCVNGR as a platform was attractive to us for several reasons, including UCSD’s experience. First, it incorporated gaming into students’ experience of the library, which has been widely explored and recommended as a way to engage library patrons.2,3 Second, it would enable us to connect with students early in the year without needing to commit personnel to lengthy tours and other scheduled services during a busy time.
Pls consider former IMS blog entries. Keyword: “game”:
The Awesome Power of Gaming in Higher Education
EDUCAUSE 2013 welcomes Jane McGonigal and considers the potential of games in education.
The University of Washington’s Foldit game enables anyone to contribute to scientific research through virtual protein folding. The university’s game developers posit that human gamers’ propensity to not give up on a gaming task – resiliency – make them much more adept at solving complex protein structure prediction and design than supercomputers. And in some ways, they’ve already proven that to be so. Foldit game participants have been named in several published scientific journal articles, including one that describes how a protein structure could be solved and used in the treatment of HIV.
The rich, interactive universe of Grand Theft Auto was the inspiration for this game, developed for The World Bank as a way to teach Sub-Sahara African youths to solve social problems in ways that also could provide a sustainable living. The platform is free and available online and can be used by schools to teach social entrepreneurship. A graphic novel serves as the game’s centerpiece, and players build out their gaming profiles as a comic or graphic novel might retell a superhero’s origin story. Participants complete projects in real life to solve real problems, such as securing a community’s food supply or establishing a sustainable power source, then progress through levels of the game. Those who successfully complete their 10-week missions ultimately earn certification from the World Bank Institute. In 2010, 50 student participants saw their entrepreneurship models funded by the World Bank, including Libraries Across Africa (now Librii), a franchise operating in Ghana.
Not all games must be played out in a virtual space. This game – developed by McGonigal with Natron Baxter and Playmatics – combines real-world missions with virtual clues and online collaboration, resulting in young people working together overnight in the New York Public Library to write and publish a book of personal essays about what they learned.
“The game is designed to empower young people to find their own futures by bringing them face-to-face with the writings and objects of people who made an extraordinary difference.”
Participants spend a night wandering throughout the library’s stacks and research materials, scanning QR codes to prove they found and interacted with the objects of their clues or missions. One 2011 participant, upon discovering the library’s early draft of the Declaration of Independence wrote an essay called a “Declaration of Interdependence.”
More on Jane McGonigal on YouTube:
As we enter the Fourth Industrial Revolution (4IR), we must be vigilant to keep our classes relevant to the rapidly changing workplace and the emerging digital aspects of life in the 2020s.
deployment of 5G delivery to mobile computing
Certainly, 5G provides a huge upgrade in bandwidth, enabling better streaming of video and gaming. However, it is the low latency of 5G that enables the most powerful potential for distance learning. VR, AR and XR could not smoothly function in the 4G environment because of the lag in images and responses caused by a latency rate of 50 milliseconds (ms). The new 5G technologies drop that latency rate to 5 ms or less, which produces responses and images that our brains perceive as seamlessly instant.
more on the 4IR in this IMS blog