GAMES-TO-TEACH PROJECT Winter 2003

1. Games-to-Teach Project, MIT Comparative Media Studies GAMES-TO-TEACH PROJECTWinter 2003

2. Games-to-Teach Project, MIT Comparative Media Studies The games-to-teach process arises in an historical context. The games-to-teach process arises in an historical context.

3. Games-to-Teach Project, MIT Comparative Media Studies Background / historical context Research & Design commitments 15 Conceptual frameworks Issues & Themes Next steps The games-to-teach process arises in an historical context. The games-to-teach process arises in an historical context.

4. Games-to-Teach Project, MIT Comparative Media Studies Educational games in context Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games

5. Games-to-Teach Project, MIT Comparative Media Studies Bell Labs Science Films Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games Operatonal frontal lobe Frank capra Growing crisis in educaitnal system �highquality content with an equallyengaging format� What format would we choose? The answer is simple: computer and video games

6. Games-to-Teach Project, MIT Comparative Media Studies While the gaming industry has long sought the "sweet spot" in what looks like a potentially vast educational market, they have largely focused on early childhood (Reader Rabbit, The Magic School Bus, Math Blaster, States and Traits). In this space, we�ve seen that the most successful games have been entertainment titles that teachers have repurposed for educational uses --slide showing icons or images from these games.While the gaming industry has long sought the "sweet spot" in what looks like a potentially vast educational market, they have largely focused on early childhood (Reader Rabbit, The Magic School Bus, Math Blaster, States and Traits). In this space, we�ve seen that the most successful games have been entertainment titles that teachers have repurposed for educational uses --slide showing icons or images from these games.

7. Games-to-Teach Project, MIT Comparative Media Studies Combating Misconceptions

8. Games-to-Teach Project, MIT Comparative Media Studies Combating Misconceptions

9. Games-to-Teach Project, MIT Comparative Media Studies Indeed, an entire generation of students is coming of age that grew up learning about systems dynamics through Sim City, which was patterned on MIT professor Jay Forrestor�s work on complex systems, Sid Meier�s Civilization series which explores relationships between geography, economics, policy, and the growth of civilizations, or Railroad Tycoon, which includes not only factually accurate data culled from Hisotry books and GIS maps, but a robust stock market simulator underneath its hood. Still, these games are developed for entertainment purposes and overlook important areas that one would want to cover in academic settings. As urban planner Kenneth Kolson has pointed out, where is the race in Sim City? As I�ve suggested, where is the slavery in Civilization? Where are the indentured servants in Railroad Tycoon? By and large, these games have chosen to highlight the fantastical elements of urban planning(?) or the growth of civilizations while glossing over politically tricky subjects. Further, these games are designed to be used in commercial settings � a game like civilization might take 15 hours to learn to play, making it relatively unfeasible in many classroom settings. At the same time, learning scientists have learned a lot over the past 15 years about how to build effective learning tools and learning environments. We know how to build scaffolding tools in our applications, how to incorporate assessment tools into software, or how to promote collaboration between students, which is a powerful predictor of learning. Some of the most successful game franchises�Civilization, Simcity, Railroad Tycoon�have demonstrated how games can model complex social, scientific and economic processes. Most successful games actually introduced as entertainment games first. Historically, edutainment has gotten a bad name�but aren�t many of the top selling games at their heart educational? But there has been no sustained exploration of how to create more sophisticated educational experiences for late adolescents, the core game market. Indeed, an entire generation of students is coming of age that grew up learning about systems dynamics through Sim City, which was patterned on MIT professor Jay Forrestor�s work on complex systems, Sid Meier�s Civilization series which explores relationships between geography, economics, policy, and the growth of civilizations, or Railroad Tycoon, which includes not only factually accurate data culled from Hisotry books and GIS maps, but a robust stock market simulator underneath its hood. Still, these games are developed for entertainment purposes and overlook important areas that one would want to cover in academic settings. As urban planner Kenneth Kolson has pointed out, where is the race in Sim City? As I�ve suggested, where is the slavery in Civilization? Where are the indentured servants in Railroad Tycoon? By and large, these games have chosen to highlight the fantastical elements of urban planning(?) or the growth of civilizations while glossing over politically tricky subjects. Further, these games are designed to be used in commercial settings � a game like civilization might take 15 hours to learn to play, making it relatively unfeasible in many classroom settings. At the same time, learning scientists have learned a lot over the past 15 years about how to build effective learning tools and learning environments. We know how to build scaffolding tools in our applications, how to incorporate assessment tools into software, or how to promote collaboration between students, which is a powerful predictor of learning. Some of the most successful game franchises�Civilization, Simcity, Railroad Tycoon�have demonstrated how games can model complex social, scientific and economic processes. Most successful games actually introduced as entertainment games first. Historically, edutainment has gotten a bad name�but aren�t many of the top selling games at their heart educational? But there has been no sustained exploration of how to create more sophisticated educational experiences for late adolescents, the core game market.

10. Games-to-Teach Project, MIT Comparative Media Studies Indeed, an entire generation of students is coming of age that grew up learning about systems dynamics through Sim City, which was patterned on MIT professor Jay Forrestor�s work on complex systems, Sid Meier�s Civilization series which explores relationships between geography, economics, policy, and the growth of civilizations, or Railroad Tycoon, which includes not only factually accurate data culled from Hisotry books and GIS maps, but a robust stock market simulator underneath its hood. Still, these games are developed for entertainment purposes and overlook important areas that one would want to cover in academic settings. As urban planner Kenneth Kolson has pointed out, where is the race in Sim City? As I�ve suggested, where is the slavery in Civilization? Where are the indentured servants in Railroad Tycoon? By and large, these games have chosen to highlight the fantastical elements of urban planning(?) or the growth of civilizations while glossing over politically tricky subjects. Further, these games are designed to be used in commercial settings � a game like civilization might take 15 hours to learn to play, making it relatively unfeasible in many classroom settings. At the same time, learning scientists have learned a lot over the past 15 years about how to build effective learning tools and learning environments. We know how to build scaffolding tools in our applications, how to incorporate assessment tools into software, or how to promote collaboration between students, which is a powerful predictor of learning. Some of the most successful game franchises�Civilization, Simcity, Railroad Tycoon�have demonstrated how games can model complex social, scientific and economic processes. Most successful games actually introduced as entertainment games first. Historically, edutainment has gotten a bad name�but aren�t many of the top selling games at their heart educational? But there has been no sustained exploration of how to create more sophisticated educational experiences for late adolescents, the core game market. Indeed, an entire generation of students is coming of age that grew up learning about systems dynamics through Sim City, which was patterned on MIT professor Jay Forrestor�s work on complex systems, Sid Meier�s Civilization series which explores relationships between geography, economics, policy, and the growth of civilizations, or Railroad Tycoon, which includes not only factually accurate data culled from Hisotry books and GIS maps, but a robust stock market simulator underneath its hood. Still, these games are developed for entertainment purposes and overlook important areas that one would want to cover in academic settings. As urban planner Kenneth Kolson has pointed out, where is the race in Sim City? As I�ve suggested, where is the slavery in Civilization? Where are the indentured servants in Railroad Tycoon? By and large, these games have chosen to highlight the fantastical elements of urban planning(?) or the growth of civilizations while glossing over politically tricky subjects. Further, these games are designed to be used in commercial settings � a game like civilization might take 15 hours to learn to play, making it relatively unfeasible in many classroom settings. At the same time, learning scientists have learned a lot over the past 15 years about how to build effective learning tools and learning environments. We know how to build scaffolding tools in our applications, how to incorporate assessment tools into software, or how to promote collaboration between students, which is a powerful predictor of learning. Some of the most successful game franchises�Civilization, Simcity, Railroad Tycoon�have demonstrated how games can model complex social, scientific and economic processes. Most successful games actually introduced as entertainment games first. Historically, edutainment has gotten a bad name�but aren�t many of the top selling games at their heart educational? But there has been no sustained exploration of how to create more sophisticated educational experiences for late adolescents, the core game market.

11. Games-to-Teach Project, MIT Comparative Media Studies Contemporary Pedagogy + State-of-the-Art Gaming = Next Generation Educational Media The goal behind the games to teach project is to take what we�ve learned about effective learning technologies and integrate it with understandings with the emerging discipline of gaming studies to create next generational media. We hope that this media will excite students, provoke them to think about material more deeply. Imagine using the The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The goal behind the games to teach project is to take what we�ve learned about effective learning technologies and integrate it with understandings with the emerging discipline of gaming studies to create next generational media. We hope that this media will excite students, provoke them to think about material more deeply. Imagine using the The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

12. Games-to-Teach Project, MIT Comparative Media Studies Games-to-Teach Over the past year, the Games to Teach Project, a research collaboration between Microsoft Research and the MIT Comparative Media Studies Program, has conducted a series of elaborate "thought experiments," developing conceptual frameworks exploring different models for how games might enrich the instruction of science, engineering and math at the advanced placement high school and early college levels. different game genres, different content areas, different pedagogical approaches, different delivery mechanisms. Over the past year, the Games to Teach Project, a research collaboration between Microsoft Research and the MIT Comparative Media Studies Program, has conducted a series of elaborate "thought experiments," developing conceptual frameworks exploring different models for how games might enrich the instruction of science, engineering and math at the advanced placement high school and early college levels. different game genres, different content areas, different pedagogical approaches, different delivery mechanisms.

13. Games-to-Teach Project, MIT Comparative Media Studies Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers.


15. Games-to-Teach Project, MIT Comparative Media Studies Learning is a process of personal construction Pre-existing beliefs color all understandings Learning occurs through testing ideas Knowledge is socially negotiated Communities of practice determine �truths� Realism is not always best �Perfect models� are too complex Simplify conditions to illustrate concepts Instruction is preparation for future learning Transfer studies We create meaning with media We ask questions, wrestle with meaning, explore fantasies Media consumption is a social experience The historical research on gaming has been �spotty at best�. The historical research on gaming has been �spotty at best�.

16. Games-to-Teach Project, MIT Comparative Media Studies Increased motivation (Cordova & Lepper, 1997; Malone, 1985) Role of Instructional context (White & Frederickson, 1998) �Metacognition� Set up Reflection Effective within inquiry framework (White & Frederickson, 1998) Social interactions produce learning (Johnson & Johnson, 1985) �Emerging pedagogies� (Squire & Reigeluth, 1999) Problem Based Learning (Barrows et al, 1999) Anchored Instruction (Bransford et al, 1992) Goal-Based Scenarios (Schank, 1996) Case-Based Reasoning The historical research on gaming has been �spotty at best�. The historical research on gaming has been �spotty at best�.

17. Games-to-Teach Project, MIT Comparative Media Studies Appeal to broad audiences Women in lead design roles Gender inclusive game designs Leverage existing genres Provide �transgressive play� Grounded in existing learning sciences research Address misconceptions �Induce� contextuality Designing for sociability (Preece, 1999) Recognizing Instructional Context Embedded Assessment Data Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers. Talk about collaborations which led to the current state of those designs -- creating common ground between content specialists, ed tech folks, and game designers.


19. Games-to-Teach Project, MIT Comparative Media Studies


21. Games-to-Teach Project, MIT Comparative Media Studies In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat. The player must learn to �read� the body�s defenses, deciphering between antibodies and white blood cells, using the body�s responses to gauge how close the player is to getting �caught�. In this respect, the game play resembles grand theft auto, a little, in that the player is orchstrating an elaborate chase game. Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat. The player must learn to �read� the body�s defenses, deciphering between antibodies and white blood cells, using the body�s responses to gauge how close the player is to getting �caught�. In this respect, the game play resembles grand theft auto, a little, in that the player is orchstrating an elaborate chase game. Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.

22. Games-to-Teach Project, MIT Comparative Media Studies In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat. The player must learn to �read� the body�s defenses, deciphering between antibodies and white blood cells, using the body�s responses to gauge how close the player is to getting �caught�. In this respect, the game play resembles grand theft auto, a little, in that the player is orchstrating an elaborate chase game. Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat. The player must learn to �read� the body�s defenses, deciphering between antibodies and white blood cells, using the body�s responses to gauge how close the player is to getting �caught�. In this respect, the game play resembles grand theft auto, a little, in that the player is orchstrating an elaborate chase game. Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.

23. Games-to-Teach Project, MIT Comparative Media Studies In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.

24. Games-to-Teach Project, MIT Comparative Media Studies In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.In our essay in the Game On companion book, henry Jenkins and I argued that games are the art of contested spaces. Fundamentally, they are about struggles and contests over spaces, where they be mazes like in Pac Man or labyrinths as in Quake. Viruses and the human body have been fighting their own contests over the human body for over millions of years. Each one evolves a complicated set of responses toward the other. Imagine a game where the player is the virus, attacking the host, trying to replicate as quickly as possible, while still staying �under� the body�s radar. In Replicate, the player can choose from one of several set viruses, and gradually unlock the ability to change his / her features such as rates of propulgation or his / her type of proteing coat Games can put players in contested spaces where they reenact � as in the human body where they might take place in century �old battles between the body and viruses.

25. Games-to-Teach Project, MIT Comparative Media Studies BiohazardBiology through Pathology Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions. Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions.

26. Games-to-Teach Project, MIT Comparative Media Studies BiohazardGoal-Based Scenarios Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions. Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions.


28. Games-to-Teach Project, MIT Comparative Media Studies BiohazardSimulated RPGs Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions. Games model not simply principles but processes, particularly the dynamics of complex systems. Imagine a game that moved with the pace of E.R. and cast players as young medical interns required to identify the cause and track the spread of an epidemic. Students will learn the scientific method through their own active observation, measurement, experimentation, tinkering and hypothesis testing, while embedded resources feed them the information they need to make life and death decisions.

29. Games-to-Teach Project, MIT Comparative Media Studies Combines physical world and virtual world contexts Embeds learners in authentic situations Engages users in a socially facilitated context

30. Games-to-Teach Project, MIT Comparative Media Studies Proof of Concept Players briefed about health problems Givenbackground information and �budget� Goal: Determine source of pollution by drilling sampling wells and remediate with pumping wells Work in teams representing different interests (EPA, Industry, etc.)


32. Games-to-Teach Project, MIT Comparative Media Studies Drilling wells Choose Sites to sample Sampling methods Influence budget, accuracy and timeliness of samples

33. Games-to-Teach Project, MIT Comparative Media Studies Other Simulation Events Triggering of media events at specified locations library ? web documents machine shop ? video interview �Racing� virtual players Sharing and interpreting data with team members

34. Games-to-Teach Project, MIT Comparative Media Studies Game Conclusion Pinpoint location and cause of pollution Scenario 1 (middle school) Present evidence to a jury Scenario 2 (MIT students) Drill remediation wells and take new samples Requires complex dynamic underlying model

35. Games-to-Teach Project, MIT Comparative Media Studies Game Extensions New Adaptations Customize location, toxin, etc. New Dimensions Played across entire city Played across months or weeks Altered Spatial Scale Entire building represents human body New Domains Historical Simulations Walking the freedom trail Epidemiological Studies Tracking disease through population New Tools Authoring your own AR Simulations


37. Games-to-Teach Project, MIT Comparative Media Studies Design Themes Leveraging �contested� spaces Managing success & failure Provide early successes, non gamers Failure ? learning Graduated difficulty & complexity Simulation underpinning When do you cheat? Where do you draw boundaries Provide & anticipate transgressive play Explore �what if scenarios� What decisions is the player making Practicing useful skills Thinking �like an expert� Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

38. Games-to-Teach Project, MIT Comparative Media Studies Microworld Simulation Playing by an �arbitrary� set of rules Designing solutions, inferring meaning, testing system boundaries Experiencing complex interactions from simple rules Visualization New ways of seeing information Supercharged, Replicate Level Design is critical Force players to confront properties of a system Power-ups, �health� clocks Encouraging deep understanding Fostering metacogntion Encouraging reflection through social interactions (i.e. discussion) Learning by design / creation Designing solutions Designing levels for others to play Recording and publishing levels for critique Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

39. Games-to-Teach Project, MIT Comparative Media Studies Role Playing Games What are the core concepts & skills? What interesting roles (could) use these skills Evaluating information from advisors Choosing Advisors, information, interactions Access to information as a constraint Hidden Agenda, Civilization Use RPG conventions Build a character over time Choose between skills, tools, statistics Multiple solution paths Use established pedagogical models Anchored instruction, Problem-based learning, Goal-based scenarios Building �teachable moments� Failure starts a learning cycle Failure ? learning Recording & replaying actions Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.




43. Games-to-Teach Project, MIT Comparative Media Studies Walkaways Games are social experiences Explain what you did Critique other games Games allow hypothesis formation & testing Failure leads to learning Trust game conventions Power-ups, character development Differentiated roles, Games vs. Simulations Game designers cheat & this is good. Games are motivating Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

44. Games-to-Teach Project, MIT Comparative Media Studies Building a network of teachers, researchers and developers� http://cms.mit.edu/games/education/ ksquire@mit.edu The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

45. Games-to-Teach Project, MIT Comparative Media Studies Contested spaces Leveraging contests in content Power � ups Ways of making students choose Ways of manipulating variables Character development � choosing skills / items Creating emotional investment Inducing creative thinking Differentiated Roles The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

46. Games-to-Teach Project, MIT Comparative Media Studies Leveraging Social Interactions If learning is participation� What is legitimate participation in social practices Simulations vs. reality Social interactions Explaining strategies Teacher�s �just-in-time� lectures Collaborative communities of practice Online communities Sharing strategies (ala The Sims) Using Games to �induce� complex problem solving Role Playing Microworlds Strategy / Resource Management Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games. Show slide(s) showing the results of our survey of MIT undergrads and their relationship to games.

47. Games-to-Teach Project, MIT Comparative Media Studies Internal Development Supercharged! (Electromagnetism) Environmental Detectives (Environmental Studies) Replicate! (Biology & Virology) Developing with partners - Biohazard (Emergency Response workers) New content partners Royal Shakespeare Company Colonial Williamsburg The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children. The historical research on gaming has been �spotty at best� Educators have long utilized digital models, simulations and visualizations. Games, however, can motivate students to more fully engage with such exercises. A gamer, confronting a challenging level, draws on their full intelligence, often rehearsing alternative approaches, working through complex challenges well into the night. Many parents wish that they could get their children to devote this determination to solving their problem sets. Games push learners forward, forcing them to stretch in order to respond to problems just on the outer limits of their current mastery. Discuss motivation issues in relation to Replicate and the potential use by terminally ill children.

48. Games-to-Teach Project, MIT Comparative Media Studies Communities show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.

49. Games-to-Teach Project, MIT Comparative Media Studies Communities show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.show images from Sims culture -- I have powerpoint slides here. As this example suggests, our educational games are designed to exist in relation to a broader array of classroom activities. We don't think that games can make you a scientist or engineer any more than they can make you a school shooter, and we don't think they are an adequate substitute to real-world experiments. We see games as enhancing the capabilities of gifted teachers, not displacing them with impersonal machines. Yet, games do offer teachers enormous resources they can use to make their subject matter come alive for their students, motivating learning, offering rich and compelling problems, modeling the scientific process and the engineering context and enabling a more sophisticated assessment mechanisms. Perhaps we want a rehash of the games as I click through my summary points there.

50. Games-to-Teach Project, MIT Comparative Media Studies Join Us! Prototypes 1-10 on the web Designs, pedagogy, technical notes, art Documentation and media http://cms.mit.edu/games/education/ Kurt Squire ksquire@mit.edu

51. Games-to-Teach Project, MIT Comparative Media Studies Game Data Levels completed, time per - problem, solution paths Observations Notes & Video-taped Pre & Post - tests Content �Interviews� Written tests & Surveys Dynamic tasks (zero, near, & far transfer) Interviews with Instructors Comparisons with �traditional groups�

52. Games-to-Teach Project, MIT Comparative Media Studies Contact Information Information: http://cms.mit.edu/games/education/ To participate in pilot program Email: cms-g2t-pilot Contact: Henry Jenkins: henry3@mit.edu Randy Hinrichs: randyh@microsoft.com Kurt Squire: ksquire@mit.edu

53. Games-to-Teach Project, MIT Comparative Media Studies Questions

54. Games-to-Teach Project, MIT Comparative Media Studies Importance of instructional context set-up, debriefing, and reflection Leveraging collaboration (e.g. Koschmann, 1996) Reflection Power of local culture & conditions (Squire et al., 2002) Adoption & Adaptation Teacher support and professional development Communities of teachers


56. Games-to-Teach Project, MIT Comparative Media Studies Immersive Learning Environments Students developing and testing hypotheses Role playing Games Solving �authentic problems� Access to authentic tools / resources Visualization and Simulation Leveraging potential contests Spatial Conquests Remediating physical laws

57. Games-to-Teach Project, MIT Comparative Media Studies Control, Challenge (Malone, 1981) Instantaneous feedback Adjusted Difficulty level Choice Fantasy, Exploration Narrative, whimsy, fantasy, discovery Social Contexts Collaboration, Competition

58. Games-to-Teach Project, MIT Comparative Media Studies 555 respondents listed at least 1 favorite game. Final Fantasy series (I-VIII) 55 Starcraft 46 Civiliation I/ II 29 Zelda 24 Tetris 22 Quake 21 Super Mario Brothers 21 Tournmanet 12 Snood 12 Madden Sports 8 The Sims 6

GAMES-TO-TEACH PROJECT Winter 2003

GAMES-TO-TEACH PROJECT Winter 2003

Presentation Transcript

SOEN228, Winter 2003

Winter Olympic Games

Winter games and sports

Games that teach

WINTER GAMES AND SPORTS

Winter Games

Winter games and sports

Winter Olympic Games.

2014 Winter Olympics Games

Winter games and sports

Winter games and sports

2014 Winter Olympic Games

The Olympic Winter Games

Can Video Games be used to Teach?

Winter Olympic Games

Games-to-Teach Project Year 1 Research Results

Winter Project

WINTER OLYMPIC GAMES

2002 Winter Games

Teach students with games!

How to Teach (History) with Games!