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Video Games and Education. TechEd 2007. www.genconnection.com/online/teched2007.ppt. Far Side by Gary Larson. Facts.

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Video games and education l.jpg

Video Games and Education

TechEd 2007

www.genconnection.com/online/teched2007.ppt



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Facts

  • … academic experts across the country are unearthing educational benefits in the digital games… surveys show [that video games] are now played by more than 80 percent of American young people ages 8 to 18.

    Howard Witt, Chicago Tribune, Feb 11, 2007


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Facts

Video game sales exceeded the movie industry's annual box office draw last year [2002] by $1 billion. USA Today – Dec. 23, 2002

The video game industry has out-grossed

the movie industry every year since 2002.


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Some researchers even suggest supplanting much of the traditional back-to-basics K-12 curriculum with a new generation of game-based materials to capture the increasingly short attention spans of today's youth.

Howard Witt, Chicago Tribune, Feb 11, 2007


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World of WarCraft traditional back-to-basics K-12 curriculum with a new generation of game-based materials to capture the increasingly short attention spans of today's youth.

  • Over 7 million players in this

    MMPOG – massively multi-player online game

    The World of WarCraft


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"But it shouldn't come as a surprise that when our economy has changed, when innovation and creativity are much more important than rote memorization, that the system needs some real updating to train kids how to use computer games to solve problems in the real world."David Williamson Shaffer, How Computer Games Help Children Learn. University of Wisconsin-Madison


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Simulation games in particular have already been embraced by some educators, as well as many businesses and the U.S. military, as effective ways to introduce people to environments and situations that would otherwise be too expensive, dangerous or impossible to access.

Howard Witt, Chicago Tribune, Feb 11, 2007


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Other researchers are studying what students learn when they join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

Howard Witt, Chicago Tribune, Feb 11, 2007


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Principle 1 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Good gaming requires that players feel like participants not spectators.


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Principle 2 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Good gaming accommodates different styles of play.


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Principle 3 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Good gaming places the player in an authentic game situation.


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Principle 4 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Perceptions and actions are deeply connected


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Principle 5 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Problems/obstacles need to be well-ordered and the steps clear.


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Principle 6 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Learning needs to be sufficiently frustrating.


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Principle 7 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Players need to be encouraged to “step-up” their games.


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Principle 8 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Information needs to be on-demand and just-in-time.


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Principle 9 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Simplified minature models can help learners grasp concepts that can later be applied to more complex systems later.


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Principle 10 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • The risks of learning must be considered.


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Principle 11 join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Seeing the big picture…


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Classroom Application join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

  • Marc Prensky

  • Today’s learners are Digital Natives

  • We are Digital Immigrants


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Classroom Application join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

Motivation in learning is concerned with

  • Interaction with content

  • Interaction with peers

  • Interaction with teacher

    Lack of motivation usually points to one of a lack of one or more of these factors.


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Gaming Implications join other players across the Internet in creating characters, or avatars, in online fantasy or role-playing games, such as Second Life, There or World of Warcraft.

Reduce formal instruction

Replace with gaming activity

Rely on student trial-and-error

Rely on peer learning

Relate goals and timelines

Realizes risk taking but in mediated place


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