What Can We Learn From Video
Download
1 / 72

What Can We Learn From Video Games for Classroom Application? - PowerPoint PPT Presentation


  • 116 Views
  • Uploaded on

What Can We Learn From Video Games for Classroom Application?. Dr. Michael England Professor of Education Southwestern Adventist University August 2012.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' What Can We Learn From Video Games for Classroom Application?' - cili


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

What Can We Learn From Video

Games for Classroom Application?

Dr. Michael England

Professor of Education

Southwestern Adventist University

August 2012


If the games generation are Digital Natives, what does that make the older generations – those who make or buy the e-Learning that the Digital Natives use?

One way to think of them is as “Digital Immigrants.” They came to the digital shores later in life, and they had to learn to cope with digital technology as adults.


“For the first time in history, we are no longer limited by our teachers’ ability and knowledge.”

– Mark Anderson


Baby

Boomers

Generation

X

Millennials

  • Video games

  • Computers

  • Email

  • The Web

  • Multiple, mobile devices

  • Instant messaging

  • Online communities

  • TV generation

  • Typewriters

  • Memos

Product of the Environment


Our Digital Native’s e-Life

  • Coordinating

    • Projects, workgroups, MMORPGs

  • Evaluating

    • Reputation systems–Epinions, Amazon, Slashdot

  • Gaming

    • Solo, 1-on-1, small & large groups

  • Learning

    • About stuff that interests them

  • Evolving

    • Peripheral, emergent behaviors

  • Communicating

    • email, IM, chat

  • Sharing

    • Blogs, webcams

  • Buying & Selling

    • ebay, papers

  • Exchanging

    • music, movies, humor

  • Creating

    • sites, avatars, mods

  • Meeting

    • 3D chat rooms, dating

  • Collecting

    • mp3, video, sensor data

  • Searching

    • Info, connections, people

  • Analyzing

    • SETI, drug molecules

  • Reporting

    • Moblogs, photos

  • Programming

    • Open systems, mods search

  • Socializing

    • Learning social behavior, influence

  • Growing Up

    • Exploring, transgressing



Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week).  

And because they spend so much of that time ‘media multitasking’ (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes (10:45) worth of media content into those 7½ hours.


Number of minutesper week that parents spend in meaningful conversation with their children: 3.5


Hours per year the average American youth spends in school: 900

Hours per year the average American youth watches television: 1500


Number of murders seen on TV by the time an average child finishes elementary school: 8,000

Number of violent acts seen on TV by age 18: 200,000


T finishes elementary school: he average gamer will have played 10,000 hours by age 21 with 99 percent of male gamers (94 percent for females) under the age of 18 playing five days a week.


The average young person racks up finishes elementary school: 10,000 hours of gaming by the age of 21 -- or 24 hours less than they spend in a classroom for all of middle and high school if they have perfect attendance.


It's a remarkable amount of time we're investing in games. 5 million gamers in the U.S., in fact, are spending more than 40 hours a week playing games -- the equivalent of a full time job! 


Reading million gamers in the U.S., in fact, are spending more than .Over the past 5 years, time spent reading books remained steady at about :25 a day, but time with magazines and newspapers dropped (from :14 to :09 for magazines, and from :06 to :03 for newspapers).  

The proportion of young people who read a newspaper in a typical day dropped from 42% in 1999 to 23% in 2009.  On the other hand, young people now spend an average of :02 a day reading magazines or newspapers online.


Media and homework. million gamers in the U.S., in fact, are spending more than   About half of young people say they use media either “most” (31%) or “some” (25%) of the time they’re doing their homework.


Rules about million gamers in the U.S., in fact, are spending more than media content. Fewer than half of all 8- to 18-year-olds say they have rules about what TV shows they can watch (46%), video games they can play (30%), or music they’re allowed to listen to (26%).  Half (52%) say they have rules about what they can do on the computer.


Gender gap. million gamers in the U.S., in fact, are spending more than  Girls spend more time than boys using social networking sites (:25 vs. :19), listening to music (2:33 vs. 2:06), and reading (:43 vs. :33).  

Boys spend more time than girls playing console video games (:56 vs.:14), computer games (:25 vs. :08), and going to video websites like YouTube (:17 vs. :12).


Tweens and media. million gamers in the U.S., in fact, are spending more than  Media use increases substantially when children hit the 11-14 year-old age group, an increase of 1:22 with TV content, 1:14 with music, 1:00 using the computer, and :24 playing video games, for total media exposure of 11:53 per day (vs. 7:51 for 8-10 year-olds). 


Texting. million gamers in the U.S., in fact, are spending more than  7th-12th graders report spending an average of 1:35 a day sending or receiving texts. (Time spent texting is not counted as media use in this study.)


It’s not attention deficit – million gamers in the U.S., in fact, are spending more than

I’m just not listening!


Why Kids Drop Out of School million gamers in the U.S., in fact, are spending more than

47% Classes weren’t interesting.

43% Missed too many days and couldn’t catch up.

42% Friends weren’t interested in school.

38% Too much freedom & too few rules in my life.

35% Was failing in school.

But 70% were confident they could have graduated. and 81% recognized that graduating was vital to their success.


Online 3 -5 hours million gamers in the U.S., in fact, are spending more than

per day.

Today’s Students


97% play video games million gamers in the U.S., in fact, are spending more than

50% played yesterday

Today’s Students


Accustomed to high million gamers in the U.S., in fact, are spending more than

level of empowerment

Today’s Students


Live in a world with million gamers in the U.S., in fact, are spending more than

lots of content to

choose from.

Today’s Students


Are active learners million gamers in the U.S., in fact, are spending more than

Today’s

Students


Today’s million gamers in the U.S., in fact, are spending more than

Students

Are active builders


How Millennials million gamers in the U.S., in fact, are spending more than Learn


Themes of Millennials million gamers in the U.S., in fact, are spending more than

  • Digitally literate

  • Always on

  • Experiential

  • Mobile

  • Community-oriented


Digital Natives million gamers in the U.S., in fact, are spending more than

Digital Immigrants

Conventional

Speed

Twitch

Speed

Random

Access

Step-by-Step

Linear

Processing

Parallel

Processing


Digital Natives million gamers in the U.S., in fact, are spending more than

Digital Immigrants

Graphics

First

Text

First

Play

Oriented

Work

Oriented

Stand

Alone

Connected


21 million gamers in the U.S., in fact, are spending more than st Century Learners

  • have had technology forever

  • have found new processes for critical thinking

  • have embraced the concept of change

  • have managed to strike fear into the previous generation


What was your million gamers in the U.S., in fact, are spending more than

favorite game?

What was enjoyable

about it?


Why Games Engage Us million gamers in the U.S., in fact, are spending more than

Fun

Play

Rules

Goals

Interactive

Outcomes & Feedback

Adaptive

Win states

Conflict, competition

Problem solving

Interaction with people

Representation & Story

  • Enjoyment and Pleasure

  • Intense involvement

  • Structure

  • Motivation

  • Doing

  • Learning

  • Flow

  • Ego Gratification

  • Adrenaline

  • Creativity

  • Social Groups

  • Emotion


We million gamers in the U.S., in fact, are spending more than have learned to “play school.”  We study the right facts the night before the test so we achieve a passing grade and thus become a successful student.

– A high school student


“...how many educators are able to keep the undivided attention of 5th graders multiple hours straight without a break...and yet video games manage to do so...”


The gamer's world attention of 5─

Move over, I'm driving; buckle up!


Video games attention of 5

are fair.

There is always

an answer

There is always a problem(s) that has a solution(s) which lead to an end result -- the object of the game.


The attention of 5answer is rarelyobvious.

There is always

an answer

A correct answer will give you information which will be useful in reaching the goal; thus you must persevere to find a correct answer.

The answer is always relevant.


You might be frustrated for a while attention of 5and you may need help in finding it, but it is always there. Cheats (hints) are built into the program and are part of the resources available to you.

There is always

an answer

Cheats are OK, because you are learning (gaining valuable information) as you move forward toward the goal.


In schools, the answer is given to you; it is often not attention of 5linked to anything relevant. There is only one right answer and one right way to get there and cheats are not to be tolerated!

There is always

an answer

Students rarely, if ever, associate fairness with schools.


In any game, you have the tools and the talent to be attention of 5successful on your own, or you may connect with someone who has the information you need in order to move forward (collaboration).

Nothing is

impossible

You see yourself and your friends do amazing things such as save the world from terrorists or alien invasions, create thriving civilizations, and manage a successful small business.

You have the power to control your destiny. You can accomplish anything you want, and therefore you are motivated.


Competition attention of 5 is inherent in game structure. Competition is the motivating

factor

Competition &

Collaboration

Competition does not eclipse collaboration; in fact, collaboration is often an integral part of furthering your success.

Competitionand collaboration are symbiotic rather than mutually exclusive concepts.


In games, attention of 5roles are clearly defined. You choose your role and understand its powers and limitations.

Roles are

clear

You understand the rules, the tools at your disposal and you are willing to take the risks.


In schools, the attention of 5roles are not as clear. The child's role of “student” is defined at the discretion of the teacher.

Roles are

clear

At the secondary level, a child may have several teachers a day who all have different definitions of the child's role depending on the activity chosen or the concept being taught.


If attention of 5a child comes into the learning environment with an identity that is contraryto the role the teacher is asking them to perform, he or she will not be successful. Thus, a child with a history of failure in math may have difficult time accepting the role of “math student.”

Roles are

clear


They are the attention of 5stars in their own adventure. They are responsible for their own success.

They dominate

their culture

Their experience tells them that with patienceand perseverance, they will succeed.


Compared to the classroom, games attention of 5are empowering, motivating, individualized differentiated learning environments with set rules which value the efforts of the individual child.

Games vs.

Schools

Games are challengingand motivating.


Games offer the child a shared experience with their peers in a collaborativeenvironment. They are a platform for problem solving.

Games vs.

Schools

The structure is apparent; the rules are clear and unambiguous; and your role in the game is well defined. The goal is always attainable.


The rules are applied equally to each player. The in a rules of the game have to be sufficiently well-defined so there is no room for individual interpretation.

Games are

rule-based

Consequences of player behavior are clearly either positive or negative. If there is a disagreement about the rules of the game, the game is stopped until the disagreement has been resolved.


In schools we tend to consider our classrooms in a rule-based. However, the teacher is the keeper and the interpreter of the rules.

Games are

rule-based

The teacher makes the rules and can change the rules at will, either for the class or for the individual.

The teacher chooses the game.

The game continues even when rules are broken.


The amount of energy the player puts into the game invests the player with the outcome.

Player effort influences

The game outcome

Teachers are frustrated with the lack of effort students are putting into their assignments and coursework.

Yet these are the same students who spend hours playing games which they find relevant, challenging and fun.


The Bad News! the player with the outcome.

Educators have been slow to pick up on this fundamental shift in the way the video game generation learns. They know something is very different in the classroom; they just can't pin point what it is.

Teachers are frustrated by their inability to connect with students.


The Bad News! the player with the outcome.

We are dealing with a new, rapidly growing culture that refuses to be force fed a “canned education.”

Apathetic students are willing to be in school, perhaps, but motivated only by their parents, their friends or the law. Even though they are physically in attendance, they are not engaged in the “game” we call school.

This attitude is a slap in the face to our traditional educational system, but it is a fact and it is not going to go


The Bad News! the player with the outcome.

The structure of the game molds the gamers‘ experiences, leading to a different way of looking at the world and, given a certain situation, determining how best to interact. Teachers who are not gamers do not live in the same world and therefore cannot see the possibilities.


The Bad News! the player with the outcome.

The gamers are trying to send a message to their teachers and to the educational system as a whole. Clearly, teachers are going to have to rethink how they present material in the classroom.


Kids will walk away the player with the outcome.

from homework because

it is “too hard.”


Kids will walk away from a the player with the outcome.

computer game because it is

“too easy.”


E the player with the outcome. NGAGE ME

or

ENRAGE ME


In Fact, the player with the outcome. LEARNING

Is The BIG SECRET

REASON

We Play Games!


OUR JOB IS TO the player with the outcome.

COMBINE

GAME PEDAGOGY

WITH

THE CURRICULUM


Fifteen Principles of Gaming the player with the outcome.

  • Risk-taking: Good video games lower the consequences caused from failure. Risks are encouraged.

  • Customization: Games provide different difficulty levels and allow players to solve problems in different ways.

  • Agency: Players gain a sense of ownership.


  • Well-Ordered Problems the player with the outcome. : Problems players face are built to lead players to form strategies that will work later, on harder problems.

  • Challenge and Consolidation: Games allow players to gain mastery, then requires them to learn something new and consolidate their skills.

  • “Just-in-Time” and “On Demand”: Games give verbal commands versus written.


  • Situated Meanings the player with the outcome. : Games always situate meanings of words in terms of actions, images and dialogue.

  • Pleasantly Frustrating: Game are “doable” but challenging.

  • System Thinking: Games encourage players to think about relationships, not isolated events.


  • Explore, Think Literally, Rethink Goals the player with the outcome. : Games encourage players to explore thoroughly before moving on, thinking laterally not just linearly.

  • Smart Tools and Distributed Knowledge: Players often work with other characters to complete the game, knowledge and tools are shared.

  • Cross-Functional Teams: Many games require players to be apart of multiplayer teams.


So what are positive side the player with the outcome. effects of games?

  • Kids who play games with their parents feel a stronger connection with them and also perform better in school.

  • Playing "pro social" games like Super Mario Sunshine where you help out the world makes you three to four times more likely to help others in real life.

  • As far as music games, 67 percent of respondents in a pool of 7,000 reported inspiration to play an instrument in real life after playing a music game.72 percent of musicians reported spending more time playing real instruments after playing music games.


So what are positive side the player with the outcome. effects of games?

  • Playing as an attractive, heroic character in a video game for 90 seconds will make players more confident for the next 24 hours. More likely to put themselves out there.

  • The second most positive mental activity in soldiers was found after they played games for three to four hours. The most positive activity came from five to six hours of daily exercise.

  • Gamers are more likely to have lucid dreams and are more likely able to take control in nightmares for positive outcomes.


The Future the player with the outcome.

  • Video games / simulations will have a significant impact upon learning in the next 5 years that will be verified by hard data.

  • Games and simulations will transform learning in the next 10-15 years.

  • Institutions prepared to develop and use these simulations will have an edge.

  • There will be need to teach with, develop, and learn from these games and simulations.


Resource Page the player with the outcome.

Go to: http://d2l.swau.edu

User Name: teacher.resource(don’t forget the period in-between)

Password: love2teach

Click on the class: EDUC 002 Technology Resource

Go to CONTENT tab at top and click for the resources


ad