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Games Task Force

The retreat on May 17 focused on the integration of game design and simulations into STEM education at MIT. Experts, including faculty and students, explored how educational games can enhance learning by fostering engagement, providing rapid feedback, and allowing learners to interact with complex systems. Recommendations included developing pilot projects across departments and leveraging existing resources to create interdisciplinary opportunities. The aim is to situate learning in authentic contexts and empower students through role-playing scenarios and collaborative experiences.

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Games Task Force

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  1. Games Task Force May 17 Retreat

  2. Members • Eric Klopfer – SArch- STEP (Chair) • Hal Abelson - SoE • Brian Deans-Rowe – ODL • Scot Osterweil – SHASS • Sebastian Seung – Science • Erica Du - Undergrad • Claire O’Connell – Undergrad • Eli Kosminsky – Undergrad • Steve Schirra - Grad

  3. Games • Technology • Graphics • Virtual Worlds • Simulations • Pedagogy • Feedback • Roles • Engagement • Game Design as Technology and Pedagogy

  4. STEM Games • Computer simulations and games • let learners interact with naturalsystems that cannot be observed • motivate learners with challenges and give rapid feedback • tailor instruction to individual learners’ needs and interests • (NRC report (2011): Learning Science Through Computer Games and Simulations)

  5. Educational Games Are Not How many volts do I need for my laser cannon to kill 3 x 6 opponents?

  6. Educational Games Are Not

  7. Games Are • Good games are a way of structuring exploratory learning. • Structure learning around simulations and simulated worlds • Promote scientific discourse • Engage learners by taking on new identities (roles) and empower them. • Situate learning in applied contexts • Provide feedback based on performance • Contextualize assessments • Leveling and personalization combined with socialization.

  8. Games at MIT

  9. (Designs for) Games at MIT

  10. Games at MIT

  11. Other Games at MIT • TEA • Gamelab • Eyewire

  12. (Near) Games at MIT • 6.270, 2.70, 6.370… • Physics Virtual Worlds • Terrascope • Lighter than Air Vehicles • Negotiations • Assassins Guild • Roles and Roleplaying • Labs

  13. Games to Come? • PSets as Games • Add feedback, iteration, roles, simulations • Grand Challenges - Terrascope meets ARG • Long term roles and challenges keystone or capstone or across courses • Online Scientific Discourse • In courses or in general • Games as Assessment • Authentic situations and scenarios

  14. Games to Come? • Games as Simulations • Targeted like TEAL Sims/Mathlets • Courses as MMOs • Structuring whole courses around game dynamics • Game Design as Instruction • Creative, constructionist learning • Crowdsourced Science Data/Participation • Like Eyewire

  15. Games to Come? • Mobile Games • Supplement course learning on the go • Augmented Reality Games • Situate learning in authentic contexts • Management/Negotiation Games Online • Supporting existing games more online • Games that Flip Classrooms • What if game play came before class • Roleplaying Scenarios • Training for the workplace/internships

  16. Case 1Problem Sets as Games

  17. Case 1Problem Sets as Games

  18. Case 1Problem Sets as Games

  19. Case 1Problem Sets as Games

  20. Case 1Problem Sets as Games • Advantages • Feedback (Formative Assessment) • Freedom to Fail • Engagement • Experimentation • Collaboration

  21. Case 2Prefrosh Alternate Reality Game • Why is a recently discovered Earth-like planet devoid of life?

  22. Case 2Prefrosh Alternate Reality Game • Cryptography, Nuclear Engineering, Robotics, Climate Science, Literature, Genetics

  23. Case 2Prefrosh Alternate Reality Game • Explore many departments • Collaborate with other students • Learn about faculty • Connect with research projects

  24. Case 3Professional Roleplaying Games • Online worlds or augmented reality scenarios

  25. Case 3Professional Roleplaying Games • Application of classroom learning • Development of critical soft skills • Creation of interdisciplinary opportunities

  26. Recommendations • Create pilot projects • Fund several different pilot projects that explore some of the different uses cases across departments, game formats, and implementation strategies. • Identify possibilities for more focused development based on impact of the pilots.

  27. Recommendations • Develop capacity • Draw on existing resources such as Game Lab, The Education Arcade, and Playful Systems • Build additional on campus capacity in ODL (design, animation, art, etc.) • Involve students and develop partnerships to complement MIT expertise (RISD, Berklee, Emerson, Mass Art) • Build focused development capacity based on pilots

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