Foundation for problem-based gaming

1. Foundation for problem-based gaming Adviser: Ming-Puu Chen Presenter: Li-Chun Wang Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404.

2. Supplement 1: The Model of Game-Based Learning (Pivec, 2007) • Garris (2002): Game cycle and the achievement of the • learning outcomes. • The corresponds of Kolb, Rubin and Garris: • - doing, reflecting, understanding, and applying process of study in a game.

3. Supplement 2: Learning Game Classification (Dondi & Moretti, 2007) • Prensky (2001): The content perspective • Pivec et al (2004): The taxonomy perspective 3

4. Abstract • Educational games may offer a viable strategy for developing students’ problem-solving skills. • The aim of this research • To develop an empirically allocated model about problem-based gaming • That can be utilised to design pedagogically meaningful games • The proposed model was evaluated through a business simulation game. • The interviews indicated that the most important characteristics of effective educational games • Authenticity, • Collaboration • Learning by doing

5. Introduction • Games are primarily used as tools for supporting the practice of factual information in education(Kiili, 2005a). • The educational technology lacks research how to design game environment (Kiili, 2005a) • Foster knowledge construction • Deepen understanding • Problem solving • Quinn (1994) the pioneers • who tried to form a methodology for designing educational computer games. • Fail to integration of the pedagogy and the game design aspects

6. Introduction The experiential gaming model is founded on the principles of experiential learning and constructivism does not provide a clear account for Reflective thinking As the key factor in problem-based learning The model about problem-based gaming Provide for game developers to design pedagogically meaningful games Increase the understanding of educators about the factors of effective educational gaming is presented. 6

7. Problem-based Gaming Model • PBG = PBL + Game + Experiential Learning Theory + Situated Learning • Authentic learning tasks • Experiential learning • Collaboration • PBL: • Student-centered learning • The learning that results from the process of working towards the understanding and resolution of a problem. • The principles - contextuality, collaboration and experientialism • Game: • Creatively test hypotheses • Reflect on outcomes • Situated Learning • Context-dependent activity

8. Problem-based Gaming Model -Prior Knowledge -Form and appropriate playing strategy to solve the problem • Test the strategy and hypotheses • Observes the consequences of actions • Recapture their experience • Think about it • Mull it over and evaluate • Feedback: game provides • Reflective thinking • Knowledge construction by focusing players’ attention to relevant information Figure1: Problem-based gaming model describes the learning process with games

9. Supplement 3: Evaluations of an Experiential Gaming Model(Kiili, 2006) • Kiili (2006): GameFlow Questionnaire 9