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When teachers talk about games, they are talking about motivation.

Educational Games “Purposeful, goal-oriented, rule-based activity that the players perceive as fun” (Klopfer, 2008). When teachers talk about games, they are talking about motivation.

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When teachers talk about games, they are talking about motivation.

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  1. Educational Games “Purposeful, goal-oriented, rule-based activity that the players perceive as fun” (Klopfer, 2008) When teachers talk about games, they are talking about motivation. The key question in mind is “how could we capture same motivating features which attract in games to function also in educational materials.

  2. Educational Games Games are not inventions of the computer era and they have been part of our culture for a long time.

  3. Background on games… Roger Caillois, French anthropologist Games of competition football, chess skills rule Games of chance roulette, lotto Games of simulation role games, PC racing games Games of vertigo roller coaster

  4. Background on games…Intrinsically motivating activities by Thomas Malony Challenge Curiosity Fantasy

  5. Background on games…Intrinsically motivating activities by Csikszentmihalyi (1979) The activity should be structured so that the actor can increase or decrease the level of challenge he is facing, in order to match exactly his skills with the requirements for action.

  6. Background on games…Intrinsically motivating activities by Csikszentmihalyi (1979) It should be easy to isolate the activity, at least at the perceptual level, from other stimuli, external or internal which might interface with involvement in it.

  7. Background on games…Intrinsically motivating activities by Csikszentmihalyi (1979) There should be clear criteria for performance, one should be able to evaluate how well or how poorly one is doing at any time.

  8. Background on games…Intrinsically motivating activities by Csikszentmihalyi (1979) The activity should provide concrete feedback to the actor, so that he can tell how well he is meeting the criteria of performance.

  9. Background on games…Intrinsically motivating activities by Csikszentmihalyi (1979) The activity ought to have a broad range of challenges, and possibly several qualitatively different ranges of challenge, so that the actor may obtain increasingly complex information about different aspects of himself.

  10. Educational Games Games should be compulsory: Games are probably the easiest way to learn implicitely the ’logic of digital devices and services’ – to figure out rules instead of learnig screen and keystroke sequences.

  11. Educational Games Good sites for tracking games and games development http://www.spreelearninggames.com/ http://www.gameslearningsociety.org/ http://www.educationarcade.org/

  12. Research vs. Design Design experiments Design Creating products and services Use Life span limited by usefulness, competition Economic rewards are based on use - Answering research questions • Truth • Life span often limited by the length of the project • Economic rewards usually end when the project is over

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