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Game-based learning in virtual worlds: benefits and challenges

Game-based learning in virtual worlds: benefits and challenges. Dr Nicola Whitton Education and Social Research Institute Manchester Metropolitan University. Overview. What is Game-Based Learning? Pedagogic benefits Types of Game-Based virtual world Practicalities Some research

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Game-based learning in virtual worlds: benefits and challenges

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  1. Game-based learning in virtual worlds: benefits and challenges Dr Nicola Whitton Education and Social Research Institute Manchester Metropolitan University

  2. Overview • What is Game-Based Learning? • Pedagogic benefits • Types of Game-Based virtual world • Practicalities • Some research • Challenges

  3. What is game-based learning? • Competition or challenge • Goal, rules and outcome • Interactive environment to be explored • Safe environment – limited consequences in the real world • Single or multi-player

  4. Pedagogic benefits • Motivation and engagement • Collaborative learning • Experiential and active learning • Problem-based learning • Authentic activities

  5. Dimensions of virtual gaming worlds • Number of players • single to multi-player to massively multi-player • Fidelity of environment • textual to graphical to immersive • Genre • role play, simulation, adventure, puzzle, strategy • Medium • computer, mobile device, real world

  6. Some examples • Recruitment

  7. Curious?

  8. Some examples • Recruitment • Induction

  9. Alternate Reality

  10. Some examples • Recruitment • Induction • Collaborative skills

  11. MMORGS

  12. Some examples • Recruitment • Induction • Collaborative skills • Creative skills

  13. Digital narrative

  14. Some examples • Recruitment • Induction • Collaborative skills • Creative skills • Content

  15. Civilization

  16. Marketplace

  17. Practicalities of learning in gaming environments • Match with curriculum – gaming outcomes and learning outcomes • Time available, location, resources • Associated activities, briefing, debriefing – learning package • Building in reflection and collaboration

  18. Development options • Use entertainment games • Modify entertainment games • Use virtual worlds • Use educational games • Create games • Students create games

  19. Comparative experiment • Two games with same Learning outcomes • One based on traditional f-2-f activity • One in immersive environment

  20. Time Capsule

  21. Pharaoh’s Tomb

  22. Comparative experiment • Two games with same Learning outcomes • One based on traditional f-2-f activity • One in immersive environment • Comparative groups tested for engagement and learning • No significant difference overall but significantly less control in immersive environment

  23. Challenges • Development time / expertise • Cost • Novelty effect • Exclusion • Learning to play the game • Assessment • Need for more robust studies

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