Specific Examples
The Enable eLearning site has some great examples which some of you may be familiar with - http://elearning.tki.org.nz/Teaching/Innovative-learning-environments/Game-based-learning/?tab=js-tabcontainer-1-tab-3
See below http://education.minecraft.net/ http://gamelab.mit.edu/games/ Examples of games on the MIT site: http://gambit.mit.edu/loadgame/elude.php - learn about depression http://gambit.mit.edu/loadgame/oozerts.php - learn how to manage fractions Classcraft - https://vimeo.com/88171112 An example of a nursing one from my ‘world’ is Vita sim - http://vitalsims.com/clinicalcare/ |
Defining characteristics
Also known as serious games
Multimedia used to engage, ‘play’ increases receptivity for learning (Mastrian, McGonigle, Mahan and Bixler, 2011, p.191). Uses gaming elements – rules that verify , goals and defined outcomes, feedback which measures progress against goals, interaction with the game, self and maybe others, representation which creates an abstracted story of reality but is separate to reality, that is safe (Mastrian et al., 2011, pp.190,191) Mastrian et al. (2011. P.191) and Rousseau (2004 as cited in Laurillard, 2013, p.183) describe the player/ leaner being able to manipulate the environment according to rules and affordances of the environment. Rousseau warns that is design of the learning we need to be mindful what we want of the design as some games and virtual environments simply provide pre-determined choices of action which is like multi choice and not representative of constructive learning perspective is that is what is intended. Interactive which is important for learning (Laurillard, 2013. P.183) Immediate feedback allows the player to test hypothesis and learn from their actions, to self-assess (their score and level), and involves often a community of players (Roselli & Rossano, 2015, p.7) Social nature when playing with others (say with use of ‘chat’ function) allows collaborative learning (Beetham, 2013, p.261 ) |
Possible application in learning designSupports problem based and inquiry learning (Beetham, p. 261; Mastrain et al., 2011, p.193)
Constructivist perspective supported in most gaming (Mastrian et al. 2011, p. 193) Good for situated understanding (Mastrian et al., 2011, p.193) If designing learning using Bloom’s (revised) Taxonomy:
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