This week's message from our Superintendent was all about choosing games for the classroom, how to align them with current pedagogical practices, game design, and instructional design.
Below is an outline of the information covered:
- Adding any game process to curriculum.
- Game design as instructional design process.
- How instructional design principles interacts with creating curriculum.
- What does instructional design due for core curriculum
- Piaget - Narrative theory and play theory - obvious connection to instructional design
- Gagne - Nine Events - any of these can be used in game play (http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/)
- Gain attention
- Inform learners of objectives
- Stimulate recall of prior learning
- Present the content
- Provide “learning guidance”
- Elicit performance (practice)
- Provide feedback
- Assess performance
- Enhance retention and transfer to the job
- Vygotsky - scaffolding and ZPD
- Four principles of Game-based learning
- Games employ Play Theory, Cycles of Learning and Engagement
- Games employ Problem-based Learning
- Games embody situated cognition and learning
- Games promote engagement through cognitive disequilibrium, question-asking and scaffolding
- Safely ask questions to promote learning
- Malone and Lockhart’s theory of intrinsic motivation
- Learning Taxonomies and Game Ontologies
- Each genre supports different play strategies and different learning strategies (motor skills, critical thinking, focus, etc.)
- Commercial designers place emphasis on gameplay rather than goals and outcomes - want you to have a good time.
- Instructional designers focus on goals and outcomes before gameplay - want you to reach a goal, first and foremost
- If the entire game can’t be made to achieve the goals and outcomes, individual challenges and tasks within the game can be. Students need to be engaged in order to want to play. Examples: vocabulary challenges, problem-solving, skills practice, etc.
- Instructional design process ensures that desired outcomes lead to explicit, measurable objectives, which in turn are aligned with assessments. Specifications are measurable objectives. - Van Eyk
- Goals need to be aligned with assessments (if you want them to learn long division, don’t test them on spelling)
- Learning Environments
- Traditional Classroom Teaching
- Role Play
- On-line Instruction
- Single and multiplayer games
- Live and virtual simulations
- Augmented or Mixed Reality
- Augmented Virtually
- With adding games - New literacies have to be learned by both teacher and students. This can cause another layer of frustration.
- Design of instructional games requires new and more complex literacies for both teacher and students.
- Three Approaches to Design:
- Artistic
- Empirical
- Analytical
- Rieber: “I advocate for an approach that is largely artistic but with empirical elements: design a game, play the game, and revise the game until one reaches an optimal blend of fun and learning.”
- Can be hard for teachers to turn on the artistic side to create a game. In an empirical world of education our artistic sides get left behind.
- Game players are motivated by:
- Social interaction
- Physical seclusion
- Competition
- Knowledge
- Mastery
- Escapism
- Addiction
- Games capture and sustain players’ attention by:
- Sensation
- Fantasy
- Narrative
- Challenge
- Fellowship
- Discovery
- Expression
- Masochism
- ADDIE Process
- Analysis, design, development, implementation, and evaluation
- Including pedagogy with games design
- Game Design process can be interconnected with good pedagogy
- Jacob’s Ladder - link between instructional and entertainment design - basic steps can be linked.
- Learners = Market Audience
- Learning Objectives = Story
- Don’t get lost “in the weeds” when designing game-based learning - remember the “fun, motivation, and creativity”
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