Robertson, J. , Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578.

Presenter: Feng Chia-YenAdvisor: Chen Ming-Puu

Date: December 23, 2009

AbstractThe paper

discuss why game making is rich task for learning and how it fits in with the A Curriculum for Excellence in Scotland.

look at the "successful learner" strand in particulargive illustrative examples from a recently

completed field study in a primary school presents qualitative results from an eight week

exploratory field study in which a class of ten year olds made their own computer games.

The analysis focuses onenthusiasm and motivation for learning,determination to reach high standards of

achievement independent and group learninglinking and applying learning in new situations.

Introduction (1/2)Learning how to learnLearning how to learn

successful learners use knowledge of cognition and self- regulating mechanisms, both aspects of meta-cognition, to monitor their own understanding (Black, et al. , 2006).

The role of teachers role strategic thinking and reflection about their own

learning.Games and learningGames and learning

Gee (2003) -four part cycle : engage – probe, hypothesize, reprobe, and rethink.

Garris, Ahlers, and Driskell (2002) : judge- ment-behaviour-feedback loops.

McFarlane, Sparrowhawk, and Heald (2002) : decision making, design, strategy, cooperation, and problem solving.

Introduction (2/2)

Learning by makingLearning by makingMaking games is a rich task, in that it offers

opportunities for children exercise a wide spectrum of skills (such as devising game rules, creating characters and dialogue, visual design, and computer programming) to create a complex artefact.

Making a game actively engages learners because they construct their own game using a software tool

embody their creative ideas in a testable way in their game and then try it to evaluate their ideas.

Game making toolkits (1/2)Logo programming language (Kafai, 1995)

the children took on many roles, as users, designers, writers of storylines, teachers (of fractions concepts), and programmers.

Visual programming languagethe emphasis away from low level

programming, enabling learners to focus on the other roles as designers or writers.

Many programming toolkitsThese studies indicate that making games is

motivating, bolsters esteem, and develops storytelling as well as technical programming skills.

Game making toolkits (2/2)Game making can be seen as a type of user-

generated content, a concept which has lately attracted attention in educational technology circles.which is created and published by end users

rather than media companies.Used in a learning context, these types of

software can empower learners by enabling them to express their creativity and share it with a genuine audience.

The Neverwinter Nights softwareTesting

learner tests peer tests

Area transitionsLinking indoor and

outdoor settings

Writing a conversation

Field studies (1/2)

Adopted a design-based research approach during the Adventure Author project .

This paper focuses on skills related to successful learning.

Participants8 week field study in a state funded primary school in

Dundee.30x 9-10 year old children, one class teacher, one ICT

specialist teacher, 3 researchers.Six of the pupils were selected as case study participants

Field studies (2/2) - ProcedureIntroductory session : demo software skills to whole groupDiscuss model game(by adults or other learners )in groupGive children goal for session or give children time for

exploratory play- try out what is possible in toolset and game

hands-on time: children worked independently.The children acted as peer reviewers by testing a friend’s

game and giving constructive criticism. Discussions about what the children had learned. ->Sharing

knowledge parents were invited to visit to see what the children were

working on-> to teach the adults how to make and play games.

Findings (1/3)

Enthusiasm and motivation for learningThe children’s enthusiasm and motivation were noticeable from the

introductory workshop, and were sustained throughout the project and beyond.

Some of the motivation and enthusiasm seemed to be linked to the element of challenge: ‘‘It was a challenge, but very enjoyable’’

Determination to reach a high standard of achievement New computing skills a high degree of complexity.Demands of the NWN toolsetArea transitionNew thinking skillsOrchestration of game ideasUnderstanding the player's perspectiveWorking with constraints of time and hardware and creative flexibilty

Findings (2/3)Learning together and alone

Learning in a group provides many opportunities to develop ideas, consolidate concepts and learn about social interaction.

group learning situations were o eredff Whole class discussions beginning and ending each workshop Informal opportunities for paired and small group interaction

Collaboration Informal peer-tutoring

Structure peer-testing session Occasional needs-related groups

Findings (3/3)

Linking and applying learning in new situationsTransferring learning from one context to another is an

important aspect of independent learning.

Cross-curricular opportunities apply skills related to reading and writing in the development of

their games.

Implications for classroom practice (1/2)

Striking a balance between exploratory learning and instruction independent exploration of the toolset more time to ‘‘play’’ consolidate skills

introduced and to discover the creative potentialtime for direct, interactive teaching to ensure

that essential skills and features are introduced. Facilitating the exchange of knowledge

between learnersdiscussions about interesting featuresthe load on the adult helpers was reduced

Implications for classroom practice (2/2)

Facilitating cross-curricular learning and transferable skillscross-curricular potential of NVW / embedded in a

wider curriculum experience.classroom activities connection to the game design

experienceskill transfer implicitly and explicitly on the part of

the learners. Interview, teacher-observations

Evaluating successful learningchildren’s own reflections on their progresspeer assessmentpeer tuition and supportive group critiques of games.

ConclusionsGame making creates a rich environment

for learning. Its complexity is an asset.It can foster the development of

successful learning skills, including creativity

Incorporating learning of this style in classrooms will be challenging…

…but the benefits could be great within the Curriculum for Excellence framework.

Lesson learnedWhat the relationship of the game creation

effort and productivity ?How to assessment for game making?

Produce check lists of success criteria and summative questionnaires the progress

How to investigating the process of game creation

Creative thinking-> How to evolution of ideas