said about learning games …
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Research in learning games PhD student Simon Egenfeldt-Nielsen IT-University Copenhagen Game-research.com 31. October 2003, DPU. - PowerPoint PPT PresentationTRANSCRIPT
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Game-Research.com
Research in learning games PhD student Simon Egenfeldt-Nielsen
IT-University CopenhagenGame-research.com
31. October 2003, DPU
“…develop games which contain advanced content, operate according to sound pedagogical principles, enable classroom customisation, and create real excitement within the core game market”
- Henry Jenkins
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Game-Research.com
Said about learning games…
Games used for learning since BabylonLearning games professionally since 1960erneElectronic Learning games since 1980erne
Increase motivation and interest in a given topicCreate more positive and active learning environmentDynamic presentation of material
US Military spend $4 billions yearly on simulations7% of all sold consol titles 2002 were edutainment60% of all people play computer games
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Game-Research.com
Background:Masters Degree in Psychology PhD Student at IT-University of Copenhagen,
Written two Danish books and several articles on computer games and learning.
Heavily involved in game community: Digra, Game-studies, Game-research, AOIR, DAC, IGDA
Earlier consulting: Framfab, Incircle, EQ, Game-Research.
Still consult on game related issues.
Reports on eSports, online gaming, and Computer game Risks.
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Research in learning games:
Growing rapidly but fragmented and hard to overview.
• Adventure & RPG: Riven, Where in Time is Carmen San Diego, Kings Quest• Business & society simulations: Simcity, Doonesbury, Virtual U, Monkey Wrench • Health training: Foodman, Bronkie, Packy & Marlone • Virtual worlds: Everquest, Active worlds. • Mathematical: Logo, Through the Glasswall, E-gem. • Cognitive skills: All games to varying degrees (spatial, motor coordination).
Source: from meta-search on abstracts in database (Eric, Psych info, Medline, Emerald, Proquest, IJIL, web-sites)
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Edutainment – games that are not!Edutainment often linear, limited and controlling in their structure.
Underlying learning assumptions to general and simplified. Learning material is detached from game.
Problems: Create visual universe but
little interaction with the gameplay
Learning is placed first and unmotivated
Small classic games
Picture: Chefrens Pyramide
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Motivation in learning games:Motivation can come from two places, and can be or less successfully implemented.
Cultural intonation(extrinsic)
Structural form
(intrinsic)
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Motivation in learning games:ChallengeGoals, uncertain results, success criteria, self esteem
ControlFeedback, choice, power, maximise input-output,
CuriosityVisual elements (movement, colours), cognitive form (complete, consistent, simplicity)
FantasyEndogen, exogen, emotional investment, cognitive curiosity,
Interpersonal Endogen, exogen, cooperation, competition, recognition
Stru
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ultu
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Learning perspective:Learning perspective for how you design a game.
Experiential learning
Around is a strong social component. … Discussion, interaction, reflection, informal – debriefing
Concrete experience
Observation & reflection
Create abstractconcepts
Test concepts in new situation
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Example – Europa Universalis II: Illustrate what games can bring to the table – often not thought into
learning application due to several factors (economy, ignorance, practical, project set-up).
Example is strategy game – but most thoughts are general.
Show game
Game cover European history from 1419-1820.
War, trade, economy,corruption, rebellions, diplomacy, religion, culture, colonies etc.
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Interface: Different levels and complexity.
Adjust ambition level for learning experience and focus on game experience initially – let the player dig in, feel that the knowledge is necessary to progress
The Game should look like a game.
Ex. Sweden in 17th century
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Underlying model:Quality, depth and complexity make it appropriate for learning – the information is not trivial.
Experience historical dynamics and discuss them in other fora.
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Gameplay – integration of material:In the best game – the information is part of the gameplay. You need knowledge to progress in the game.
Events you must handle
Historical elements and variables is part of the gameplay.
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A realistic universeThe game must be realistic and trustworthy within its own universe and genre. Rules, information, and actions must fit.
The player must want to explore the game universe.
Historical accurate in the short run but inaccurate increase in long run – a problem for learning games?
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Something about learning games:Summary of some important areas Interface – Presentation of information and handle complexity Underlying model – this is where the information comes from Gameplay – keep contact between play and learning Universe – make it realistic
Implications Identify learning material Be realistic in what the game can encompass Know games means and powers Create interesting game universe
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Discussion/Questions?
Questions, comments or consulting.
[email protected] or [email protected]
Slides at www.itu.dk/people/sen
Links:
www.game-research.com
www.itu.dk