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From Age of Empires to Zork: Using Games in the Classroom | A...

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Public Sticky notes

Gee sees valuable devices at work, including:
  • Just in time learning--the player is introduced to rules and concepts as needed
  • Self-paced learning
  • Motivation of players to push the boundaries of their own knowledge and skills
  • Use of different forms (visual, oral, and text) for redundant information[1]

Highlighted by profmcgonagall

For Jenkins, games form a part of a new generation of media that is distinguished by the active participation of its consumers. Average users don't just watch the screen; they now create video, write to the Web, and publish digital photos. This new media demands a media literacy that everyone will have to master in order to succeed in the years to come. Games--even single player games--encourage, if not require, participation within a community. The collaborative problem solving, research, critical analysis, and diplomatic skills are fundamental in today’s society and will become increasingly integral in the future.[2]

Highlighted by profmcgonagall

Among the early researchers of game pedagogy is James Paul Gee, professor of reading at the University of Wisconsin.

Highlighted by hedbergskan

Deconstructing these algorithms is a key to succeeding at the game. As a result, players spend a great deal of time in forums and other resources comparing research and solutions to different situations. In addition, Steinkuehler also sees evidence of literary practices at work in the creation of fan fiction surrounding MMOG

Highlighted by profmcgonagall

how to find a suitable game and integrate it in a way that matches the learning objectives of the course? Unfortunately, these tasks are still difficult. Many games are potentially suitable for use in a college or university classroom; however, finding these games can be a formidable task. There has been an effort to make this easier by distinguishing between “serious games” and other commercial games, but this distinction can be arbitrary and excludes a large number of games that are potentially useful. Finally, once a game is selected, there are few practical examples available to use as a template for integrating the game into the course.

Highlighted by profmcgonagall

n the third category, games become a means of creation. The playing of the game is a mere subset of the overall activity.  The fundamental learning stems from creativity with new media, interaction in small to very large groups, and the construction of new media using the games as a platform--

Highlighted by profmcgonagall

MMOG (Massively Multiplayer Online Gaming).[3]

Highlighted by hedbergskan

The creation of a game based on literature provides and array of challenges, including the transition from text only to inclusion of audio and visual materials. 

Highlighted by profmcgonagall

The key difference in this category is the shift in the student's role from player to creator. Most games in this group allow advanced users to use the game as a platform for creation. While this was originally viewed as “cheating” by some, game makers quickly realized the economic rationale: allowing players to create their own content effectively extends the shelf-life of their titles.

Highlighted by profmcgonagall

Typically the most difficult aspect of creating mods is not the technology, but getting the details right. To create a historical scenario in this way, students must do a great deal of research to understand the technology, culture, religion, leaders, economies, and governments of the time. Students can work in small groups with a particular research focus and then combine their information in a single mod, publish it for feedback and play the game themselves. By analyzing the game, they can determine in which ways the scenario reflects historical reality and where other factors were either not considered or given false values.

Highlighted by profmcgonagall

Games can also serve as a platform for the creation of videos, a process called machinima. Originally a tool for alternative filmmakers and hobbyists, machinima has entered the mainstream.[11] Instead of creating a game, students use the game to create video. This can be as simple as pressing a record button, importing into IMovie, and adding a sound track

Highlighted by profmcgonagall

vast majority of faculty who have used games report positive experiences and plan on increasing the amount of time dedicated to the game in subsequent offerings of the course. 

Highlighted by profmcgonagall

Faculty note increased student motivation and interest as major benefits, as well as the opportunity for students to utilize knowledge and research in some kind of practical application. Still, games are a radical departure from the tradition classroom tools and it's rare that the first implementation is perfect.

Highlighted by profmcgonagall

Games do require some rethinking of traditional homework in the sense that they are all learner driven, offering each student a unique experience. However, by having students connect their experiences with knowledge gained from classroom discussion or readings, instructors can successfully integrate the games into their courses.

Highlighted by profmcgonagall

A Force More Powerful is designed as resource for groups seeking political change through non-violent means. The game uses scenarios based on oppressive regimes and resistance movements around the world. Players can specify goals including the involvement of minorities in the political process, free elections, and removal of the current regime from power.

Highlighted by hedbergskan

Peacemaker explores the Israeli-Palestinian conflict and allows players to lead either side toward peace. Players react to actual events that have occurred in the Middle East with diplomatic, economic, and military actions in an attempt to balance the demands of disparate factions within their community while moving towards a permanent peace.

Highlighted by hedbergskan

Games for foreign languages have distinct advantages and disadvantages.

Highlighted by hedbergskan

With multiplayer games (MMORGs) like World of Warcraft, students can interact and collaborate with native speakers in the target language bringing a whole new level to the idea of an "immersive classroom."

Highlighted by hedbergskan

students will nevertheless encounter a large amount of unfamiliar vocabulary and grammar. And because these games are player-driven and therefore unpredictable, preparing materials for class is virtually impossible. A teacher should be prepared to view the game as general practice in the areas of reading, listening, and speaking without the expectation of reinforcing specific points of grammar or vocabulary.

Highlighted by hedbergskan

allowing players to see a situation from different points of view and understand the decision processes of the actors involved, students learn about the causes and effects at work in particular periods in history.

Highlighted by hedbergskan

Category III
The key difference in this category is the shift in the student's role from player to creator.

Highlighted by hedbergskan

Games can also serve as a platform for the creation of videos, a process called machinima.

Highlighted by hedbergskan

Foreign language classes can create short skits using simple scenes made in Sims 2, for example. History students could add narration to famous battles or scenarios taken from a history-based game. Documentaries can include effects that would not otherwise be possible, or films can be created entirely in these environments. There are also several large machinima communities where students can publish their work.

Highlighted by hedbergskan