GAME ON! Integrating Games and Simulations in the Classroom
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Brian Housand, Ph.D. brianhousand.com @brianhousand GAME ON! Integrating Games and Simulations in the Classroom It is estimated that by the time that today’s youth enters adulthood that they will have played an average of 10,000 hours of video games. By playing games, research suggests that they have developed abilities related to creativity, collaboration, and critical thinking. Come explore the history of games and simulations in the classroom and investigate ways that current games and simulations in digital and non-digital formats can be meaningfully and purposefully integrated into your learning environment.
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GAME ON! Integrating Games and Simulations in the Classroom
- 2. INTEGRATING GAMES AND SIMULATIONS IN THE CLASSROOM GAME ON! brianhousand.com
- 3. GAME ON! HANDOUTS AND RESOURCES AVAILABLE AT brianhousand.com/ iagc2016
- 4. Brian H E L L O My name is
- 5. I AM A GEEK
- 15. what is a game
- 18. FREEDOM TO EXPERIMENT FREEDOM TO FAIL FREEDOM TO TRY ON DIFFERENT IDENTITIES FREEDOM OF EFFORT -Scot Osterweil
- 19. Lev Vygotsky 17 November 1896 11 June 1934 Zone of proximal development social construcitivism play theory
- 20. In play, children are involved in an imaginary situation, with explicit roles and implicit rules. VYGOTSKY
- 21. This leads to a greater degree of self-regulation, the children's actions being determined by the rules of the game. VYGOTSKY
- 22. When involved in play, children's concentration and application to the task are much greater than in academically- directed activities contrived by the teacher. VYGOTSKY
- 23. Games are the most elevated form of investigation.
- 24. BOARD GAME Renaissance Computer games mobile games & Apps GAMIFYING YOUR CLASS
- 25. ITECH
- 45. STOP
- 46. PLAY
- 47. 10,000
- 48. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY COMPUTER USE INTERNET USE CELL PHONE USE VIDEO GAME PLAY
- 49. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY VIDEO GAME PLAY
- 53. EXPERTS AT What? creativity communication collaboration problem solving Task commitment navigation
- 55. Collect Quest Puzzle Quest Share Quest Drama Quest Conquest Grow Quest Shrink Quest Maze Quest Story Quest Delivery Quest Seek and Destroy Quest Spy or Scout Quest Research Quest Design Quest Apprentice Quest Tracking Quest Experiment Quest
- 63. codecombat.com
- 65. goosechase.com
- 66. PLAY
- 68. “While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.), what may be most appealing to educators is that games provide students A SAFE PLACE TO LEARN FROM FAILURE. In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to EXPERIMENT AND TAKE RISKS TO FIND SOLUTIONS without the feeling that they are doing something wrong. GAMES ENCOURAGE STUDENTS TO MAKE AND LEARN FROM MISTAKES, which is a particularly important concept in the K-12 setting.” GAME BASED LEARNING
- 69. GAMIFICATION: The use of game elements and game-design techniques in non-game contexts.
- 71. POINTS Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display of Progress Data for Game Designer
- 72. BADGES Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers
- 73. LEADER BOARDS
- 74. ENGAGE
- 78. Play
- 84. Story
- 87. 2. Delineate Target Behaviors DELINEATE TARGET BEHAVIORS
- 94. BOSS LEVEL
- 96. YOU