learning verses experience
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Learning vs. ExperienceIT 7220
January 26, 2009
1Monday, January 26, 2009
Agenda
Personal Web pages Chap 2 - Learning Basics Chap 3 - Experience Basics Game Exercise Flash HOT - Chapters 4-6
2Monday, January 26, 2009
Personal Web Pages
Some information about you Picture Links Is it engaging?
3Monday, January 26, 2009
Chap 2 - Learning Basics Individual learning is about:
Engaging in activity Encountering a problem Reflecting to create an abstract conception Testing the conception
4Monday, January 26, 2009
Instruction Cycle Designing instruction means adding examples of
performance and feedback
5Monday, January 26, 2009
Instructional Frameworks
Bloom Taxonomy of knowledge we have and use
Gagné Events of learning to achieve successful learning outcomes
Mager Interventions couched in learning objectives
Reigeluth Elaboration of complexity and comprehensiveness until
knowledge or skill is fully elaborated and exercised Keller
ARCS Model (attention, relevance, confidence, and satisfaction to address affective elements and knowledge components
6Monday, January 26, 2009
Attention Relevance Confidence SatisfactionGain Attention Establish Objectives Provide Guidance Provide Feedback
Stimulate Prior Recall Elicit Performance Assess Performance
Present Content Enhance Retention
Bloom’s TaxonomyGagné’s Instructional Events
Keller’s ARC’s with Gagné Events of Learning
7Monday, January 26, 2009
Basic ID Model
• Elements for developing a learning experience:• Objective• Introduction• Concept• Examples• Practice• Summary
8Monday, January 26, 2009
Dealing with Content• Linear Content
• Movies, television shows and books are all linear• Modern DVD’s represent the purist extension of linear content
today• Linear content is the province of the creator, and thus the least
valuable of the three content types• Cyclical Content
• Interface: the DNA of most computer computer games• Mapped to a real activity
• Open-ended Content• Learners participate in the experience• Focus on developing strategies, building environments, and taking
ownership• Essential for transfer
9Monday, January 26, 2009
Goals of Learning
Goal is to achieve a change in behavior that is retained over time and applies in a! relevant situations
• Retention• Learning that persists beyond learning situation
to apply to appropriate situations on an ongoing basis. Fostered by comprehension and practice.
• Transfer• Leaning applied to new situations not covered
the learning situation. Developed throurgh practice across contexts.
10Monday, January 26, 2009
Cognitivist Views• Cognitive apprenticeship
• Demonstrate behaviors• Practice/Scaffolding (support is gradually
removed)• Reflection and feedback on performance
• Scenario-based learning• Development of low-level knowledge skills
through discovery of resources internal and external to learning situation--not by explicit instruction
11Monday, January 26, 2009
Constructivist Views
• Learners must develop their own understanding• Learners need to be active in engaging with
problems and developing hypotheses; require feedback to refine models
• Emphasis on social nature of learning through dialogue between learners; between learners and mentors; between learners and environment
• Zone of Proximal Development: space between competency and tasks learner can accomplish with help (scaffolding) is the zone where learning occurs
12Monday, January 26, 2009
Convergence of Models
Move from knowledge test, where we ask learners to identify the elements, to knowledge application, where learners use knowledge to solve a contextualized problem.
13Monday, January 26, 2009
Enhanced Design Model• Elements
• Objective
• Dramatic Introduction
• Multiply represented context
• Annotated examples
• Scaffolded practice
• Guided Reflection
14Monday, January 26, 2009
Enhanced ID Model (Quinn)
15Monday, January 26, 2009
Elements for Successful Learning
• Contextualized• Clear goal• Appropriate challenge• Anchored• Relevant• Exploratory• Active manipulation• Appropriate feedback• Attention getting
16Monday, January 26, 2009
Chap 3 - Experience Basics
• Game Genres
• Compelling Experience
• Human Computer Interface (HCI) Design
• Designing Engaging Experiences
17Monday, January 26, 2009
Game Platforms
• Arcade games (e.g., Asteroids; PacMan)
• Home computers (i.e., Dungeons and Dragons)
• Consoles (including handheld e.g., GameBoy)
• PC
• MMOLRPG via the Web
18Monday, January 26, 2009
Game Genres
• Action - original category; builds coordination and reflexes
• Fighting - version of action game; characters in martial arts or combat
• Driving or flying - often in competition; start out as simulation and becomes a game because challenge and fantasy are appealing (e.g., Microsoft Flight Simulator)
• Sports - mimic popular individual or team sports; develop mental skills involved in those sports
19Monday, January 26, 2009
More Game Genres
• 3D Shooter - first-person viewpoint; requires navigational capabilities
• Card or board - electronic versions of familiar games like solitaire and chess; may include strategic components
• Strategy - story line requires prioritizing and allocating resources to grow and conquer; may require negotiation and navigation skills, and planning
• Fantasy role playing - players control character or team that combat and gain skills over time; can have embedded puzzles
20Monday, January 26, 2009
Still More Game Genres
• Adventure - character explores and must figure out to overcome puzzles to advance
• Multiplayer - have developed capabilities to allow players to play against one another
• Combinations - combine element of rpg’s with adventure or that mix driving with 3D shooter
• Couple of thoughts about genres...• Different genres work for different experiences;
aren’t necessarily interchangeable• Mods are available; tend to be genre specific
21Monday, January 26, 2009
Properties of Games• Game skills
• Physical dexterity• Intellectual skills• Role playing
• Game elements• Competition• Implements• Territory• Inventory• Rules
22Monday, January 26, 2009
Experience: Flow
• Occurs when one is engaged in self-controlled, goal-related, meaningful actions
• Management of challenge: above normal requirements, but within capabilities
• Includes feedback tied to a goal
• Use of narrative; management of tension while grounding action in a meaningful story
23Monday, January 26, 2009
Experience: Fun
• Challenge• Requires reasonable level of difficulty
• Fantasy• Compelling setting for game action; temporary
suspension of reality• Curiosity
• Random events so that play is not completely deterministic
• Control• Learners are confronted with choices
24Monday, January 26, 2009
HCI Insights for Games
• Responsiveness - feedback from computer• Benchmarks - indicators of outcomes and
progress• Acceptable uncertainty - proceeding without
complete understanding is ok• Safe conduct - ability to make errors without
affecting the real world• Learning by doing - exploration and discovery• Control - learner as an agent of action
25Monday, January 26, 2009
Designing Engaging Experiences
• Thematic coherence• Clear goal• Balanced challenge• Relevance: action to domain• Relevance: problem to learner• Choices of action• Direct manipulation• Action coupling• Novel information or events
26Monday, January 26, 2009
Exercise
• Play Games2train’s solitaire game
• Does it meet the criteria for a ‘fun’ experience?(challenge, fantasy, curiosity, control)
• Does it meet the criteria for the “enhanced design model” presented by Quinn?
27Monday, January 26, 2009
Flash HOT - Chap 4-6
• Lab and Demonstration
28Monday, January 26, 2009
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