learning thru play e a games’ next generation of games by q&a consulting gigi ramadan
TRANSCRIPT
LEARNING THRU PLAY
E A Games’ Next Generation of Games
By Q&A ConsultingGigi Ramadan
Contructivist Approach offers best learning and entertainment: Myst Online as a model for argument
www.youtube.com/watch?v=odlpo-Uzvnw
Img source: mystjourney.com
What makes an online game exciting, interesting, social or more educational than
another game?
Learners learn by doing instead of
watching or listening to a description of how
something worksImg source: mystjourney.com
LEARNER EXPERIENCE AND GAME PLAY
Myst Online URU live is an open source massively multiplayer online adventure game
Players interact with others to solve puzzles and advance the story.
“…not pre-specified, information from many sources is essential.
Performance is related to the process of construction.”
(Ertmer, p58)
Img source: mystjourney.com
Img source: downloads.info
Learner choice
Learner creation
Learner constructs own reality
LEARNING METHODSInstructional goals and
objectives are negotiated, not imposed.” (Jonassen, p11)
Focus on realistic approaches to real world
problems rather than utilize predetermined instructional sequences.” (Jonassen, p11)
Img source: mystjourney.com
Img source: mmorpg.com
LEARNING METHODS
Players communicate with others using a "Ki", an artifact which provides a special interface
Uncover clues and solve puzzles together
Img source: mystjourney.com
LEARNING VARIABLES “Learning occurs through our interactions with the environment” (Jonassen,
p6)
A world that persistently changes depending on player actions
“an environment in which students can explore the
ideas being learned” (Jonassen, 1996, p238)
“constrained problem spaces that resemble existing problems in the real world” (Jonassen, 1996, p237)
Img source: mystonline.com
INSTRUCTIONAL STRATEGIES
fans access tools to create new content
Gameplay created by the community
““providing learners with the observation and manipulation tools necessary for exploring and testing objects in that part of the world” (Jonassen, 1996, p.239)
Img source: mystjourney.comImg source: mystjourney.com
Img source: mystjourney.com
LEARNING OUTCOME
The ultimate goal was a continuation of the storyline and new content
“And the world changed. Pulled through darknessMy ears ring with emptiness Until a place enfolds meLike none I have seen.I smell the tang of oceanA gull wheels above meWater slaps wood pilesBirds cry unseen…”by a player
Learning allowed to form own vision of reality based on their mental processes, interpretations, experiences (Jonassen, p.9)
Img source: mystjourney.com
LEARNING OUTCOME
To cooperate, collaborate and work in teams
To make effective and ethical decisions under stress
To take prudent risks in pursuit of objectives
To employ scientific deduction
To quickly master and apply new skills and information
To think laterally and strategically
To persist and solve difficult problems
TRANSFER METHODS Involvement of authentic tasks anchored in meaningful contexts and engagement of the learner in the actual use of the tools in real-world situations.(E&N)
Img source: huffingtonpost.com
Img source: downloads.info
ASSESSMENT METHODS – REFLECTION
Journals for Reflection
Forums for debate sharing and critique by peers
Img source: mystomline.com
“Assessment is embedded/integrated in the activity not distinct from it.
(Jonassen, p12)
FEEDBACK METHODS
Immediate
Chat with team members
Comments on Blogs
Img source: mystonlinecom
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), 50-72.
Jonassen, D. H. (1991). Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology Research and Development, 39(3), 5-14.
Jonassen, D.H. (1996). Microworld Learning Environments: Immersion in Action. In Computers in the Classroom- Mindtools for Critical Thinking (pp.237-253). Englewood Cliffs, New Jersey: Merrill, Prentice Hall.
Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp.170-198). New York: Simon and Schuster Macmillan.
REFERENCES