steven weitz & mary e. rasley - the edugaming framework
TRANSCRIPT
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Steven Weitz & Mary Rasley
The Edugaming Framework
Keeping the Quiz Out of Educational Games to Create Effective Learning Environments
[email protected] & [email protected]
NSF-ATE Grants 1003154 & 1304216 - Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
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Educational games have a reputation for being terrible…… because many educational games are terrible.
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But they don’t have to be!
What’s w
rong with m
any educational games?
That’s actually 2 questions…
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What’s wrong with many educational games?
That’s actually 2 questions…
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Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
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They are quizzes pretending to be games
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They are quizzes pretending to be games
Quizzing has a place in the classroom.
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Quizzing has a place in the classroom.
Quizzing significantly detracts from games.
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Quizzing has a place in the classroom.
Quizzing significantly detracts from games.
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Bloom’s Taxonomy
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Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
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Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
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Assessment is NOT learning
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“Constant testing will no more address the problems with our
education system than constantly putting an
overweight person on the scale will cure obesity.”
- Anna Quindlen
Assessment is NOT learning
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“Constant testing will no more address the problems with our
education system than constantly putting an
overweight person on the scale will cure obesity.”
- Anna Quindlen
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Games are NOT great for fact retention
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What the player does is what will be
reinforced.
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All games “teach” something.
We’re trying to make games that teach something useful.
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The educational content needs to be the play.
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The educational content needs to be the play.pla
y play
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Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
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Why don’t games cause a deeper understanding?
1.
Why aren’t educational games engaging?
2.
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It’s about Choices
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Two choices…
… one right answer
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“A game is a series ofinteresting choices.” – Sid Meier
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Interesting choices.” – Sid Meier“A game is a series of
Interesting
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Quiz =/= Engaging Game.
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=/= Engaging Game.Quiz
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Quiz + Luck =/= Engaging Game.
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Quiz +
Luck =/= Engaging Game.?Twitch Skill
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Quiz + Twitch Skill?
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Quiz + Twitch Skill?
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Quiz + Twitch Skill?
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Quiz + Twitch Skill?
Reinforces reflexes and fast recall…
NOT understanding.
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Educational games that aren’t quizzes
Easier said than done.
...
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The Edugaming Framework
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1) Identify the specific concept to be learned
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2) Analysis: Break the concept intoits component pieces
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2) Analysis: Break the concept intoits component pieces
Question:
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What pieces must be present to form the concept?
Question:
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• 2 is a piece• + is a piece• (- 4) is a piece• X is a piece• = is a piece
• 2 is a piece• + is a piece• (- 4) is a piece• X is a piece• = is a piece
An example:2 + (- 4) = X
GENERALIZE
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• 2 is a piece• + is a piece• (- 4) is a piece• X is a piece• = is a piece
An example:2 + (- 4) = X
GENERALIZE
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• is a piece
An example:2 + (- 4) = X
• is a piece
(- 4)
2• 2 and (- 4) are valuesvalues
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• 2 and (- 4) are values
An example:2 + (- 4) = X
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• + is a means of adjusting the values• is a piece+
An example:2 + (- 4) = X• 2 and (- 4) are values
adjusting
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• + is a means of adjusting the values
• is a pieceX• is a piece
An example:2 + (- 4) = X
=
• X = the results of the adjustment
• 2 and (- 4) are values
results
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• values• adjusting• results• X = the results of the adjustment
• + is a means of adjusting the values
An example:2 + (- 4) = X• 2 and (- 4) are values
results
adjusting
values
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What pieces must be present to form the concept?
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An example:
• values• adjusting• results
2 + (- 4) = X
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3) Consider the interactions of the pieces as they relate to the concept
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Back to our example…
• values• adjusting• results
2 + (- 4) = X
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Back to our example…
• values• adjusting• results
2 + (- 4) = X
How do these pieces relate to each other and the topic?
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• values• adjusting• results
How do these pieces relate to each other and the topic?
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Values can be adjusted to achievedifferent results.
• values• adjusting• results
valuesadjustingresults
How do these pieces relate to each other and the topic?
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Values can be adjusted to achievedifferent results.
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Values can be adjusted to achievedifferent results.
This is the essence of the topic
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4) The interactions of the component pieces become the
core gameplay via an action the player performs continuously
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4) The interactions of the component pieces become the
core gameplay via an action the player performs continuously
=core gameplay
continuous action
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=core gameplay continuous action=What the player will learn
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continuous action=core gameplay
=What the player will learn
=The interactions of the pieces
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continuous action=core gameplay
=What the player will learnThe interactions of the pieces
=
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=core gameplayThe interactions of the pieces
Back to our example…2 + (- 4) = X
Values can be adjusted to achieve different results.
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The interactions of the pieces
Core Gameplay
Values can be adjusted to achieve different results.
Back to our example…2 + (- 4) = X
Players manipulate values by combining numbers to achieve different results.
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5) Decide what you want the User Experience (UX) will be.
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6) Build the rest of the game around the core gameplay,
within the desired experience.
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7) Refine the game through iterative playtesting.
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Always perform a core check:
Is the educational content still the core play of the game?
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Steven Weitz & Mary [email protected] & [email protected]
NSF-ATE Grants 1003154 & 1304216 - Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation