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The Use of Game Design in SEN
by Morten Lindelof and Christian Møller Nielsen, Denmark
Teaching children with ASD/ADHD requires motivation. All children loves to play computer games.
We will present a concrete project and its effects on learning opportunities. By including elements from game design and computer games in the teaching of our pupils, we discovered that using a game analogy while teaching increased and optimized the motivation and concentration span.
In the session we demonstrate how to plan and implement a GBL strategi in special education.
Session Program• Background
• About Project GAMES
• Approach to gamedesign in SEN
• Examples from real life
What to learn from this session?
• An understanding of games as fun - not scary, difficult nor a waste of time
• Easy to use examples
• Inspiration of how to get engaged in the use of games
Langagerskolen
Public SEN school for students between 6-18 years
155 students
ASD and/or ADHD
Ideology and theoretical framework
• Individuality • Cooperation with parents • Holistic approach • Interdisciplinarity
TEACCH - ATLASS - Studio 3TEACCH: teaching, expanding, appreciating, collaborating and cooperating, holistic
Studio 3: Low arousal
ATLASS: Autistic Training Low Arousal Support Schedule
www.atlassautism.com/ www.teacch.com/ www.studio3.org/
Tools and approaches
• Structure and visualization • Rules • Guidance in social situations • Direction • Social Stories™
About Project GAMES
• Gameday for students
• Workshops for staff members
• Survey
• Different approaches to gaming
• Playing games
• New way of teaching
Approach to gamedesign in SEN
Definition of a gameTo play a game is to voluntarily to submit to a set of rules and solve a given problem within the game. The game includes a problem to be solved and a goal to be achieved.
“There must be something at stake”
Games as entertainment vs. games as education
pauses/breaks vs. lessons
playing vs. learning
leisure time vs. school
child controlled vs. adult controlled
• Teaching about games
• Teaching with the game as a “digital textbook”
• Teaching in the development of games
Gamemaker Explorer
Supervisor Mediator
Premises• The game has to be acknowledged as a learning
resource
• The teacher must be able to get carried away - to see what happens
• The game is the student's domain and must be respected as such
• The student is the expert - the teacher is the novice
• Take the game seriously!
Considerations• How do we integrate games in teaching?
• How do we establish a link between the curriculum and the goals of the game?
• How do we assess whether a specific game can be used as a teaching material?
• How do we learn a new game? - Maybe in a language we do not master?
• What do we learn from a particular game?
Dilemma?• Most games require that you can predict
various outcomes of the game
• Most games require the player to reflect on the solution of the problem
• Most games require communication between the players
• Most games require players to cooperate to solve the problem
• Games are (almost always) unreliable
• Games requires analytical skills
ASD is deficit within three key areas:
• Verbal and non-verbal Communication
• Social awareness and interactions
• Imaginative play (variable interests and behaviors)
Source: autism.net.au/Autism_Definition.htm
Examples from real life
Flabby BirdA. Take the course on
studio.code.org/flappy
B. Make your own version of Flabby Bird
C. Make three versions of Flappy Bird: easy, medium, difficult
D. Make a video to a friend of how to design your own game - use a screen recorder
Teacher
Game
Student
