Students as producers: Designing games to teach social science research methods and ethics

In this paper we explore our experiences of a staff-student collaborative project that sought to design games and learning resources that could be used to 'liven-up' research methods and ethics teaching in the social sciences. Final and second year undergraduate social science students were encouraged to reflect on their own experiences of both research methods teaching and the process of doing primary research, in order to design games resources that would be useful for future cohorts of students. The concept of games was applied twofold in the project: the development of the teaching resources was itself set up in a games format: we based our initial workshops on the style of the BBC's "Apprentice" programme in order to come up with ideas for the games resources and to introduce a competitive element into the design process. Two groups of students were given a brief to design a games resource that would 'liven up' social science research methods and ethics teaching. Groups then spent an intensive day working on the brief alongside an academic facilitator before pitching their final game concept in a presentation at the end of the day when a winner was announced. In subsequent workshops students worked collaboratively to further develop both games before piloting them on further groups of students prior to production. The second application of the games concept lay in the development of an actual learning resource to be used in future research methods and ethics teaching. The premise of developing an undergraduate dissertation, its (realistic) design and the potential ethical and methodological problems encountered when doing research underpinned the learning objectives for the games developed. The developed games resources have been introduced into the curriculum to supplement the existing (more traditional) learning and teaching strategies and to add a 'fun' element into research methods teaching. Developing a game-based learning approach themselves has thereby increased students' influence on the design of teaching and learning strategies and helped produce a useful learning resource for future cohorts. The paper highlights the benefits of staff-student collaboration in the design and production of game resources, and in particular, the potential for harnessing students' experiences of teaching and learning through feeding it into curriculum development. The paper also demonstrates the benefits of gamification - through a discussion of the positive student feedback and evaluation received by the developed games

Profiling the educational value of computer games

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenari

Constraints and autonomy for creativity in extracurricular gamejams and curricular assessment

The engagement observed by the players of the games that they play is a desirable quality that has not gone unnoticed in the field of education, leading to concepts such as gamification of education, game-based learning and serious games for training. Game designer Sid Meier is often cited as defining games as being ‘a series of interesting decisions’. The concept of choice implies an autonomous selection from a constrained set of options. This article reflects on the impact of autonomy and constraints, and extrinsic and intrinsic motivators on students’ software development work during both curricular and extracurricular activities. Finally, a model for the design of games for game-based learning is proposed in terms of autonomy and constraints with respect to learning outcomes

Changing the way we learn: towards agile learning and co-operation

This paper addresses the need for learning and competence development in industrial organizations. The people that enter professional organizations today are part of a gamer generation that have some or much experience with on-line games. Therefore they are more open to e-learning and in general more open to access anything on-line. At the same time industrial organizations experience a pressure on their ability to train employees faster due to the increase in complexity. We argue that games are not yet mature enough to support this training challenge as stand alone efforts. But games can support the training and competence development in a synchronized setup with other means

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

A sweetspot for innovation:developing games with purpose through student-staff collaboration

Within industry as well as academia, developing games that have wider impact on society has been of particular interest in the last decade. The increasing use of terms such as ‘games with purpose’, ‘serious games’ and gamification’ has been mirrored in a flurry of activity in games research. Broader applications of games beyond entertainment are now well-understood and accepted, with universities and companies excelling in creating games to serve particular needs. However, it is not explicitly clear how undergraduates of game design and development courses can be directly involved in serious game creation. With most undergraduates inspired by commercial games development, and the games industry requiring that universities teach specific technical skills in their courses, balancing the research aspirations of academics with the educational requirements of an appropriate undergraduate course can be a difficult balancing act. In this paper, the authors present three case studies of games with purpose developed through collaboration between undergraduate students and academic staff. In all cases, the educational value of the projects for the students is considered in relation to the research value for the academics, who face increasing demands to develop research outcomes despite a necessity to provide a first-rate learning experience and nurture future game developers

THE DEVELOPMENT OF FUNDAMENTAL MOVEMENT-BASED LEARNING USING WATER GAMES FOR CHILDREN 5 – 6 YEARS

The purpose of this research are; (1) develop fundamental movement based learning using water games for children 5-6 years and (2) obtain empirical data on the effectiveness of the results of model development fundamental movement based learning using water games for children aged 5-6 years. Subjects in this study were children aged 5-6 years in kindergarten. Place of research conducted in the city of Palembang. This study is the development of the Research and Development of Borg and Gall. Product results of the research is a fundamental movement guidebook using water games. Research shows that: (1) the development of fundamental movement based learning using water games for children aged 5-6 years have been declared invalid by a motor learning, physical activity experts and practitioners of early childhood education, (2) fundamental movement based learning using water games proved 85% can improve fundamental skills and helps to build a sense of confidence and courage.Keywords: fundamental movement, water games, children aged 5-6 years

Why Johnny Can't Fly: Treating Games as a Form of Youth Media Within a Youth Development Framework

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningIn this chapter, I use anecdotes and case studies from both work and personal experience to make an argument for treating games as a form of youth media and explore what this means for after-school youth programs. I talk about my son. I talk about a hotdog stand. I talk about two after school programs in which youth make or use games to engage with serious global issues. I explore the creation of Ayiti, a game about poverty in rural Haiti, and what it meant four youth of color to take part in its creation. I explore a teen program in the virtual world of Teen Second Life that created a maze to educate their peers about child sex trafficking. I discuss James Paul Gee's Situated Learning Matrix, the digital literacy theories of Henry Jenkins and the perspectives of other key thinkers in this volume and in the field to explore their implications for media literacy and youth development programs. The chapter concludes by talking about 21st Century Skills as a context for situating games-based learning and references Carol Channing's voice as a source of hope

Discover Mathematics on Mobile Devices using Gaming Approach

AbstractMobile device has become a common gadget among the society. The once known only for the wealthy, the device allows people to communicate, work and play. Playing mobile games in mobile devices has become a trend as it can be played anywhere, anytime. Mobile device has properties like portability, connectivity and social interactivity that make it a preferred platform for learning. Hence, the usage of mobile devices can be expanded to mobile learning, where the learning environment is not restricted in classroom only. Computer games can also be highly effective in increasing children's learning and enjoyments of mathematics. By combining the fun factor of mobile games, the flexibility of mobile learning and the benefits of games, mobile educational games was developed. This paper discusses the model for the development of a mobile educational game for primary one mathematics education. The model describes the components that are required for the development of a mobile learning. The components for the model are the learning theories, learning approach, gaming approach, and the delivery medium. The prototype development process combines the instructional systems design and the game development approach. The developed prototype has been successfully tested using the functionality test which tested the govern on stability, correctness of game mechanics and integrity of game assets. The result showed that learning Mathematics on the mobile devices through gaming approach is possible and can become a promising alternative learning approach