Transcript John Kirriemuir pt 1
Slide 1
The use of computer and
video games in education
John Kirriemuir
Professor Angela McFarlane
http://www.ceangal.com/
Slide 2
John Kirriemuir
•
•
•
•
Age: 35
Currently living in Lochwinnoch
Game playing: 20-30 hours a week
Current games:
– Animal Crossing (GC)
– Halo (Xbox)
– Jet Set Radio (Dreamcast)
• Work: Self-employed researcher, mainly working for
education funding bodies. Scope includes ICT,
games in education
• Other stuff
– Follow Scottish Saltires
– House hunting in the Outer Hebrides
http://www.ceangal.com/
Slide 3
PhD: “Evaluating the effectiveness of online
video games in classroom-based education”
•
Part time: 2003 – 2008
•
Main testing: should involve next generation (PS3,
Xbox) which should be online-centric.
•
Test arenas:
1.
2.
School in Outer Hebrides e.g. Benbecula. Rural
environment; Scottish education system; bilingual
School in City e.g. Bristol. Urban environment; English
education system
http://www.ceangal.com/
Slide 4
What is a game and what is play?
http://www.ceangal.com/
Slide 5
Defining the boundaries
A game is defined by:
• Boundaries
• Rules
This creates problems:
• Where are the boundaries?
• When does the game start and end?
• What are the rules?
Does a game of football start when:
• The referee blows the whistle?
• Match day begins?
• The football clubs are formed and begin to acquire players?
http://www.ceangal.com/
Slide 6
Arenas for play: the “total game” concept
Society consists of a number of rules (some legal, some informal,
some conduct-oriented) and overlapping game arenas.
•
•
•
•
•
The playground
The office (office politics)
The home (relationships between family members)
Travelling (especially driving)
Your relationship (objective: happiness?)
“I don’t play games” arguably translates as “I don’t play video
games but passively or actively participate in other games”.
The player constantly participates in a number of other games,
usually without realising
it.
http://www.ceangal.com/
Slide 7
What game(s) are you currently playing?
Implicit rules: sit sociably, face the front, digest the information.
Goal(s): learn something, open your mind to further paths of
thought, challenge preconceptions, pass the assignment, get a
qualification.
Other players: the person sitting next to you is playing the same
game.
Strategies for passing the assignment:
• Take copies notes and write them up afterwards
• Read around the subject
• Work in collaboration (discuss?) with your colleague
• Use Google to find similar assignments, and cut ‘n’ paste
http://www.ceangal.com/
Slide 8
Motivations for playing video games
• To be able to say to your peers that you have finished the game.
• To enjoy mastering a challenge set by another (the game
designer).
• To try out things you saw in an advert or promotion.
• To beat your friends and family in multiplayer games.
• As a social experience (either multiplayer or online).
• To do interesting things in the game e.g. in a racing game, to
see if you can crash into other cars.
http://www.ceangal.com/
Slide 9
Project overview
• Collect examples of the use of computer and video
games in schools
• Informal project – no strong methodology
• No current funding – done in spare time
• Surveys:
– spring 2002 (for BECTA)
– summer 2003 (for the DiGRA paper)
– October 2003
http://www.ceangal.com/
Slide 10
Objectives
Main: find examples where “pure” computer and video
games were used in schools.
Other
1. Find especially where such games are used to
support or enhance teaching and learning
2. Determine obstacles to the use of games in the
classroom
3. Find examples where such games are used in
further and higher education
4. Determine trends in the use of such games in the
classroom
http://www.ceangal.com/
Slide 11
“Pure” computer and video games
Games for the PC, Xbox, GameCube and Playstation
series that are designed and marketed as games,
and not as educational or “edutainment” (cough)
products.
Examples:
• Super Monkey Ball (physics)
• Sim City (urban design, economics)
• Civilisation III (history)
http://www.ceangal.com/
Slide 12
Examples and points from 2002 survey
1. The teaching and learning relationship between the teacher, the
students and the games became more flexible:
“Some they teach me (Microsoft Golf) - some we work on together
(The Sims) and some I start them off (Civilisation)...usually they learn
from peers" (Diana Battersby, Waterloo Lodge School, Chorley)
2. In UK schools, games were nearly always directly linked to some
specific part of the National Curriculum. For example, at Greneway
School in Royston, the following games have been used:
- Sim City / Flight Simulator: Key Stage 3 ICT 2c, 5d [Modelling]
- Pirates: Key Stage 3 History 2a, 2b, 2c
Several survey respondents pointed out that if games were not NCrelated, then issues may be raised by others about relevance and
teaching quality.
http://www.ceangal.com/
Slide 13
3. The most significant advantage of computer games, to many teachers,
was as a catalyst to schoolchild interaction, discussion and collaboration.
For example:
"The use of Rollercoaster Tycoon in particular was a key motivator in
getting children working as a team. Those who were usually bored, or too
shy to participate, in group discussion and decision making often took a
more prominent and vocal role. Receiving immediate, positive feedback
from the game increased confidence within the individual and the group."
(Philip Sinclair, ex-teacher, York)
4. The computer games most frequently discovered to be used in a
classroom setting were Rollercoaster Tycoon, The Sims and SimCity.
5. Unsurprisingly, there was no regional or national co-ordinated program of
computer game take-up and usage in UK schools. In nearly all cases, a
game was introduced into the classroom by an enthusiastic teacher, usually
with the approval of an “open-minded” head teacher.
http://www.ceangal.com/
Slide 14
6. Schools (usually outside of the UK) that installed games on PCs often
allowed and encouraged use and access outside of lesson times e.g. lunch
breaks, after-school clubs. For example, Nudgee Junior College,
Indooroopilly, Queensland, Australia has a number of PCs which the children
can use to play games during lunchbreaks and other free periods.
7. Schools that used computer games (again, usually outside of the UK),
tended to use not one but a range of games in appropriate learning
scenarios. These schools also had a tendency to use and evaluate a
relatively wide array of software and instructional technologies.
8. Formal and (crucially) independent/unbiased research on how the use of
games enhanced the classroom learning experience tended to be
fragmented or patchy. Such evaluations that positioned games within the
context of a wider application of technologies were usually positive. For
example, research into the use of ICT in 3 to 8 year olds in a region of
Australia recommended that "problem solving games are often the most
educational while being fun and challenging".
http://www.ceangal.com/
Slide 15
9. Anecdotal evidence points to games being used in the classroom in
earlier ages in first world countries, such as the US, Canada and Australia
than in the UK and possibly mainland Europe. Further research confirming
this and discovering as to why may prove useful. Having said that, there
are instances of computer games being used to supplement learning in
primary schools, such as the use of Sim City by 6 year olds in US schools.
10. Teachers often introduced games into the classroom which they
themselves were familiar with through using, for fun, in their own time:
"I have been a keen player of the Sim City series of games for several
years, and could immediately see the potential for use with my KS2
classes. Henceforth, my familiarity with the game made it easier to
demonstrate its relevant features to my fellow teachers, and ensured a
relatively easy implementation into the classroom - the only difficulty being
installing the software on the lab PCs!". (Malcolm Kingston)
http://www.ceangal.com/
Slide 16
2003: Collecting examples
Used a variety of mainly Internet-based methods in
order to find examples:
•
•
•
•
•
•
emailing education/teacher mailing lists
newsgroups (low quality responses)
web searching (predominantly on game name)
hunting through literature
contacts in education and gaming sectors
hassling games researchers and speakers at events
http://www.ceangal.com/
Slide 17
2003 survey: Examples of mailing
lists used (108 in total)
JISCmail
• basic-skills
• creativity-in-education
• elearning
• innoed
• lis-link
• lt-theory
• netculture
• school-management
• sosig
Education listserv lists
• acsoft-l
• aera-c
• aera-k
• ceut-l
• cti-l
• eceol-l
• ednet
• edtech
• h-high-s
Game research lists
• games-for-health
• digiplay
• gamesnetwork
http://www.ceangal.com/
Slide 18
Non-helpful responses
• “Games in schools? Don’t be absurd!”
• “Violence, sex, get enough of games at home,
corrupting, turns children into killing machines etc”
• “There’s this great piece of edutainment software that
we use…”
• “This is really interesting. Please send me your
results.” (many, many responses like this)
• “Can I interest you in our new, teacher-approved,
edutainment product?”
• “I play games! Have you finished Zelda: Windwaker?
How do you get past…?” (several)
• “What is Playstation?” (1 email)
http://www.ceangal.com/
Slide 19
Main uses of games in schools
(in order of frequency)
1.
Playtime or computer club (lunch breaks or after
school)
2.
As a reward for good behaviour
3.
As part of a research project looking at the potential
for games use in the classroom
4.
Use in the classroom as support for subject matter
5.
Use in the classroom integrated into curriculum
activities
http://www.ceangal.com/
Slide 20
Some examples from schools…
http://www.ceangal.com/
Slide 21
1. Playtime or computer club
Case example: Portola Middle School, near San
Francisco, California
www.wccusd.k12.ca.us/portola/aschool/ascomp.htm
• Supervised computer club, Wednesday afternoons
• PCs (no consoles) used for reports, online work,
game playing
• Games include Sim City, Lemmings, Roller Coaster
Tycoon
• Most popular game of the 30 available is Starcraft
• Some games educational, some fun; absence of
controversial games e.g. Vice City.
http://www.ceangal.com/
Slide 22
2. Facilitator for exploring difficult subjects
“Unexpectedly, we found that The Sims was an
unusually useful game in helping children illustrate
difficult personal family situations, especially the
divorce of their parents. In our youngest class [5 to 6
year olds] the majority of children belong to single
parent families; the game provided an outlet, excuse,
reason, call it what you will for a few to articulate their
home situation.”
Anonymity requested, Manchester, UK
http://www.ceangal.com/
Slide 23
3. Illustrating concepts safely
“We use Super Monkey Ball in order to illustrate how
objects moved in certain conditions.
We used to use a marble and rulers instead, but the
kids found it “boring” and used to damage the
equipment and each other. After one child swallowed
a marble and the mother threatened to sue this was
stopped. Unfortunately the same mother is still
causing problems as her son now allegedly has
nightmares about monkeys falling to their deaths.”
Randall Perry, Keele, UK
http://www.ceangal.com/
Slide 24
4. In use alongside other tools
Case example: Discovery Junior High School, Fargo,
North Dakota
http://www.fargo.k12.nd.us/schools/discovery/flikka/prod
uctiontech.html
Production Technology: “This class focuses on the
different processes being used in production that
relate to the field of technology.”
Rollercoaster Tycoon used as a tool alongside robotics,
lathes, mills, hot air balloons, K’nex and a gumball
machine
http://www.ceangal.com/
Slide 25
5. As part of a research project
Periodically occurs in UK schools
• BECTA (education funding body) “Computer games
in education project” looked at the use of a small set
of games in various schools (bias towards simulation
games):
http://www.becta.org.uk/research/research.cfm?secti
on=1&id=2826
• TEEM (Teachers Evaluating Educational Material)
looked at the use of a wider set of games in various
UK schools:
http://www.teem.org.uk/
http://www.ceangal.com/
Slide 26
6. As a curriculum related tool
“We tried to use Sim City as an integrated part of
geography for our classes … It was only partially
successful due to the hassle of getting set up on the
PCs every session and keeping the children on track
… some support material for both child and teacher
would have been very welcome.
Another problem was caused by other staff in the school
who either didn’t think there was a serious lesson
taking place (because it involved playing games) …
or were vocally against the idea at every opportunity
for the same reason.”
Margaret Thomas, Scotland.
http://www.ceangal.com/
Slide 27
Other interesting examples…
http://www.ceangal.com/
Slide 28
1: Learning about foreign social behaviour
“…on a recent holiday to Japan my husband and I
realised that by far the most helpful source of
information on Japanese society had been Shenmue
that we'd played on the Dreamcast!
I'd read no end of websites and tour guides but
Shenmue had been more educational than any of
them, especially when it came to social behaviour
and everyday life. We're playing Mr Mosqeeto on the
PS2 at the moment and that is even better.”
Jenny Jones, University of Bristol
http://www.ceangal.com/
Slide 29
2: Teaching people with special needs
“I am willing to share privately with other researchers
the fact that I have used Civilisation III to teach social
and historical studies to a group of SEN (special
education needs) learners, with great success.”
FM, Galway City, Ireland
http://www.ceangal.com/
Slide 30
3: Stimulating lateral thinking
“I worked in Arabia for 8 years in the 1990s at the
Sultan Qaboos University library where we had a
collection of text-based interactive adventure
games. One teacher used these to promote lateral
thinking and develop students' level of English,
amongst other things.”
Colin Johnston, Goldsmiths College, London
http://www.ceangal.com/
Slide 31
4. Pre-course catchup
“A few of the new students on the A-level economics
course did not have a clue about simple concepts
such as profit, loss, income and expenditure. How
they manage their personal finances is beyond me.
More by accident than design, I recommended they
work through Sim City in their own time, paying
particular attention to the financial aspects. It seemed
to do the trick.”
Don Green, lecturer, Worcester, UK
http://www.ceangal.com/
Slide 32
Conclusions…
http://www.ceangal.com/
Slide 33
1. What is a game…
Many teachers (parents, educators) confused about the
differences between:
•
•
•
•
Edutainment
“Pure” computer and video games
Web-based games
Online games
http://www.ceangal.com/
Slide 34
2: Which games are used
Predominantly still games with mainly a strategic
element:
• Sim City
• The Sims
• Civilisation III
• Roller coaster tycoon
With simulations, the borders between “game”,
“entertainment”, “learning” and “strategy” become
very fuzzy to many people.
http://www.ceangal.com/
Slide 35
3: Games as part of formal learning
1.
2.
3.
4.
5.
Number of - reported - examples is slowly
increasing, but not dynamically
There is a much greater awareness of the potential
of games to assist with teaching
Still too many obstacles for most teachers who
wished to use such games
Stereotypical ideas and misconceptions about
games still abound, but are receding
Most uses of pure games in education are for niche
applications e.g. special needs or cases
http://www.ceangal.com/
Slide 36
Ways forward
• Using game engines e.g. Unreal, Neverwinter Nights.
• Using “lite” versions of games. Irrelevant content stripped out.
• Use older, cheaper versions of games (works on more school
PCs)
• Adapt games, either using in-built tools or by getting the
developers to adapt them.
• Using sub-games within games, backed up by teacher learning
and support materials.
http://www.ceangal.com/
Slide 37
4: The chicken and the egg…
Many teachers want case studies of where games have
been successfully used in realistic classroom settings
(not as part of a research project).
Case studies unlikely to come about until there is proof through applied, “real world” example - that such an
approach can work.
http://www.ceangal.com/
Slide 38
Our future plans
Looking to obtain funding to do the following:
• Make the survey more formal; application of a more
rigorous methodology
• Longer survey period would enable more methods of
uncovering examples e.g. requests in newsletters
• Identify and look in greater depth at case studies
• Possibly focus just on Scotland, but collaborate with
similar surveys in other countries
• Disseminate widely amongst the education and
games communities
Web:
Email:
http://www.ceangal.com/
[email protected]
http://www.ceangal.com/
The use of computer and
video games in education
John Kirriemuir
Professor Angela McFarlane
http://www.ceangal.com/
Slide 2
John Kirriemuir
•
•
•
•
Age: 35
Currently living in Lochwinnoch
Game playing: 20-30 hours a week
Current games:
– Animal Crossing (GC)
– Halo (Xbox)
– Jet Set Radio (Dreamcast)
• Work: Self-employed researcher, mainly working for
education funding bodies. Scope includes ICT,
games in education
• Other stuff
– Follow Scottish Saltires
– House hunting in the Outer Hebrides
http://www.ceangal.com/
Slide 3
PhD: “Evaluating the effectiveness of online
video games in classroom-based education”
•
Part time: 2003 – 2008
•
Main testing: should involve next generation (PS3,
Xbox) which should be online-centric.
•
Test arenas:
1.
2.
School in Outer Hebrides e.g. Benbecula. Rural
environment; Scottish education system; bilingual
School in City e.g. Bristol. Urban environment; English
education system
http://www.ceangal.com/
Slide 4
What is a game and what is play?
http://www.ceangal.com/
Slide 5
Defining the boundaries
A game is defined by:
• Boundaries
• Rules
This creates problems:
• Where are the boundaries?
• When does the game start and end?
• What are the rules?
Does a game of football start when:
• The referee blows the whistle?
• Match day begins?
• The football clubs are formed and begin to acquire players?
http://www.ceangal.com/
Slide 6
Arenas for play: the “total game” concept
Society consists of a number of rules (some legal, some informal,
some conduct-oriented) and overlapping game arenas.
•
•
•
•
•
The playground
The office (office politics)
The home (relationships between family members)
Travelling (especially driving)
Your relationship (objective: happiness?)
“I don’t play games” arguably translates as “I don’t play video
games but passively or actively participate in other games”.
The player constantly participates in a number of other games,
usually without realising
it.
http://www.ceangal.com/
Slide 7
What game(s) are you currently playing?
Implicit rules: sit sociably, face the front, digest the information.
Goal(s): learn something, open your mind to further paths of
thought, challenge preconceptions, pass the assignment, get a
qualification.
Other players: the person sitting next to you is playing the same
game.
Strategies for passing the assignment:
• Take copies notes and write them up afterwards
• Read around the subject
• Work in collaboration (discuss?) with your colleague
• Use Google to find similar assignments, and cut ‘n’ paste
http://www.ceangal.com/
Slide 8
Motivations for playing video games
• To be able to say to your peers that you have finished the game.
• To enjoy mastering a challenge set by another (the game
designer).
• To try out things you saw in an advert or promotion.
• To beat your friends and family in multiplayer games.
• As a social experience (either multiplayer or online).
• To do interesting things in the game e.g. in a racing game, to
see if you can crash into other cars.
http://www.ceangal.com/
Slide 9
Project overview
• Collect examples of the use of computer and video
games in schools
• Informal project – no strong methodology
• No current funding – done in spare time
• Surveys:
– spring 2002 (for BECTA)
– summer 2003 (for the DiGRA paper)
– October 2003
http://www.ceangal.com/
Slide 10
Objectives
Main: find examples where “pure” computer and video
games were used in schools.
Other
1. Find especially where such games are used to
support or enhance teaching and learning
2. Determine obstacles to the use of games in the
classroom
3. Find examples where such games are used in
further and higher education
4. Determine trends in the use of such games in the
classroom
http://www.ceangal.com/
Slide 11
“Pure” computer and video games
Games for the PC, Xbox, GameCube and Playstation
series that are designed and marketed as games,
and not as educational or “edutainment” (cough)
products.
Examples:
• Super Monkey Ball (physics)
• Sim City (urban design, economics)
• Civilisation III (history)
http://www.ceangal.com/
Slide 12
Examples and points from 2002 survey
1. The teaching and learning relationship between the teacher, the
students and the games became more flexible:
“Some they teach me (Microsoft Golf) - some we work on together
(The Sims) and some I start them off (Civilisation)...usually they learn
from peers" (Diana Battersby, Waterloo Lodge School, Chorley)
2. In UK schools, games were nearly always directly linked to some
specific part of the National Curriculum. For example, at Greneway
School in Royston, the following games have been used:
- Sim City / Flight Simulator: Key Stage 3 ICT 2c, 5d [Modelling]
- Pirates: Key Stage 3 History 2a, 2b, 2c
Several survey respondents pointed out that if games were not NCrelated, then issues may be raised by others about relevance and
teaching quality.
http://www.ceangal.com/
Slide 13
3. The most significant advantage of computer games, to many teachers,
was as a catalyst to schoolchild interaction, discussion and collaboration.
For example:
"The use of Rollercoaster Tycoon in particular was a key motivator in
getting children working as a team. Those who were usually bored, or too
shy to participate, in group discussion and decision making often took a
more prominent and vocal role. Receiving immediate, positive feedback
from the game increased confidence within the individual and the group."
(Philip Sinclair, ex-teacher, York)
4. The computer games most frequently discovered to be used in a
classroom setting were Rollercoaster Tycoon, The Sims and SimCity.
5. Unsurprisingly, there was no regional or national co-ordinated program of
computer game take-up and usage in UK schools. In nearly all cases, a
game was introduced into the classroom by an enthusiastic teacher, usually
with the approval of an “open-minded” head teacher.
http://www.ceangal.com/
Slide 14
6. Schools (usually outside of the UK) that installed games on PCs often
allowed and encouraged use and access outside of lesson times e.g. lunch
breaks, after-school clubs. For example, Nudgee Junior College,
Indooroopilly, Queensland, Australia has a number of PCs which the children
can use to play games during lunchbreaks and other free periods.
7. Schools that used computer games (again, usually outside of the UK),
tended to use not one but a range of games in appropriate learning
scenarios. These schools also had a tendency to use and evaluate a
relatively wide array of software and instructional technologies.
8. Formal and (crucially) independent/unbiased research on how the use of
games enhanced the classroom learning experience tended to be
fragmented or patchy. Such evaluations that positioned games within the
context of a wider application of technologies were usually positive. For
example, research into the use of ICT in 3 to 8 year olds in a region of
Australia recommended that "problem solving games are often the most
educational while being fun and challenging".
http://www.ceangal.com/
Slide 15
9. Anecdotal evidence points to games being used in the classroom in
earlier ages in first world countries, such as the US, Canada and Australia
than in the UK and possibly mainland Europe. Further research confirming
this and discovering as to why may prove useful. Having said that, there
are instances of computer games being used to supplement learning in
primary schools, such as the use of Sim City by 6 year olds in US schools.
10. Teachers often introduced games into the classroom which they
themselves were familiar with through using, for fun, in their own time:
"I have been a keen player of the Sim City series of games for several
years, and could immediately see the potential for use with my KS2
classes. Henceforth, my familiarity with the game made it easier to
demonstrate its relevant features to my fellow teachers, and ensured a
relatively easy implementation into the classroom - the only difficulty being
installing the software on the lab PCs!". (Malcolm Kingston)
http://www.ceangal.com/
Slide 16
2003: Collecting examples
Used a variety of mainly Internet-based methods in
order to find examples:
•
•
•
•
•
•
emailing education/teacher mailing lists
newsgroups (low quality responses)
web searching (predominantly on game name)
hunting through literature
contacts in education and gaming sectors
hassling games researchers and speakers at events
http://www.ceangal.com/
Slide 17
2003 survey: Examples of mailing
lists used (108 in total)
JISCmail
• basic-skills
• creativity-in-education
• elearning
• innoed
• lis-link
• lt-theory
• netculture
• school-management
• sosig
Education listserv lists
• acsoft-l
• aera-c
• aera-k
• ceut-l
• cti-l
• eceol-l
• ednet
• edtech
• h-high-s
Game research lists
• games-for-health
• digiplay
• gamesnetwork
http://www.ceangal.com/
Slide 18
Non-helpful responses
• “Games in schools? Don’t be absurd!”
• “Violence, sex, get enough of games at home,
corrupting, turns children into killing machines etc”
• “There’s this great piece of edutainment software that
we use…”
• “This is really interesting. Please send me your
results.” (many, many responses like this)
• “Can I interest you in our new, teacher-approved,
edutainment product?”
• “I play games! Have you finished Zelda: Windwaker?
How do you get past…?” (several)
• “What is Playstation?” (1 email)
http://www.ceangal.com/
Slide 19
Main uses of games in schools
(in order of frequency)
1.
Playtime or computer club (lunch breaks or after
school)
2.
As a reward for good behaviour
3.
As part of a research project looking at the potential
for games use in the classroom
4.
Use in the classroom as support for subject matter
5.
Use in the classroom integrated into curriculum
activities
http://www.ceangal.com/
Slide 20
Some examples from schools…
http://www.ceangal.com/
Slide 21
1. Playtime or computer club
Case example: Portola Middle School, near San
Francisco, California
www.wccusd.k12.ca.us/portola/aschool/ascomp.htm
• Supervised computer club, Wednesday afternoons
• PCs (no consoles) used for reports, online work,
game playing
• Games include Sim City, Lemmings, Roller Coaster
Tycoon
• Most popular game of the 30 available is Starcraft
• Some games educational, some fun; absence of
controversial games e.g. Vice City.
http://www.ceangal.com/
Slide 22
2. Facilitator for exploring difficult subjects
“Unexpectedly, we found that The Sims was an
unusually useful game in helping children illustrate
difficult personal family situations, especially the
divorce of their parents. In our youngest class [5 to 6
year olds] the majority of children belong to single
parent families; the game provided an outlet, excuse,
reason, call it what you will for a few to articulate their
home situation.”
Anonymity requested, Manchester, UK
http://www.ceangal.com/
Slide 23
3. Illustrating concepts safely
“We use Super Monkey Ball in order to illustrate how
objects moved in certain conditions.
We used to use a marble and rulers instead, but the
kids found it “boring” and used to damage the
equipment and each other. After one child swallowed
a marble and the mother threatened to sue this was
stopped. Unfortunately the same mother is still
causing problems as her son now allegedly has
nightmares about monkeys falling to their deaths.”
Randall Perry, Keele, UK
http://www.ceangal.com/
Slide 24
4. In use alongside other tools
Case example: Discovery Junior High School, Fargo,
North Dakota
http://www.fargo.k12.nd.us/schools/discovery/flikka/prod
uctiontech.html
Production Technology: “This class focuses on the
different processes being used in production that
relate to the field of technology.”
Rollercoaster Tycoon used as a tool alongside robotics,
lathes, mills, hot air balloons, K’nex and a gumball
machine
http://www.ceangal.com/
Slide 25
5. As part of a research project
Periodically occurs in UK schools
• BECTA (education funding body) “Computer games
in education project” looked at the use of a small set
of games in various schools (bias towards simulation
games):
http://www.becta.org.uk/research/research.cfm?secti
on=1&id=2826
• TEEM (Teachers Evaluating Educational Material)
looked at the use of a wider set of games in various
UK schools:
http://www.teem.org.uk/
http://www.ceangal.com/
Slide 26
6. As a curriculum related tool
“We tried to use Sim City as an integrated part of
geography for our classes … It was only partially
successful due to the hassle of getting set up on the
PCs every session and keeping the children on track
… some support material for both child and teacher
would have been very welcome.
Another problem was caused by other staff in the school
who either didn’t think there was a serious lesson
taking place (because it involved playing games) …
or were vocally against the idea at every opportunity
for the same reason.”
Margaret Thomas, Scotland.
http://www.ceangal.com/
Slide 27
Other interesting examples…
http://www.ceangal.com/
Slide 28
1: Learning about foreign social behaviour
“…on a recent holiday to Japan my husband and I
realised that by far the most helpful source of
information on Japanese society had been Shenmue
that we'd played on the Dreamcast!
I'd read no end of websites and tour guides but
Shenmue had been more educational than any of
them, especially when it came to social behaviour
and everyday life. We're playing Mr Mosqeeto on the
PS2 at the moment and that is even better.”
Jenny Jones, University of Bristol
http://www.ceangal.com/
Slide 29
2: Teaching people with special needs
“I am willing to share privately with other researchers
the fact that I have used Civilisation III to teach social
and historical studies to a group of SEN (special
education needs) learners, with great success.”
FM, Galway City, Ireland
http://www.ceangal.com/
Slide 30
3: Stimulating lateral thinking
“I worked in Arabia for 8 years in the 1990s at the
Sultan Qaboos University library where we had a
collection of text-based interactive adventure
games. One teacher used these to promote lateral
thinking and develop students' level of English,
amongst other things.”
Colin Johnston, Goldsmiths College, London
http://www.ceangal.com/
Slide 31
4. Pre-course catchup
“A few of the new students on the A-level economics
course did not have a clue about simple concepts
such as profit, loss, income and expenditure. How
they manage their personal finances is beyond me.
More by accident than design, I recommended they
work through Sim City in their own time, paying
particular attention to the financial aspects. It seemed
to do the trick.”
Don Green, lecturer, Worcester, UK
http://www.ceangal.com/
Slide 32
Conclusions…
http://www.ceangal.com/
Slide 33
1. What is a game…
Many teachers (parents, educators) confused about the
differences between:
•
•
•
•
Edutainment
“Pure” computer and video games
Web-based games
Online games
http://www.ceangal.com/
Slide 34
2: Which games are used
Predominantly still games with mainly a strategic
element:
• Sim City
• The Sims
• Civilisation III
• Roller coaster tycoon
With simulations, the borders between “game”,
“entertainment”, “learning” and “strategy” become
very fuzzy to many people.
http://www.ceangal.com/
Slide 35
3: Games as part of formal learning
1.
2.
3.
4.
5.
Number of - reported - examples is slowly
increasing, but not dynamically
There is a much greater awareness of the potential
of games to assist with teaching
Still too many obstacles for most teachers who
wished to use such games
Stereotypical ideas and misconceptions about
games still abound, but are receding
Most uses of pure games in education are for niche
applications e.g. special needs or cases
http://www.ceangal.com/
Slide 36
Ways forward
• Using game engines e.g. Unreal, Neverwinter Nights.
• Using “lite” versions of games. Irrelevant content stripped out.
• Use older, cheaper versions of games (works on more school
PCs)
• Adapt games, either using in-built tools or by getting the
developers to adapt them.
• Using sub-games within games, backed up by teacher learning
and support materials.
http://www.ceangal.com/
Slide 37
4: The chicken and the egg…
Many teachers want case studies of where games have
been successfully used in realistic classroom settings
(not as part of a research project).
Case studies unlikely to come about until there is proof through applied, “real world” example - that such an
approach can work.
http://www.ceangal.com/
Slide 38
Our future plans
Looking to obtain funding to do the following:
• Make the survey more formal; application of a more
rigorous methodology
• Longer survey period would enable more methods of
uncovering examples e.g. requests in newsletters
• Identify and look in greater depth at case studies
• Possibly focus just on Scotland, but collaborate with
similar surveys in other countries
• Disseminate widely amongst the education and
games communities
Web:
Email:
http://www.ceangal.com/
[email protected]
http://www.ceangal.com/