Game+Based+Learning

Game Based Learning: Lacey Eckels, Leslie Gividen, Angie Johnson, and John Newton



Examples of Game Based Learning http://www.arcademicskillbuilders.com This site offers Math, Language Arts and Geography flash based games suitable for K-12 students. Most games are geared for elementary and middle school age students. Students are able to play single player, play against others, or create private games and play with other classmates. Games offer immediate corrective feedback, time students and keep records of their best scores. In the future it plans to offer the option to record student scores for teachers to use in the classroom. In pilot study 80% of students improved their rate scores, and 1.8% of them showed an increase in number correct compared to completing similar exercises with flashcards.

http://scalablegamedesign.cs.colorado.edu/wiki/Scalable_Game_Design_wiki A collaboration between the University of Colorado’s departments of Computer Science and Education, its Science Discovery Outreach Program, and AgentSheets, the Scalable Game Design project aims to teach computer science through game design at the middle school level. Students recreate well-known arcade games as well as developing their own games. Program encourages creative thinking, problem solving motivating students to get involved in computer science.

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http://www.whyville.net/smmk/nice Whyville is an educational social network for children. When becoming a citizen of Whyville, students create an avatar and then can play games, chat with friends and other members. Inside Whyville, citizens learn about art history, science, journalism, civics, economics, and really so, so much more. Whyville works directly with the Getty, NASA, the School Nutrition Association, and Woods Hole Oceanographic Institution (to name just a few) to bring engaging educational content to kids. Whyville includes games that touch many scientific topics ranging from Force and motion to infectious disease.

Where in the World is Carmen Sandiego? For many children growing up, Carmen Sandiego (in addition to being a master thief), was one of the most effective educators in the subjects of history and geography. Playing the part of an investigator for the ACME Detective Agency, students traveled across the world (and sometimes through time) looking for clues and learning about their surroundings in order to capture Carmen or one of her henchmen. In addition to content knowledge, Carmen Sandiego also taught students valuable lessons in decision-making and resource management. media type="custom" key="8380376"

World of Warcraft http://arstechnica.com/tech-policy/news/2010/05/sociologists-invade-world-of-warcraft-and-see-humanitys-future.ars Countless studies have been conducted into the social and educational aspects of World of Warcraft (WoW), the most well-known Massively Multiplayer Online Role-Playing Game (MMORPG). It is also arguably one of the most well-known modern video games to people who do not consider themselves 'gamers'. The results of these studies have shown that virtual worlds such as WoW can provide amazing insights into real-world cultures, economics, and the nurturing of valued skills in players. These skills include the ability to lead, communicate, and strategize under challenging or high-pressure situations, which manifest in the game as 'boss fights' with powerful creatures. Less covered, but equally valuable, are the creativity skills that can be fostered by the tools that games like World of Warcraft provide, as seen in the video below. media type="custom" key="8380650"

Review of Articles: Moving Learning Games Forward http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf In this article the vision of integration of gaming within the school culture will require effort on all involved, from schools to the community surrounding the school. Providing access for all students to investigate, collaborate and play in education all involved will need to work together to give game playing embedded into the curriculum. They will have to take risks to innovate and be able to meet the needs of the school and curriculum involved. Teachers must have access to the training and support they require to feel safe taking risks in their classrooms. We must learn from the mistakes of the past and avoid repeating them. We must strive to push the boundaries of what games can be, in form and function. Students will become confident, collaborate more and become better investigators.

Using The Technology of Today, In The Classroom Today http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf This article works to dispel some common misconceptions surrounding the perceived lack of value of gaming in the classroom. It goes on to provide real-world examples of teachers who use gaming successfully with their students. While acknowledging the feelings of reservation that many parents and faculty have with regards to gaming and social networking sites, they continue to advocate approaching the subject with an open mind. According to the article, educational professionals should concentrate on evolving their classrooms, without seeing the changes as a complete revolution.

Deep Learning Properties of Good Digital Games: How Far Can They Go? http://www.jamespaulgee.com/node/37 In this article there was an argument that good commercial digital gaming provides people with good learning. In other words learning that is organized and effects the deep learning. Digital games involve problem solving, they use a continuum whereas they continue on paths until they master a skill or theme. They use an entrainment medium that involves pleasure. Serious games are ever evolving and kids want to continue playing until they can "win".

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