Archive for the ‘games’ Category

Student video - GenYES Rocks!

Tuesday, January 19th, 2010

SMHS GenYes Rocks! from Debbie Kovesdy on Vimeo.

GenYes is the ultimate tech group at Shadow Mountain High School! We simply rock when it come to new tech and learning! In addition to tech support for teachers and students, we are implementing educational and social gaming in the media center, telepresence communication with students, academia, scientists across the globe, developing interactive Wii walls and more!

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This video was created and produced by the GenYES class at Shadow Mountain HS in the Paradise Valley School District, Arizona. Learn more about GenYES and the student help desk (TAP system) at the Generation YES website.

So all you other GenYES schools - we challenge you to come up with your own videos showing GenYES in action at your school!

Sylvia

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Future game designers! Apply for the Student Design Corps today

Friday, January 15th, 2010

Apply to the Student Design Corps Today

Via Learning Games Network -

If you work with students (13 years and older) who have a strong interest in designing and creating their own computer games, definitely learn more about our plans for the Design Corps, which kicked off in the fall. This spring, the program is entering a new phase focusing on student design teams. We’ve opened this up to new participants — interested students can apply right here by Friday, January 22, 2010.

What does it take to apply between now and next Friday?

  1. Teachers can suggest students by emailing us brief recommendations at design.corps [at] learninggamesnetwork.org. (If you’re a student, ask a teacher to recommend you.)
  2. For applicants under 18, we need a parent or guardian to let us know that he or she approves of their participation in the program. They should send a brief email affirming this to, you guessed it, design.corps [at] learninggamesnetwork.org.
  3. All applicants must tell us a little bit about their interests using the form on this page.

Voilà, you’re done! For this new group of students joining the Design Corps, we’ll have our first event on Jan 23, 2010. Remember, our events are online, so participants will need reliable access to an internet connection.

Sylvia

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Join today! Professional Learning Community for Games in the Classroom

Wednesday, January 13th, 2010

Interested in exploring the possibilities of using learning games as educational tools, and/or in developing games of your own for educational purposes?

Today is your day!

Join a new Professional Learning Community (PLC) hosted by the Learning Games Network on Wednesday, January 13, at 8pm EST / 5pm PST at LearnCentral.

RSVP on Facebook | RSVP on LearnCentral

This PLC is brand new, so get in on the ground floor and help chart the course!

Read more at 2010: More Games in More Classrooms? | Learning Games Network.

Related posts:
iPhone and iTouch games for learning

Two new white papers on games in education

More on Flunking Spore…

Grand Theft Auto 4 and video games in education

Sylvia

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Teacher PLC at the Learning Games Network

Wednesday, December 2nd, 2009

Teacher PLC | Learning Games Network

Are you a teacher interested in using games in the classroom? Help design a new Professional Learning Community (PLC) at the Learning Games Network.

The PLC will provide a forum for teachers to share experiences and ideas for using existing games in the classroom, as well as discuss ideas and concepts for where games could fill gaps and niches in curricula. Teachers involved in technology will also have the opportunity for professional development in workshops with developers and producers.

Be sure to fill out the short survey to share your interests and sign up for more information. Pass this on to other educators interested in games!

Sylvia

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New report from the EU on Games in Schools

Friday, June 19th, 2009

A new research report - How are Digital Games Used in Schools has just been released by a group called European Schoolnet, a consortium of 31 ministries of education in Europe. This study was sponsored by the Interactive Software Federation of Europe , representing companies in the interactive software industry.

How are Digital Games Used in Schools covers the use of games in schools in Europe: video games, computer games, online games that run on consoles, computers, handhelds or mobile phones.

- Full report (180 page PDF) - English version
- Synthesis report (40 page PDF) - English version

The researchers interviewed over 500 teachers, 30 decision-makers, and included 6 case studies and a review of the scientific literature. They came to some interesting conclusions, both from a teaching and learning standpoint.

  • “The teachers who are involved in these practices leave nothing to improvisation in their pedagogical use of these games; on the contrary, they prepare them very carefully.”
  • “Experiments in the classroom use of games are bringing teachers together in a community of practice, and associating the whole educational community and parents around the pupils’ achievements.”
  • “Practices centred on games rehabilitate more traditional teaching tools in the eyes of the pupils.”

European Schoolnet also established a social network as part of this study for teachers interested in using digital games in the classroom.

From the conclusion - “The investigations that have been made show that electronic games favour a way of learning that is particularly in tune with the modes of learning now regarded as effective. The table below summarizes several major principles of learning that are now known and recognized. It relates them
to the characteristics of electronic games and the modes of use that they generate. The correspondences that
emerge argue in favour of a‘re-opening of the case’ [of using digital games in the classroom].”

Report table

- Full report (180 page PDF) - English version
- Synthesis report (40 page PDF) - English version

Sylvia

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Two new white papers on games in education

Thursday, March 5th, 2009

Two white papers were released last month from The Education Arcade at MIT. Both are about video and computer games for learning, but look at this issue from slightly different angles.

Moving Learning Games Forward looks at games, learning and education with a long lens. It provides a detailed historical analysis of how computer games first were used in schools and proceeds through the heyday of educational software in the 1980s to the present move to web-based games. I was very pleased to see how much of this mirrors my presentation on Games in Education for the K12online conference, but of course, my 20 minute presentation barely skims the surface where they dive deeply. I’ll be adding this to my Games in Education resource wiki for sure!

The paper goes on to lay out some ideas for how learning games should be designed, and has great references and sources for additional reading. This is a must-read for educators seriously interested in games in education.

The second paper, Using the Technology of Today in the Classroom Today, is slightly narrower in focus. It is written for classroom teachers interested in bringing games and simulations into the classroom, with practical suggestions and case studies to help with planning and implementation.

Sylvia

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Games that encourage student teamwork and collaboration

Tuesday, January 6th, 2009

Freechild Article | “Why Play Games…” By Adam Fletcher.

Here’s another fabulous article and set of resources from Adam Fletcher of The Freechild Project. The article is about playing games with students and youth groups to encourage teamwork, model constructive, collaborative behavior, and develop a shared sense of mission.

Games can be a catalyst that brings both cohesion and energy to any group, and a welcome addition to a teacher’s “bag of tricks”. Two categories of games are especially helpful in setting a tone of collaboration and teamwork for students.

Cooperative games emphasize participation, challenge, and fun, rather than sorting out winners and losers. These kinds of games teach teamwork, empathy, and trust.

Initiative games have players attack a problem and solve it. They teach leadership, problem solving, and collaboration.

“Why Play Games…” is more than just a list of games. It includes practical information about how to choose them, how to introduce them, how to create reflective activities that further magnify the impact of the game itself, and tons of additional resources.

Teachers who lead student tech clubs know that the success of the group depends on much more than tech skills. Teamwork and a sense of mission result in the “we” being more than the “me” and can take a student tech team to the next level.

This isn’t just for student clubs either. If you want students to unlearn the competitive habits that have been drilled into them and work cooperatively, these games will work in classroom situations too. Collaboration and communication may be “21st century skills” but having students play them out in game situations is a timeless idea.

Give this short article a read and I guarantee you will learn one new thing today! “Why Play Games…” By Adam Fletcher

Selected additional resources (there’s a lot more if you click on the article link):

  • Brand-new (and free) guide, So, You Wanna Be A Playa? The Freechild Project Guide to Cooperative Games for Social Change by A. Fletcher with K. Kunst. “This insightful new guide will help community workers, teachers, activists, and all kinds of people find fun, engaging, and powerful activities that promote teamwork, communication, and social justice.Click here for a free download.

Have fun!

Sylvia

PS - If you like this post, why not subscribe in your favorite blog reader or by email or even via Facebook!

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More on Flunking Spore…

Thursday, November 6th, 2008

Last week I blogged (Flunking Spore - video game failed by scientists) about Science magazine’s Oct 24 review of the new video game Spore that outlined the problems of looking at the game as a way to learn biology. Not only did multiple scientists give the game poor grades for science content, but a documentary promoting the game misleadingly used interviews with scientists that implied endorsement.

Now, Eric Klopfer and Kurt Squire, co-founders of the Learning Games Network, respected researchers and proponents of games in education, respond to “Flunking Spore.” In two articles (part 1, part 2), they tackle some of the objections, and provide a their point of view. While they agree that the basic science in Spore is not appropriate as a substitute for biology curriculum, they defend the game as a breakthrough in user interface and design.

Kurt Squire argues that Spore is easily recognizable to a veteran game player for what it is, a game of design, where the player is the master of a make-believe universe.

What I think gets lost here is that players actually have relatively sophisticated ways of interpreting games like Spore. While I share the author’s concerns about games reinforcing people’s naive conceptions about science, Spore, I would argue, is so clearly a design game that most “literate” gamers quickly see that it’s a design game, and regard it as such.

OK, I agree here. But most people who aren’t veteran game players won’t see this subtle point. We know that people learn a lot from games, but we don’t quite know what to call it. It’s not learning that can be described in the traditional vocabulary of school. This is a deep problem of games&learning not being equivalent to games&schooling. Spore wasn’t going to bridge that gap even if it was as educationally significant as advertised.

The problem I have is simpler than this.

The game is being promoted, mostly by National Geographic, as a game that teaches biology. Scientists were tricked into doing interviews that were used to promote the game as a way to learn biology. Shame on National Geographic for exploiting interest in games for learning to promote their programming.

As much as I understand the inclination to find the tiny nugget of learning in any game, I hope that Eric Klopfer and Kurt Squire would use their influence in the learning game community to address the issues of the misleading and patently false promotion of this game. Part 3, perhaps?

Sylvia

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Flunking Spore - video game failed by scientists

Sunday, October 26th, 2008

The potential of video games for learning has been the subject of much recent curiosity and debate. How many times have you heard…“If only we could combine the engagement of video games with real (meaning school) learning…”

Spore is a new game that is being promoted as just such a hybrid. It’s the latest brainchild of Will Wright, the world-famous designer of unusual, yet popular games like The Sims and Sim City.

If anyone could design a breakout game that combines learning and fun, Will Wright is the guy.

Spore is a game where you create a single-cell organism that evolves. Keeping your creature alive and growing is the goal, and you can design and improve your creatures as generations go by and gain sophistication. Eventually they gain intelligence, and you have to deal with tribes and civilizations, deciding on war and peace, and eventually going out into outer space to explore and/or conquer whole worlds.

In an interview with National Geographic, Will Wright talks about, “…the breakthrough science that’s revealing the secret genetic machinery that shapes all life in the game Spore.” National Geographic has made a documentary, called “How to Build a Better Being” that is being sold by Spore publisher Electronic Arts in a deluxe version. (National Geographic website promoting the game.) The documentary positions Spore as solid science, complete with supporting interviews with scientists.

Now the bad news..
This month’s Science magazine (the peer-reviewed journal of the American Association for the Advancement of Science) decided to put this to the test. In Flunking Spore, author and “Gonzo Scientist” John Bohannon played Spore with evolutionary biologists, and concludes,

“…the problem isn’t just that Spore dumbs down the science or gets a few things wrong-it’s meant to be a game, after all-but rather, it gets most of biology badly, needlessly, and often bizarrely wrong.”

Anyone interested in games and education needs to read this article. It’s a wake-up call about this game’s relevance to education, and parallels much of the wishful thinking that dominates the games and education discussion.

And worse, when Bohannon went to interview the scientists who appeared in the National Geographic video, he found that they had not been told that their interviews were going to be used to promote a video game. He quotes Neil Shubin, a paleontologist at the University of Chicago in Illinois who worries that science has been hijacked to promote a product. “I was used,” says Shubin.

After playing the game, the scientists Bohannon interviewed gave Spore failing grades across the board.

“Spore’s biology grades rolled in like a slow-motion train wreck. For organismic biology-genetics, cell biology, reproduction, and development-Gregory and Eldredge smacked Spore with a D-. The game flunked evolutionary biology outright with an F. According to Gregory and Eldredge, “Spore has very little to do with real biology.”

And it’s interesting to me that in a TED talk from March 2007, Will Wright demos Spore and makes no such claims. Who decided to push this as a game where you could learn about evolution and biology?

Screenshot from SporeOK, so perhaps Spore isn’t going to change the way biology is taught in school, but does that mean that someday, someone, isn’t going to design a game that does? Trying to keep an open mind and never say never is always good policy, but when Will Wright fails, and the promotion is based on sleight-of-hand, if not blatant lies, it’s discouraging.

Why is it so hard to design video games that teach school subjects? That’s a longer discussion, and one I’ve tackled in other places.

On Monday, my presentation for the online conference K12online 2008, Games and Education will go live and there is some discussion of the problem there. I’ll update this post with that link when it’s available.

Update - K120nline2008 Games in Education is online!

Sylvia

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Grand Theft Auto 4 and other thoughts about video games in education

Wednesday, May 7th, 2008

Back when Halo 3 released, I wrote a blog post about how the massive sales of this product would dwarf any kind of educational video game sales. I didn’t even tackle whether video games in schools are a good idea or might help students learn academic subjects. But that doesn’t matter. No matter what you believe, it’s an idea whose time will never come.

In short, simple math and economics points out the predictable failure of creating top quality educational video games for the classroom that can compete in this market.

Here were my points:

  • In one week, more people bought a copy of Halo 3 than there are teachers in the United States.
  • Every public school in the U.S. would have to purchase 100 copies of a game to match the sales of Halo 3.
  • Back then, Halo 3 was reported to have cost $30 million dollars just to develop the game.

Now let’s pretend you are a video game company…
Let’s say you believe that video games can revolutionize education. You know the market is small, so you run the numbers. As an advocate, you are insanely optimistic about your chances to sell an educational video game to schools in the United States. To make the most of your chances to make a sale, let’s pretend you could design it so that it covers all subjects and grade levels, and correlates to content standards of all 50 states. You do your best to make sure that it is fun to play no matter if you are 5 years old or 18. Even knowing that 2% is a pretty good market penetration, you might gamble that you could get 10% of all schools in the US to purchase your game. And maybe you’d decide that your game is so educational that they will pay $100 for it, double or triple what normal games sell for. And hey, you won’t need to pay a sales force or buy advertising for your game because it’s so good that it will sell itself!

What do you get? Even with these wild claims and ridiculously optimistic estimates, the BEST you could do is generate sales of about a million dollars, not even enough to pay the production costs of one mediocre game.

Now here comes Grand Theft Auto 4 to blow those numbers even further out of the water. According to Wired News (GTAIV Budget Tops Gaming Records), “Grand Theft Auto IV’s meticulously designed, nuanced world required almost 1,000 people to craft, and final costs for the production were around $100 million…” That’s at least three times as much as Halo 3 and doesn’t even count the cost of marketing and sales.

So the next time someone says, “hey, I hear kids like the video games, why don’t they make an educational one” look them straight in the eye and ask them what they are smoking.

Sylvia

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