490049 SE Theory and practical experience of teaching and learning (2015S)
Digital games, simulation and virtual worlds for teaching and learning
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 09.02.2015 12:00 to Mo 23.02.2015 12:00
- Deregistration possible until Fr 06.03.2015 12:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 24.03. 12:00 - 14:00 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 21.04. 09:00 - 14:00 Seminarraum 4 341 Porzellangasse 4 3.OG
- Friday 08.05. 09:45 - 17:45 Prominentenzimmer Hauptgebäude, Tiefparterre Hof 4
- Tuesday 12.05. 09:45 - 17:45 Prominentenzimmer Hauptgebäude, Tiefparterre Hof 4
Information
Aims, contents and method of the course
Digital games can be fun and powerful vehicles for learning.In this seminar, we will explore research around the kinds of thinking and learning that go into the design of video games, simulations and virtual worlds.Seminar participants will explore how gameplayin the form of simulationassists individuals, particularly children and young people, understand complex systems within virtual worlds (Walsh, 2010). The widespread popularity of edutainment software and games like Sim City, Civilization, Minecraft, World of Warcraft and the Walking Dead is no longer questionable. These digital games and software now permeate and greatly influence popular culture. These digital games are also extremely successful at teaching gameplayers (students and teachers) complex and higher order thinking skills, better than most educational institutions. Because children and young people are already using these digital games, simulations and virtual worlds, this course helps participants understand what and how individuals (gameplayers) learn from these experiences and what implications this has for teaching and learning.Participants will examine the use of digital games, simulations, and virtual worlds (GSVW) as places where deep learning occurs. Through playing digital games, participants will explore how simulations and virtual worlds operationalize playful structures to allow gameplayers to think about their choices, take action, and experience the impact of their actions. Seminar participants will experience, first-hand, what good games do. They draw players in, teach them how to succeed, and keep them engaged with just the right level of challenge. More importantly, by being reflective of what and how they learn, when playing a digital game, participants will be better placed to answer the question, Why isnt school like that?Seminar participants will also engage in a learning activities and game design projects directly related to contemporary research in the field of digital games, giving them the opportunity to engage in hands-on experience of the dynamics and principles underlying successful game design. These are grounded in three distinct areas: empowering learners, designing problem-based learning experiences and fostering deep understanding (Gee, 2007). Participants will use this knowledge to collaborate to design a playable board game (from beginning to end) and a location-based augmented reality digital game using smartphones. The game will be designed with a subject area (English, history, science, math, etc.)In this project-based seminar, participants investigate how individuals learn from their experiences within digital games, simulations and virtual worlds. By investigating the process of designing games and simulations for learning, they will better understand how gameplayersof all ageslearn from simulations and how digital games simulation and gaming tools can be implemented across diverse educational settings.No computer or digital game playing experience is needed to participate in this course
Assessment and permitted materials
Minimum requirements and assessment criteria
➢ Explore the history of digital games and virtual worlds for teaching and learning;
➢ Acquire current knowledge of research on digital games, simulation and virtual worlds for teaching and learning;
➢ Consider how successfully elements of digital games, simulation and virtual worlds can be leveraged to improve teaching and learning;
➢ Acquire principles for designing, selecting, adapting, or using games, simulation and virtual worlds for classroom practice in any subject;
➢ Reflect on their digital game play to understand how the learning that occurs is not only relevant to formal educational contexts but also to everyday work, socialisation, and play;
➢ Recognise James Paul Gees 13 principles of learning that emerge from video games and consider how they can be adopted for teaching and learning;
➢ Consider the concepts, theories and practices that influence game design where learning is the objective of gameplay (as well as fun, engagement, and impact);
➢ Examine how playing video games helps train the brain and improve basic cognitive processes (e.g. attention, vision, listening, etc.);
➢ Design an educational board game with rules, physical attributes, context of use and rationale that accomplishes an identified learning outcome using Game Crafter (https://www.thegamecrafter.com/);
➢ Students have the possibility to submit their game to the Samsung mLearning Contest, and therefore get the chance that their game will be designed and coded by professional game developer.
➢ Collaborate to design a location-based augmented reality game using smartphones using ARIS (http://arisgames.org)
➢ Describe current trends in game-based learning and apply them to a selected teaching and learning context important to you.
➢ Acquire current knowledge of research on digital games, simulation and virtual worlds for teaching and learning;
➢ Consider how successfully elements of digital games, simulation and virtual worlds can be leveraged to improve teaching and learning;
➢ Acquire principles for designing, selecting, adapting, or using games, simulation and virtual worlds for classroom practice in any subject;
➢ Reflect on their digital game play to understand how the learning that occurs is not only relevant to formal educational contexts but also to everyday work, socialisation, and play;
➢ Recognise James Paul Gees 13 principles of learning that emerge from video games and consider how they can be adopted for teaching and learning;
➢ Consider the concepts, theories and practices that influence game design where learning is the objective of gameplay (as well as fun, engagement, and impact);
➢ Examine how playing video games helps train the brain and improve basic cognitive processes (e.g. attention, vision, listening, etc.);
➢ Design an educational board game with rules, physical attributes, context of use and rationale that accomplishes an identified learning outcome using Game Crafter (https://www.thegamecrafter.com/);
➢ Students have the possibility to submit their game to the Samsung mLearning Contest, and therefore get the chance that their game will be designed and coded by professional game developer.
➢ Collaborate to design a location-based augmented reality game using smartphones using ARIS (http://arisgames.org)
➢ Describe current trends in game-based learning and apply them to a selected teaching and learning context important to you.
Examination topics
The seminars lessons will occur both face-to-face in the seminars and online in a dedicated learning space. Students will engage in the following modes:
Project-based learning
Technology-enhanced learning
Student-centred learning
Group/peer learning
Self and peer evaluations
Project-based learning
Technology-enhanced learning
Student-centred learning
Group/peer learning
Self and peer evaluations
Reading list
Association in the course directory
Last modified: We 15.12.2021 00:29