Blog Archives

Pokémon Go and potential curriculum links

https://i1.wp.com/www.telegraph.co.uk/content/dam/news/2016/07/25/103846353-Pokemon-Go-news_1-large_trans++bMR798aWDZck9uDQFumyM6LVobgUGC4FoVT7JGNuBBk.jpg

 

The popular game Pokémon Go can be leveraged for learning.

write that some of the; “potential curriculum links are:

  • whole-class discussions of how the movement of tectonic plates has affected GPS readings in Australia (science, geography, English)
  • photographing both real insects and virtual Pokémon and then writing up Pokédex entries for the insects they have collected (science, media studies, ICT, English, art)
  • designing classification flowcharts for Pokémon as a lead-up to classification of animals (science, English, maths)
  • assigning students the job of Pokéstop tour guide (Pokéstops are often positioned in front of historical locations), requiring them to research and report on the history of the area (history, art, English)
  • framing maths problems around the data available for each Pokémon such as height, weight and strength. For example, if I have 3,700 stardust, what combination of Pokémon can I power up that will use up all my stardust? Or Asha’s house is 600m from school. The only time she plays Pokémon Go is as she walks to and from school every day. How many days will it take her to hatch a 5.0km egg?”To read their full article at The Conversation click here
  • http://theconversation.com/gaming-in-the-classroom-what-we-can-learn-from-pokemon-go-technology-63766

DiscoPets: a new learning game on Kickstarter

 

  • From the Kickstarter page for this new educational game

Diskopets is a cartoon based, educational, online game world for kids. They see a comical, animated and fully interactive multiplayer game, while behind the scenes they are actually learning from customizable educational materials.

Cartoon Based Interactive Learning Game World

  • Diskopets is a funny, animated, educational multiplayer online game. Like TV cartoons, it has comical and whimsical characters as well as a vast, ever changing world to explore.
  • The characters are small, cute, funny pets living high above us in the sky, on a floating island world. Kids take care of and raise these pets, as they play and learn with each other in the multiplayer world
  • There are many different areas to explore , within the Diskopets world for children, Most containing educational activities disguised as fun games and puzzles.
  • Parents can actually customize and add new learning material to the world. It’s the perfect educational game world for any child in your life.
  • The game is completely multiplayer, so kids get the benefit of social interactions and working together with as well.
  • Each pet’s personality changes over time and adapts to the player. The pet’s behaviour and emotions will change based on how the player interacts with them.

We started with a desire to create something that would teach science and math to kids. We soon realized that kids learn best through fun, discovery and play.

Learn by Playing:

  • Kids learn by playing games.
  • They gain physical skills by playing physical activities. They gain social skills by interacting with one another.
  • They learn learn best when they are having fun.

Fun with cartoons:

Growing up as kids, we loved cartoons and games. We learned our ABCs from watching our favourite characters on cartoons and television shows.

Sadly, today’s cartoons and games have moved away from the simple, fun and loveable characters we knew on Saturday morning cartoons. Today kids are bombarded with fast, more action based games and shows.

We want to create an interactive game that teaches and encourages learning through funny, cartoon based, character and simple play.

We don’t want the kids in our families to play non-educational, non-constructive games. We want there to be a choice for parents, brothers & sisters or uncles & aunts when it comes to what games to give the kids in their family.

Experimenting = Learning:

Kids learn best when they learn on their own through play and interaction. Kids listen more to subtle suggestions rather than forced rules.

We are creating a world that nudges them in the right direction and uses real educational techniques disguised as funny characters and games.

While television is passive and most educational games are played individually, Diskopets offers a unique opportunity to involve parents in multiple ways, with cooperative and multiplayer gameplay, in-game chats, and customization of educational material

We wanted to make a game that helps build a digital bond between kids and parents, one they can play together. Parents and siblings can even interact within the game, playing and chatting with each other and visiting the homes of their pets, all while learning useful educational material.

Customizable By Parents:

Parents can customize and even add to many areas of the game.

  • They can change fruits and vegetables in the garden.
  • The art room has drawings that can be uploaded to colour or chose drawings based on learning.
  • There is even a quiz show area where questions can be added and customized. It gives parents complete control over what their child will see and learn.
  • Many more customizations …

Kids today play many games which are purely for entertainment and don’t have any educational value at all. With Diskopets parents can rest assured that their kids are engaged in something they’ll find fun and entertaining, but they’re also learning as they play and experiment.

Track And View Progress:

Parents might not be aware of what benefit or value their child is getting from a game, if any.

To keep track of and reward achievements, the Diskopets world would include a trophy room.

For kids, it’s a showcase where they can see everything they’ve accomplished and gain status within the world.

For parents, it’s a way to keep track of what games your kids are playing, how much time they’ve spent playing in different activities, and how much progress they’ve made.

Everyone can benefit from Diskopets:

  • Kids are entertained, interacting and learning
  • Children learn together in a social environment as they play
  • Parents know their children are in a educational online game environment
  • Parents can customize content and take part in their child’s education
  • Teachers can suggest customizations to help with current school needs
  • Friends and family members can take part in the multiplayer game fun

 To learn more about Discopets click here for the Kickstarter page https://www.kickstarter.com/projects/diskopets/397258373?token=93b92d35

or click her for the website

http://www.diskopets.com/

 

Neurology finds that video games are good for your brain

Dr. Mark Griffiths summarizes recent research on video games and the brain;

“…there is now a wealth of research which shows that video games can be put to educational and therapeutic uses, as well as many studies which reveal how playing video games can improve reaction times and hand-eye co-ordination. For example, research has shown that spatial visualization ability, such as mentally rotating and manipulating two- and three-dimensional objects, improves with video game playing.

To add to this long line of studies demonstrating the more positive effects of video games is a study in the Proceedings of the National Academy of Sciences by Vikranth Bejjanki and colleagues. Their newly published paper demonstrates that the playing of action video games – the sort of fast-paced, 3D shoot-em-up beloved of doomsayers in the media – confirms what other studies have revealed, that players show improved performance in perception, attention, and cognition.”

To read the full article from The Conversation click here;

https://theconversation.com/playing-video-games-is-good-for-your-brain-heres-how-34034

The Neurology of Gaming Read the rest of this entry

California School Integrates Games and Learning

 

From PBS – News Hour

“At first glance, it might seem like the students who attend the private K-12 New Roads School in Santa Monica, California, are simply playing video and computer games all day. But these students are actually taking part in a new experiment in educational innovation. The NewsHour’s April Brown reports on one school’s approach to keep students engaged all day.”
PBS – News Hour
playmaker school
GameDesk

EdGamer Celebrates Three Years of PodCasting about Games and Learning!

Congratulations Zach and Gerry, keep up the good work!

From the EdGamer show notes;

EdGamer 129: Our 3 Year Manniversary

This week on EdGamer 129 we celebrate our 3 year manniversasy! Relive all the good times  from our past as we go through our favorite shows and guests. We have 128 shows and we have learned so much from our work, our guests, and our FOE’s (friends of EdGamer). Tune-in and level-up!

Olympic Snowboarding Cross

 

Niilo Interview with Zack

 

our favorite episodes…

 

An Open Letter to STEAM: If You Build It, ED Will Come

 

Minecraft Episodes – Joel Levin

 

Games & Learning with Jim Gee

 

EdGamer 86: Jeremiah McCall and the Learning Games Network

 

EdGamer 81: John Hunter Brings Us World Peace

 

EdGamer 74: Magicians – A Language Learning RPG

Show Host: Zack Gilbert

Show Contributor/Producer: Gerry James  


 To browse the EdGamer archives click here;

http://edreach.us/channel/edgamer/#

 

 

Video Games Build Critical Thinking Skills

Jordan Shapiro, gave a great talk on “Critical Thinking And Video Games: Scalable Pedagogy For The Future.”

Jordan Shapiro, author of FREEPLAY: A Video Game Guide to Maximum Euphoric Blisssays that; “Video games teach critical thinking, problem solving skills, and perseverance while building metacognitive skills.  Game-based learning can provide systematic, data driven teaching in a way that forces creative problem solving rather than rote memorization.  And video games can do that in a way that is replicable, scalable, and increasingly affordable enough that we can distribute it globally and equitably.”

To read more click here;

http://www.forbes.com/sites/jordanshapiro/2014/03/19/heres-why-we-need-video-games-in-every-classroom/

EdGamer Explores a Virtual Tour of a California Mission in Minecraft

Edgamer-280

From the EdGamer shownotes;

EdGamer 128: Humble Bundle

This week on EdGamer 128 we have some catching up to do! After calling in sick last week, we come right back at you with a plethora of gaming and learning news. From game packs for under 10 bucks to conferences for kids run by kids.  This week’s EdGamer has everything you need to satisfy your  edugaming needs. Tune-in and level-up!

Humble Sid Meier Bundle (pay what you want and help charity)

Someone Made A New Portal 2 Campaign… Without Portals

Moving at the Speed of Creativity | 4th Grade Virtual Tour of a California Mission in Minecraft

Interview with Woz: To innovate, get personal | Consumerization Of It – InfoWorld

Fun, Friends, and Feedback with Student Response Systems

Gaming with the Histocrats: January 2014 Games of the Week

Meriwether

Unfazed, Houston Pushes Ahead on 1-to-1 Computing – Education Week

Lenovo Aims New Rugged ThinkPad 11e Laptops at Students

Chromebooks can now run Windows desktops, via VMware

Be Smart On Air with Niilo

Show Host: Zack Gilbert

Show Contributor/Producer: Gerry James  


 To browse the EdGamer archives click here;

http://edreach.us/channel/edgamer/#

 

Learning with Minecraft

Chris Shores writes;

“Brian Westbrook was trying his best to keep up with the two dozen Greenfield Middle School students competing for his attention. Calls of “Mr. Westbrook, Mr. Westbrook” rang through the air like a broken record, from students hoping to get tips and tricks on the afternoon’s assignment: building a house.

At one end of the horseshoe-shaped computer lab, 12-year-old Virnalis Mejia focused on his screen as he assembled wooden planks on top of each other across his virtual property. Still unsure of what his final house would look like, Mejia was concentrating for now on building a solid foundation. To gather more wood, he wandered next door to his friend’s yard and went inside a communal storage shed they had built.

This is Minecraft: a Swedish computer game of creativity and survival, where players gather natural resources to build items for their lives. It’s a new option this year at the school’s required Expanded Learning Time after-school program and about 50 students in fourth-grade through seventh-grade will take the class each trimester.

Video games in school? Westbrook, a 25-year-old Greenfield High School alumni, has heard the skepticism before. Although he believes it’s important for children to participate in a range of activities, he’s not buying the argument that video games are a waste of time.

“I’ve always felt that there’s a kind of deeper educational aspect to games that a lot of people don’t realize,” he said. In Minecraft, creativity and logical reasoning can seemingly produce anything; some hardcore gamers across the country have used the game’s virtual minerals to create an electrical wiring system that can play Queen’s “Bohemian Rhapsody” with the click of a button or calculate math functions on a giant computer that’s built completely in the digital world.

Since Swedish computer programmer Markus Persson developed Minecraft in 2009, the game has exploded in popularity across the world. After years of unofficial release, it was fully published in November 2011. When a Microsoft XBox 360 edition came out six months later, game developers sold four million copies in five months, according to Minecraft.net.

It wasn’t until this year, though, that Westbrook pitched the idea of an after-school class to Middle School Principal Gary Tashjian. It didn’t take much to convince the principal, who called the game “a big hit” for many of his students.

“More than just a mindless computer video game, it challenges students to be creative and build extensive communities,” said Tashjian, adding that the school tries to find a mix of extended learning time offerings for students. Students attend the enrichment classes twice a week for 80 minutes each day. On other days, the extra block is dedicated toward things like standardized test preparation and academic tutoring.

In the class, Westbrook uses “Minecraft EDU,” a modified version of the game built by the United States and Finland, which allows him as a teacher to change or block off parts of the digital world his students all share. It also gives the class access to another world full of historical monuments and artifacts ­— a chance to embed video games with history and geography lessons.

Westbrook said some of his fourth- and fifth-grade students don’t have extensive computer experience. While they slowly master the game, they’re also learning how to use and manipulate computer applications — skills they’ll need to learn for real-world applications that extend beyond games.

Many of the older students though, the ones tasked with building a house, have been playing for years.

There were some traditional houses, but one built his completely underground and another incorporated an underwater room.

Dylan Carlo, 12, decided to have one entire wall of his house built of glass. In this class, since students are still getting the hang of the game, he was able to acquire free materials from a virtual store that Westbrook built.

Carlo explained the elaborate process he would normally have to go through to build this type of house: collect cobblestones, build a furnace, gather sand, melt it in the furnace and then take those glass pieces back to the construction site.

Mejia, the student accessing his supplies from an adjacent storage shed, said he learns new things about the game all the time.

“(In) Minecraft, you can do whatever you want to do. There’s no rules,” he said. “It’s fun because you can be creative.”

Its freedom can be puzzling for gamers who prefer structure, levels and final bosses. Even Westbrook, a lifelong gamer, took awhile to warm up to its loose style.

Still, developers have added goals and challenges for people.

Playing in survival mode, as opposed to creative mode, means that the individual needs to be smarter about what items they build and when. They need to use tools to find and eat food so that their hunger and health bar levels don’t drop too low. A shelter is crucial at night to protect against zombies who swarm in the darkness, ready to attack.

Fighting zombies is generally an extracurricular activity. In Westbrook’s class, students are instead focused on the game’s creative mode and collaborating with their peers to build and explore a digital world.

Still, some things are likely to occur in a room of two dozen middle school students, no matter what they are doing.

Halfway through one afternoon class, Westbrook had to intervene briefly when one student stole another’s digital sword. As the teacher, he can freeze student play or turn off their ability to chat with others.

By the end of class, everyone was getting along. The only chaos was due to an onslaught of requests directed at Westbrook — typically to make a new item available in the store.”

To read the full article by Chris Shores click here;

http://www.recorder.com/news/townbytown/greenfield/10208991-95/minecraft-popular-video-game-builds-students-interest-in-learning

Gaming to Learn – from Civilization to Call of Duty

of Ars Technica writes;

“Is there a place for games at higher levels of education? Schwartz would definitely argue yes, but he suggested that the role of the games would be different. Rather than developing basic skills, the games help give people an intuitive grasp of a subject, after which explanations for their intuitions can be supplied in the classroom.

This was done explicitly in one case, with the researchers building a Space Invaders-style game where each successive wave had a different pattern of invaders. The frequency of different patterns, rather than being random, was governed by statistical distributions. On its own, the game didn’t help players do any better on testing, since the tests were couched in terms like “normal distributions” and the like. To have an impact, the game had to be coupled with a written description of the statistical patterns. “A short written description helps everyone,” Schwartz said, “but gamers get much more out of it.”

The big surprise is that this effect spills over to commercial games that aren’t designed for educational purposes at all. Schwartz’s team had junior college students play about 15 hours of two different games: Civilization IV and Call of Duty 2. Afterwards, they were given short descriptions of real events from World War II that either focused on international relations or on tactical situations. The students were asked to formulate a series of questions they’d ask to better understand the circumstances.

When it came to international relations, the Civ-playing students were able to formulate more sophisticated and probing questions. But, when handed a tactical situation to analyze, Schwartz suggested they were completely lost, and often failed to come up with any questions at all. For the Call of Duty players, the converse was true.”

To read the full article click here;

http://arstechnica.com/science/2014/02/how-to-effectively-use-civ-iv-in-higher-education/

EdGamer Discusses the New Learning Initiative Gamifi-ED.

From the show notes of EdGamer;

EdGamer 126: How Gamifi-ED Empowers Students

This week on EdGamer 126 we bring back one of our favorite features of the show: new guests! Vicki DavisLee Graham and Colin Osterhout of the thriving new gaming and learning initiative Gamifi-ED. (We will be bringing Verena Roberts of Gamifi-ED on EdGamer in the near future) Listen in as we pick their brains about their wiki, personal views on education and some of their favorite games. Tune-in and level-up!

Hangouts On Air with Niilo – Focus – as always – on educational use of information technology

Schedule for SXSWedu

Redo

Intel Galileo

Intel Galileo Spec Sheet

Users should have their hands on Intel’s Galileo computer within two weeks

https://www.facebook.com/IntelGalileo

Oculus CEO, Humble Bundle and Towerfall creators make Forbes 30 Under 30 for games

http://gamifi-ed.wikispaces.com/  by Verena Roberts and shared to me by Wes Fryer

http://gamifi-ed.wikispaces.com/Quest+1


Quest 1 Questions:


  1. What is a serious game? Is there such a thing as a non-serious game?

  2. What are examples of serious games?

  3. How can serious games be evaluated? (Done with higher ed research and input)

Our Quest


  1. Evaluate the serious games that have been discovered and create recommendations and opinions on the usefulness and value of the games for improving the world and the lives of those who play them.

  2. Prepare a presentation to share the findings and create a public wiki sharing the findings.

Quest 2 and 3 Link

 Show Host: Zack Gilbert

Show Contributor/Producer: Gerry James  

Show GuestLee Graham

Show GuestColin Osterhout

Show GuestVicki Davis


 To browse the EdGamer archives click here;

http://edreach.us/channel/edgamer/#