From the EdGamer show notes –
EdGamer 121: Playful Learning, SimCity, Mathbreakers, and Pension Theft!
The title says it all! This week on EdGamer 121 we discuss the Playful Learning Summit in Whitewater, SimCity is trying to get into the classroom, Mathbreakers looks like a promising math game, and a little side of pension theft just for holiday spirit! Its another can’t miss episode of EdGamer. Tune-in and level-up!
Show Host: Zack Gilbert
Show Contributor/Producer: Gerry James
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Dean Groom, the Manager of Educational Development at University of New South Wales, writes that;
Different educational games have their own different origins, and not all of them are created equal. Educational or not, schools and other institutions are being asked to place their trust in something they have historically banned or ignored.
So which games should educators invest their time and trust in?
Just games or real learning?
In the past, educational games have always differentiated themselves from commercial games – branding themselves as serious – and avoiding double-positioning of educational and commercial entertainment.
But now commercial game developers have have begun “edu-versioning” their best-selling entertainment titles, and extending sales through educational editions.
Video games are big business. It’s difficult to know exactly how big the industry is, but the Interactive Games and Entertainment Association reported retail sales for 2012 were A$1.161 billion, not including downloaded games and other downloadable content.
Interest in the potential of video games accelerated in 2008, after the Pew Research Centre reported “97% of US teens play video games.” Talk of the educational potential of games also became a popular topic for TED Talks. Jane McGonigals “Gaming can make the world better” or Gabe Zimmerman’s “How games make kids smarter” claimed games are not only educational but transformative ways to learn.
Educational video games are still mainly produced by academic institutions or by commercial developers.
Institutions have begun working with independent developers – for example, Filament Games and E-Line Media – to translate academic theories and research into games. These are usually designed for student use at school.
Online community projects – like Minecraft in Schools – editable by academics and others are in a similar category. These involve using an existing framework and adapting them to include lesson ideas and assessment tools.
Often these types of games include “teacher only” powers to enforce particular learning styles or behaviours on students. And they sit outside of institutional or commercial control, normally used independently by teachers.
Games described as educational are also sold through online stores like Apples iTunes or Google Play. Though prolific in number, they appear devoid of alignment with educational institutions and are generally cheap or free forms of entertainment.
Portal, rebranded TeachWithPortals, attempts to combine Valve’s seminal game with school science problems. Here, non-gaming teachers can find resources for easier classroom implementation than in non-commercial open software games, which require some assumed knowledge.
But this approach is frequently criticised for fundamentally changing the nature of the game. While keeping familiar aesthetics, these adaptations shift the gaming environment to one teachers feel more comfortable with.
What is a good educational game?
Educational games are often sold as a “better than nothing” proposition, which demotivates some students, and does little to build a new understanding with educators about the extent new media like video games can play in education.
They also allow the companies developing these games to find a new educational distribution channel. For schools, this new era of educational games is a confusing mix of popular culture, social media’s ascendancy, new channels of communication, and a growing research base.
Numerous studies have shown teachers must feel the digital technologies are competent and reliable – in essence, trust these technologies – in order to use them with students.
To establish which game-titles are better than others requires teachers to work out how learning occurs in games – empowering students to exchange ideas rather than continue to see the games as a new way of delivering the same teacher-dominated pedagogy.
Good educational games will provide an enriched, personalised learning experience, the ability for the teacher to alter the goals, support for both formal and informal learning opportunities and the potential for social networking.
Teachers have become more comfortable with some long-established games – most notably Quest Atlantis – being in classrooms as part of a broader push to bring new technology to learning.
A newer example is the ABC Splash project, which combines film, book, game and live events that school-systems have struggled to sustain or maintain interest in.”
To read the full article click here;
Anya Kamenetz of Fast Company writes that;
SimCityEDU: A Video Game That Tests Kids While Killing The Bubble Test
A $10.3 million collaboration between Electronic Arts, Pearson, and a nonprofit yields a simulation game that tests thinking and emotion, not just knowledge. . .
“We have all these high-stakes assessments focusing the majority of their testing on rote learning and not application of skill,” says Seth Corrigan, the Director of Education & Evaluation for Glasslab. “We’re never going to transform education and prepare kids for success if we don’t transform assessment to look at higher-order skills. Everything pointed to games as the way to do that.”. . .
The creators, a multidisciplinary team known as Glasslab, have a wild ambition. They want to use game-based assessments like these to wean our education system off fill-in-the-bubble tests, which are optimized for gauging memorized content knowledge, and instead start measuring what really matters in the 21st century: how well people can think.
“We have all these high-stakes assessments focusing the majority of their testing on rote learning and not application of skill,” says Seth Corrigan, the Director of Education & Evaluation for Glasslab. “We’re never going to transform education and prepare kids for success if we don’t transform assessment to look at higher-order skills. Everything pointed to games as the way to do that.”
With its realistic simulations of energy use, pollution, and zoning, SimCityEDU conforms to Next Generation Science Standards recently created by the National Research Council, and includes reading tasks that match the Common Core. Both are voluntary, state-led attempts to create nationwide benchmarks for learning in K-12 schools. But SimCityEDU is not just about teaching content. It’s designed to gather evidence about students’ “systems thinking.”
To See a great video clip about SimCityEDU click here;
To read the full article by Anya Kamenetz click here; http://www.fastcompany.com/3021180/innovation-agents/simcityedu-a-video-game-that-tests-kids-while-killing-the-bubble-test
- SimCityEDU: Gaming in the Classroom (mentalfloss.com)
- Gaming For Knowledge: SimCityEDU Teaches Kids All About City Planning (inventorspot.com)
- Educational SimCity mod coming to schools next month (gamasutra.com)
- GlassLab launches educational version of SimCity for fighting pollution (venturebeat.com)
- Nw ‘SimCityEDU’ game doubles as a pop quiz (theverge.com)
- Five Video Games Your Middle Schooler Should Be Playing (Plus a Bonus One) (wnyc.org)
- SimCity heads to classrooms to teach kids about environment (polygon.com)
- Let the Games Begin: Students and Teachers Dive Into SimCityEDU (blogs.kqed.org)
- The Latest Tools for Teaching STEM: Video Games (usnews.com)
- SimCityEDU headed to classrooms next month (vg247.com)
“Games have long been used to engage students. But as game-based learning becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.
Universities like Harvard, MIT and the University of Wisconsin’s Game and Learning Society are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like James Paul Gee and University of Wisconsin professor Kurt Squire show are using their own studies to show that games help students learn.
Once the terrain of experimental classrooms, digital games are now becoming more common in classrooms. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily. Educators are using commercial games like Minecraft, World of Warcraft and SimCity for education. The Institute of Play continues to study game-based learning and helps support two Quest to Learn schools, which are based around the idea of games and learning.”
To read the full article click here;