Integrating Serious Games in Higher Education Programs Bilal Younis in collaboration with Dr. Christian Sebastian Loh Southern Illinois University Carbondale Bilal Younis in collaboration with Dr. Christian Sebastian Loh Southern Illinois University Carbondale

A GAME a physical or mental contest played according to specific rules, with the goal of amusing or rewarding the participants a physical or mental contest played according to specific rules, with the goal of amusing or rewarding the participants A COMPUTER GAME a game with the help of a computer (as a conduit), or against it (in which case, the computer becomes the challenger). a game with the help of a computer (as a conduit), or against it (in which case, the computer becomes the challenger).

Video Games Genres Action games. Adventure games Fighting games Role-playing games Simulations Sport games Strategy games Action games. Adventure games Fighting games Role-playing games Simulations Sport games Strategy games

Taking Advantage of Game Characteristics for Learning Back-story and story line Game mechanics Fantasy Rules/goals Sensory stimuli (immersive graphical environment) Challenge Mystery Control Back-story and story line Game mechanics Fantasy Rules/goals Sensory stimuli (immersive graphical environment) Challenge Mystery Control

SERIOUS GAMES computer games entertainment characteristics designed for serious purposes computer games entertainment characteristics designed for serious purposes

Learning in Serious Games Physical Intellectual Emotional Physical Intellectual Emotional

HOW SERIOUS GAMES WORK User judgment System feedback User behavior

Approaches to Integrate Serious Games into Classroo ms Collaborating Adopting Writing Creating Adapting Collaborating Adopting Writing Creating Adapting

Adapt and Modify Games for Educational Purposes for experiential learning (or learning by doing) – NIU-Torcs for the teaching of computer programming, logical thinking skills, and script writing (Carr, Bossomaier, & Lodge, 2007, Hanson, 2005) as a technical platform to introduce children to information technology and story-writing skills (Robertson & Good, 2005). for experiential learning (or learning by doing) – NIU-Torcs for the teaching of computer programming, logical thinking skills, and script writing (Carr, Bossomaier, & Lodge, 2007, Hanson, 2005) as a technical platform to introduce children to information technology and story-writing skills (Robertson & Good, 2005).

Game Modding Creating a digital game (from scratch) is not an easy process for game designers. Make use of game development kits (GDKs) that are often included in the games to create new game play experiences (like creating new weapons, characters, enemies, models, textures, levels, story lines, music, etc.) Creating a digital game (from scratch) is not an easy process for game designers. Make use of game development kits (GDKs) that are often included in the games to create new game play experiences (like creating new weapons, characters, enemies, models, textures, levels, story lines, music, etc.)

Game Modding time and cost programming knowledge for players who are non- programmers educational activity for teachers and school children teaching and learning of instructional content, thinking skills, and learning strategies interaction with virtual (and often, highly graphical) environments filled with diagrams, pictures, symbols, and 3- dimensional objects time and cost programming knowledge for players who are non- programmers educational activity for teachers and school children teaching and learning of instructional content, thinking skills, and learning strategies interaction with virtual (and often, highly graphical) environments filled with diagrams, pictures, symbols, and 3- dimensional objects

Adapting COTS Games SimCity 4 (to teach geometry and civil engineering) Game modding process to teach information technology Narrative writing through digital game modification SimCity 4 (to teach geometry and civil engineering) Game modding process to teach information technology Narrative writing through digital game modification

Teachers Perception in Using Digital Games Experienced teachers and parents Supporting materials curriculum and class schedules Older teachers Experienced teachers and parents Supporting materials curriculum and class schedules Older teachers

Digital Native Teachers Digital natives (younger) Digital immigrants (more experienced) Palestinian teachers Digital natives (younger) Digital immigrants (more experienced) Palestinian teachers

New Instructional Design Models take into account the use of serious games a good balance between entertainment and learning reduce the complexity of designing a serious game take into account the use of serious games a good balance between entertainment and learning reduce the complexity of designing a serious game

Conclusion Serious games are e-learning tools Teachers need to adopt new roles as game designers and modders Educators should build new instructional design models Serious games are e-learning tools Teachers need to adopt new roles as game designers and modders Educators should build new instructional design models