Edugaming Workshop session: Tuesday 8:00 – 9:20 AM Roles: Producer, Programmer, and Tester Curriculum planning for prototypes Mary Rasley

Agenda: Today’s Goals: ◦ Continuing what we started yesterday…  In depth with the industry speakers (producer, programmer, tester roles) – separate PPT  Another step in the curriculum planning process for our game prototypes Please ask questions as we go…

Could education itself be a game? Student (players) get assignments (goals) that must be handed in (accomplished) by due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder until they reach the end when they encounter the final exam (boss monster) which they can only pass (defeat) if they have mastered all skills in the course (game). Students who perform vary well are listed on the honor roll (leader board). From:The Art of Game Design A Book of Lenses by Jesse Schell

Places for games: Fact-based learning – integrate the facts into the game as part of the game that must be learned to progress. Give rewards in the game for learning them that count toward something more interesting. Problem solving – use skills and techniques in an integrated way. Combine techniques to reach a goal. Videogames require planning, strategy, and patience if a player is to succeed.

Miller’s pyramid of learning Knows Knows how Shows Does Game-based learning is focused on doing

Where we are: Our student think nothing of handling complex concerns, creating strategies, collaborating with other players, etc in a game but then they come to class…

Models of learning: Linear models: ◦ Lecture ◦ Readings ◦ Videos Complex systems of relationships are better understood with simulations that immerse the person in experienced-based learning e.g. ◦ Human circulatory system ◦ Working of a cell ◦ Ecology of endangered species

The hard question: How can we create a game about fact- based material without making it a quiz? First be sure we have defined what we want the student to learn. State the goals in a clearly defined manner. Consider: Why is this topic being taught? How does it relate to our lives? Does it form a frame of reference for other topics/disciplines? Should it be the focus of the game or simply an aspect of the game? What is its significance? How can we immerse the student in the reality of where we apply the knowledge? Is there a situation or environment that allows us to focus on the topic? Can we imagine the topic in another context? Are their effective representations we can use for a real world object? e.g. soldier immune cells fighting diseases Can we encourage exploration of the idea through a game? What can the student try in a “safe” practice environment? What mental model do you use for the topic? How can you extend it to a game?

Activity: In small groups by subject, reflect on these questions and see if you can answer these for one of the ideas you brainstormed yesterday