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Creating an Educational Game Program for Higher Education
GameQuest Creating an Educational Game Program for Higher Education Steve Ackerman and Kathy Christoph Welcome participants and introduce yourselves. Time: 2 min. Total presentation time: 50 mins. © 2008 Board of Regents University of Wisconsin System
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Session Focus and Goal How to implement a campus simulation-games learning program Apply a game quest metaphor for program development and planning Learn and have fun Describe goals of presentation Time: 1 min.
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A Presentational Paradigm Shift
Expository Experiential With games and simulations experience is primary and explanation secondary. A Pedagogical Shift Linear Hierarchical Didactic Packaged Instructor controlled Formal Detached Decontextualized Both our presentation and our topic reflect a paradigm shift in education today. Traditional Education: tends toward formal expository approaches to teaching and learning where knowledge is explained and packaged Educational Games and Simulations: tend toward experiential forms of learning – immersive environments The pedagogical shift is from: Explanation to experience Passive to active Time: 3 min. Interactive Immersive Discovery & exploratory User controlled Realism and fantasy Informal Engaged & challenged Contextualize
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Some Definitions Simulation Game Sim-Game
A program/activity that contains a model of a natural or artificial process or system. Simulation A contrived rule-based activity with a goal of achieving certain measurable outcomes to win. Game Sim-Game A simulation with integrated game-like features (competition, rules & rewards) often referred to as serious games. Academics require definitions: Key Points to bring out: All games and simulations are contrived situations. Simulations are of most relevance to higher education because they mimic real world situations and are based on models that can map onto much of what is taught in many courses. They may not necessarily be engaging or fun for learners. Games often don’t model real world processes but can produce higher levels of participation, engagement and fun. Simulation-games represent a hybrid because they bring together elements of both Sim-games often referred to as “Serious Games” Recommendation: don’t be too strict about these definitions they are still being developed – useful for us. Time 3 min. Game-ulation
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Sim-Game Learning Experience
The Simulation-Game Space Chris Unique paths, adventures and stories Carole Kathy Steve Diagram represents the learning experience often provided by well designed simulation-games. Often referred to as simulation-game space or environment. Characterized by: Learners are free to take different paths, make mistakes and have unique experiences Includes rich decision spaces within the sim-game environment Individuals create their own story or narrative as they move throuth the sim-game space You’ll develop your own story in this session. Time: 2 min.
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Return to Ordinary World
GameQuest Process Call to Adventure Preparation Road of Trials Return to Ordinary World Many game developers have been inspired by the work of Joseph Campbell. Story structure is key to a good game. Incorporate elements of his mythic quest of the hero’s journey Includes 4 phases (we’ve added one, the preparation phase) Call to adventure Preparation Road of Trials – we are here Achieving the boon – evaluating success, receiving external funding – these are happening now (cyl 9/08) Return to ordinary world This process is reflected in many adventure game designs. Time: 3 min. Achieving the Boon
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Your Call to Adventure Creating a Campus Simulation-Games for Learning Program Roles Program planners for a fictitious campus Work with a team of planners Decide on strategies and assets Goals We are calling you to an adventure right now. Your Role and Goal (these are key game design elements) Time: 2 min. Create a program that includes: Campus community Motivated faculty Support staff Funding
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Your Call to Adventure Getting Started Form into groups of 3 Quickly introduce yourselves Task Identify 3 elements that would be essential for starting a campus simulation-games for learning program. Activity set up: Distribute cards to groups as they discuss questions Time: 5 mins. (5 minutes)
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Preparation Set-up and Rules Do not begin until told
Card deck represents assets and strategies for developing a campus simulation-games for learning program Work as a team to construct a program with each member contributing a certain number of cards per turn. Do not look at cards in deck but can draw from deck when told Can look at each other’s cards but can not exchange them. Explain the structure of the game No points or funding $ amounts
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What is a winning combination?
Preparation Goal: Decide upon and select your program’s core assets and strategies using cards What to do: Open envelope and place the deck face down on a flat surface Each member draws five cards from deck Each member contributes 2 cards from their hand to the program These cards may look like things you came up with during your discussion. Describe winning hand – diversity of colors Time: 10 min. What is a winning combination? (10 minutes)
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The Road of Trials Get Ready Conflict Opportunities Set-backs Learning
Audio effect This is where the Engage program is right now. Trials we have experienced Learning
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The Road of Trials - Take that!
Brain Drain: Your most influential faculty member is recruited away by another university. by Read card with drama Rule: If don’t have this card don’t loose anything If have card you put it at bottom of deck face down unless… See next slide
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The Road of Trials - Take that!
Most Influential Faculty Member Brain Drain: Your most influential faculty member is recruited away by another university. by Lose your Most Influential Faculty Member card (if you have one) Read card with drama Rule: If don’t have this card don’t loose anything If have card you put it at bottom of deck face down unless… See next slide
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The Road of Trials - Take that!
Most Influential Faculty Member Brain Drain: Your most influential faculty member is recruited away by another university. by Lose your Most Influential Faculty Member card (if you have one) Read card with drama Rule: If don’t have this card don’t loose anything If have card you put it at bottom of deck face down unless… See next slide
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The Road of Trials – Take that!!
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The Road of Trials – Take that!!
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The Road of Trials – Take that!!
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The Road of Trials - Recovery
Each member draws 2 more cards from deck for a total of 5 Re-strategize Replenish and refortify your program – each member contributes 1 card from their hand Await the next trial Time: 5 mins. Reminder: Think about your earlier discussion and look for balance in a program. (5 minutes)
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The Road of Trials – Take that!
The group draws one card and places it on table.
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The Road of Trials – Take that!!
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The Road of Trials – Take that!!
No penalty if you have a Games & Sims Research Lab or Game Developers.
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The Road of Trials – Take that!!
No penalty if you have a Games & Sims Research Lab or Game Developers.
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The Road of Trials – Recovery
Each member draws 1 more card from deck for a total of 5 in hand. Re-strategize Replenish and refortify your program – contribute 1 more card each Await the next trial Participants should have 4 cards in hand after discard. (3 minutes)
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The Road of Trials – Final Trial
Take that!!
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The Road of Trials – Final Trial
Take that!!
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The Road of Trials – Final Trial
Take that!!
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The Road of Trials – Final Trial
Take that!! Avoid through frequent Usability Testing by students
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The Road of Trials – Final Trial
Take that!! Avoid through frequent Usability Testing by students
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The Road of Trials – Final Trial
Take that!! Avoid through frequent Usability Testing by students
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Achieving the Goal or Not
What happened? Did you construct a successful program? What did you do well? What would you do differently next time? Reflect in your groups Can ask additional questions to the full group. How many groups think they have the ingredients for a successful program on their tables? How many had each color represented on their table? When were the learning moments? Time 5 min.
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Return to the Ordinary World
Reflect and apply what you learned Work with team and select 9 cards which represent the core elements of an ideal program. 5 minutes ? ? ? ? ? ? ? ? ? After groups select their 9 core cards have a few groups identify some of the most essential ones.
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Return to the Ordinary World
What we discovered Mention a few of the essential elements we discovered in our Engage experience.
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Return to the Ordinary World
Engage Simulation and Games Program In real program still in road of trials The cards you played represent our experiences and found that all color types are necessary.
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Engage Sims and Games Projects
Melody Mixer (Music Composition) Malaria Prevention (Health Care) Cool It (Engineering Cryogenics) Transportation Simulator (Civil Engineering) Speech Chain (Linguistics) Voice Games (Communicative Disorders) Johne’s Disease (Veterinary Medicine) Virtual French House (French) Critique It (Art Criticism) Probability Theory (Math and Statistics) Consulting with Student Writers (Writing Center) Ice Cream Manufacturing (Food Science) C’est La (seconde) vie! (French Lit. and Culture) Cid 20 + faculty and academic staff
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Where did we get the idea for GameQuest?
The Engage Faculty Advisory Group, with Kathy Christoph and Carole Turner. Thanks to all who designed GameQuest: Chris Blakesley Jasun Carr Cid Freitag David Gagnon Les Howles Dan LaValley Chris Lupton AND our colleagues who willing play-tested round after round of the game.
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Return to Ordinary World
The Quest Continues Call to Adventure Preparation Road of Trials Return to Ordinary World What’s next? StrategyQuest – in production for use with UW-Madison IT Strategic Planning campus-wide process (10/08) DesignQuest – demo’d at GLS conference July 08 Handouts GameQuest brochure Sims/games projects brochure Engage business cards Envelope packs of GameQuest cards AND Road of Trials packs Web site Contacts Achieving the Boon
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