1. SESSION 2 3 rd July 2008 Researcher: Tan, Wee Hoe Exploring The Potentials of Game-based Learning for Students

2. Outline How game-based learning could be developed? Generic Instructional Design Model SSWH Game-based Learning Model 1.1 Prensky’s Digital Game-based Learning Model Turning your ideas into games Role-playing: Game Designer

3. Game-based learning Game-based learning is a form of learner-centred learning that uses electronic games for educational purposes. My research aim: To create a game-based learning model which can be used by instructors to transfer the engaging elements of electronic games into teaching process, in order to make learning fun and engaging.

4. What makes games so engaging?

5. Categories of Learning Games Intrinsic vs. extrinsic games Hard-wired games vs. “ engines ” & “ templates ” or “ shell ” Tightly linked games vs. loosely linked games Reflective games vs. action games Synchronous (real-time) games vs. asynchronous (turn-based) games Single-player vs. two-player vs. multiplayer vs. massively multiplayer games Session-based games vs. “ persistent-state ” games Video-based games vs. animation-based games

6. Generic ADDIE Model

7. Game-based Learning Model 1.1 Game design & development practices Academia Creative industry Interface design / graphic design Instructional design: Defining learning objectives Game-based learning context Fun and engaging experiential learning Generic ADDIE Story & plots Artistic direction Instructor’s guide DOMAINGAME PRODUCTION INPUT

8. Prensky’s Digital Game-based Learning Model 1. A “ teacher ” (SME) generates game ideas Refer to commercial games for models, ideas and inspiration Brainstorming: Stickystorm 2. The teacher analyses/evaluates ideas critically 5W1H and Six Thinking Hats 3. The teacher creates prototype by him or herself, or by enlisting the help of others to do so The prototype goes through several iteration.

9. 4. The teacher, often working with a producer, gets funding and builds the game. 5. The game (if it works) gets sold to: Customers Distributor 6. Extension of original ideas: Imitators Pirates, cracks, cheats … Upgraded versions; SDK Prensky’s Digital Game-based Learning Model

10. Stages of Game Development

11. The Design Documents 50 to 100 succinctly written pages, well-organized and labeled. It is not a substitute for team meetings and in-person communication Typical design documents consist of : Overview and vision statement Marketing and legal information Gameplay Characters (if applicable) Story (if applicable) World (if applicable) Media list See samples

12. Filling the Game Design Treatment Tentative title Catchy? Easy to remember? Genre Refer to notes given in Session 1. Type Refer to notes given in Session 2. Target Audience Learners / players, specific or general? Feature Set: The game world: time and place

13. Filling the Game Design Treatment Look and Feel 2D / 3D? Game devices? Types of multimedia used? Objectives Learning outcomes Game Concept Sentence It is a game about (character/subject) who/which aims (objective) in (feature set). Game Flow Summary Can be in words or flow chart Refer to the flow diagram

14. End of Session Please fill in the feedback form. You may keep the handout! Thank you for your participation!