1. explore > discover > learn Tim Price-Walker MissionMaker Project Manager Immersive Education Ltd Computer Games in Education RSC London - JISC Education and Games?

2. explore > discover > learn Immersive Education – who are we? Founded in 1998 Developer and publisher of educational software Oxford-Intel  Education initiative Roots in the UK games industry “Immersive is the product of a most creative collaboration between Intel and the Department of Education at Oxford University and the results are staggering…” Bethan Marshall, The Guardian

3. explore > discover > learn Product platforms Kar2ouche 3D storyboard ‘role play’ tool Krucible virtual real-time science simulations MediaStage 3D virtual production studio MissionMaker game authoring software Education software using the production values of games technology

4. explore > discover > learn Award winning software UK BETT Award 2004, 2005 & 2006 British Computer Society Award 2002 EDDIE Award 2002 BAFTA Award Nominee 2002 & 2003 BESA Best Educational Award 2001

5. explore > discover > learn What is ? Game authoring software for educational and creative use A collaboration between The Centre for the Study of Children, Youth and Media (Institute of Education, University of London) and Immersive Education IOE project leaders: David Buckingham, Andrew Burn Immersive Education: Jeff Woyda, Donna Burton-Wilcock

6. explore > discover > learn What? Software to enable children to create their own computer games. Why? Enable children to become producers, not just consumers of games. Who? KS3 (11-14); particularly girls and children with literacy difficulties. Research Outline

7. explore > discover > learn Outcomes Software: 3D game-authoring tool, allowing children to design their own action-adventure games Theory: a model of ‘game-literacy’, defining gaming and game design as a form of ‘reading’ and ‘writing’ Teaching: ways of teaching ‘game literacy’, both formally (in schools) and informally (in clubs and homes) Participatory design: a model for industrial design, incorporating user input and feedback Still in progress…

8. explore > discover > learn Parkside Community College, Cambridge Focus on narrative and representation: Media

9. explore > discover > learn Charles Edward Brooke Girls School, London Lunchtime club for game playing, after- school club for game design Focus on game-making as a design practice

10. explore > discover > learn Apex Summer School – Bath (G&T) Technology immersion High adult-child ratio

11. explore > discover > learn Aspects of Games High quality graphics Multi-modal Navigation High levels of Interactivity TechnologicalGame playNarrative Shared with games they already play Skill developmentSupports literacy Implicit storylines Curiosity led plot development Complexity offering choice and originality Different genres Visualisation Interpretation Reasoning Enquiry Memory Mathematical skills Logic Reflection Creative thinking Challenge Problem Solving Synthesis

12. explore > discover > learn What indicates motivation? independent work self-directed problem posing persistence pleasure in learning repeated experience What generates motivation? active participation intrinsic and prompt feedback challenging but achievable goals open-endedness What can motivation usefully support? collaborative interaction peer scaffolding of learning creative competition or co-operation equal opportunities persistence with challenging tasks Reflection and evaluation What does sustained motivation rely on? a version of reality relevance to the user recognisable & desirable roles Games are Motivating

13. explore > discover > learn Anticipated Issues Curriculum links Support materials Research findings Time available – curriculum structure Hardware Teacher uncertainty and suspicion Training

14. explore > discover > learn Website and email contact Organisations: www.childrenyouthandmediacentre.co.uk www.londonknowledgelab.ac.uk www.immersive.co.uk Project Managers: ray@imed.co.uk tim@imed.co.uk donna@imed.co.uk