1. Narrative and Social Collaboration in the integration of games in the curriculum Heather Conboy (De Montfort University HConboy@dmu.ac.uk )HConboy@dmu.ac.uk @ Education in a Changing Environment, University of Salford, 12-14 Sept. 2007

2. What can games offer? State of play in education Benefits & issues Games Trial Selecting a simulation Student feedback Sharing recommendations

3. Our perspective and aims As educators Politics Simulations in politics: with & without computers Getting students talking and collaborating Linking theory to practice Raising issues & debates Increasing motivation Debate & Collaboration

4. “The rich, interactive and engaging environment of games however has lead to an increased expectation of similar levels of quality for learning materials. There is evidence that there is shift from passive to more interactive interactions across all aspects of their learning.” (Canole et al, 2006 p 158) Student experience

5. Current state of play Development expensive for institutions Institutional availability of time and technical expertise Narrative integration Move towards acceptance of games Student experience & expectations

6. Simulations as experiential Give people well designed visual and embodied experiences of a domain, through simulations or in reality (or both). Help them use these experiences to build simulations in their heads through which they can think about and imaginatively test out future actions and hypotheses. Let them act and experience consequences, but in a protected way when they are learners. (James Gee, 2007: 110)

7. Sandford et al, 2007 ( future lab)

8. Teaching with Games, Sandford et al, 2007 ( future lab)

9. Figure 1: Integration of Simulation/Game Learner characteristics Aims/outcomes of game Gap in learner experience Content Narrative Interactivity Control Player Technical Curricular Learning Objectives & Outcomes & Pedagogical approach Suitable game? Integration: Narrative Dialogue Reflection Link to assessment Context: Technical Support Student input

11. PeaceMaker: Student engagement 1.Walkthrough & preparation with class 2.Computers: 1 simulation /1 wiki 3.Roles & perspectives 4.Low profile facilitation 5.Debriefing in class 6.Online discussion & reflective log

12. On Niki’s advice we added more checkpoints to give out people more security, popular move with them – up to 23, but Palestine has gone to -42. Does this mean they’re about to launch nuclear missiles? We’ve been attacked and we r issuing a demanding speech to the world. Palestinians are happy with this action but Israelis r not impressed, we request a lifting of curfews and checkpoints which the Israeli president promises to consider. It is interesting to see the results of your actions without actually hurting people. I bet George Bush wished he’d got this! Engaging and collaborating

13. There is also a chance to watch real file events to get an idea of what the real feeling and atmosphere is like. The advisor help is really good, it shows the pros and cons of each decision, but still leaves it up to you and clearly sets out the consequences of each decision – positive, negative or neutral Help.. There’s no back button! Critique The video clips provided visual and audio evidence of real events. The players get a real sense of the severity of the situation in this region

14. Part of the class? I realise that this is not a world crisis, but this type of software is nevertheless educational and entertaining, especially in a topic of your own interest I realise that this is not a world crisis, but this type of software is nevertheless educational and entertaining, especially in a topic of your own interest I would like to see these sorts of simulations games as part of the class. The traditional class needs to keep up with the times!

15. Challenge & critique “you soon realise the sensitivity of politics. Maintaining your popularity is extremely difficult. What initially seems to be a logical choice may result in adverse responses interruptions by continuing events, either local or global or as the impact of some negotiations. A fair reflection of real life – unpredictable!

16. Considerations & Recommendations Narrative prompts and discussion Challenge Length of game Technical considerations Preparation & debriefing

17. Why video simulation (COTS) Simulations Immersive environments Video games Face-to-face Debate & Collaboration Simulation A way of modelling a real-world situation on a computer (de freitas, 2006’