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![Clarke
Aldrich, Learnin
g by Doing : A
Comprehensive
Guide to
Simulations, Co
mputer
Games, and
Pedagogy in e-
Learning and
Other
Educational
Experiences, 20
05 Games
Simulations Pedagogy
[Learning
Games]](https://image.slidesharecdn.com/5thworldotron-140325161140-phpapp01/75/5th-world-otron-76-2048.jpg)
![Note: You
do not
need a
computer
for any of
this…
Games
Simulations Pedagogy
[Learning
Games]](https://image.slidesharecdn.com/5thworldotron-140325161140-phpapp01/75/5th-world-otron-77-2048.jpg)
Uploaded byJim "Brodie" Brazell
5th world otron
The document discusses how video games have evolved from being played solely on computers and in arcades to becoming a mainstream form of digital entertainment played on various platforms. It notes how games have grown to become a dominant force in driving innovation in the personal technology industry. The rise of online and multiplayer games is also discussed, as well as how games are now being used for purposes beyond entertainment such as education, training, health and influencing public policy.
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5th world otron
- 1. New Title Slide -Chris
- 2. http://www.pong-story.com/odyssey.htm#P1 1972 “Ready or not,computers are coming to the people.” Stewart Brand, Rolling Stone December, 1972
- 3. http://www.wheels.org/spacewar/ First Joy Stick First Winner, Int ergalactic Spacewar Olympics Stephen"Slug" Russell at MIT. Other major contributors include Peter Samson, Martin Graetz, Wayne Witanen, Alan Kotok and Dan Edwards. . DEC PDP-1 assembler http://www3.sympatico.ca/maury/games/space/spacewar.html 1962 1972
- 4. Ready or not, “SUPER COMPUTERS” arecoming to the people!
- 5. Network Games 3276% Change $22Bin 2006 EA $2.85/$500M NCSoft $125M/$50M Atoms Bits 1,000,000 Subscribers paying $10 a month - Garriott
- 6. Network Games - Firstsuccessful subscription model on net. Shift 3 – Stand alone games to network games. Flat rate retail to monthly fees.
- 7. The Growth ofVideo Games • U.S. Sales $3.2 billion in 1995 $10.4 billion in 2003 • 50% 0f all Americans ages 6 and older play video games! • 239 Million video and computer games sold last year in the U.S. • Forecasted AAG at 8 to 10 %
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- 11. Video games movedfrom the arcades to the living room Video games A brief history
- 12. Digital entertainment begandriving computer hardware improvements
- 13. Enabling Games tobecome desktop simulations
- 14. Today games area dominant force in personal technology innovation
- 15. May 1995 Today gamesare changing our culture October 1999 Children and young adults at the forefront of this technological wave are changing the fundamental constructs of personal technology, computer, and Internet innovation.
- 16. Games now influencethe events they simulate
- 17. Games now influencethe events they simulate
- 18. Games now influencethe events they simulate
- 19. Games now influencethe events they simulate Intertextuality There is a conversation happening between games and society and the outcome of this conversation is that games are directly influencing the world in which we live.
- 24.
- 25. Vienna University ofTechnology Players operate track switches and adjusting the speed of virtual trains to prevent virtual trains from colliding. Researchers Daniel Wagner, Thomas Pintaric and Dieter Schmalstieg
- 26. Through mixing realities, researchis expanding the potential of embedded training in the field and in battle labs to provide integrated training anytime, anywhere. Advancements are being transferred across industries from business prototypes to hospitality training. Integrated research in tracking, registration, re ndering, display, and scenario delivery are expanding the possibilities of CONSTRUCTIVE simulation as well as after action review, and command and control visualizations.
- 27. First Person &Fidelity
- 30. Improved Target AcquisitionSystem Trainer First Person & Fidelity
- 31.
- 32. Games for… Games for Health Serious Games Gamesfor Change Learning Games
- 33. Case study: EmergencyResponse Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands
- 34. USC ISI andTactical Language Training (ITSEC 2005)
- 35. NETC – 24Blue (ITSEC 2005)
- 36. Case 4: DisasterConfigurator for the Rotterdam Port Authority Case study: Emergency Response Training, Pjotr van Schothorst VSTEP BV, Rotterdam, The Netherlands
- 37. Improved Target AcquisitionSystem Trainer First Person & Fidelity
- 38. Talon Explosive OrdnanceDisposal Trainer
- 39.
- 40. Nuclear, Biological, ChemicalReconnaissance Vehicle
- 41. Player is Incident Commanderor subordinate crisis responder. Responds to events with choices that should mirror Department of Justice NICS doctrine. • Tactical Map set in player‟s home county • ICS “hints” throughout gameplay • Coordination and communication required for success • Full-scale training is unaffordable for small jurisdictions* • Permits widespread distribution to many users* *88% of all jurisdictions are considered to be small. Incident Commander Recommendation: Emphasize human-to- human computer mediated communication, interaction and learning.
- 42. Virtual U modelsthe attitudes and behaviors of the academic community in five major areas of higher education anagement: • Spending and income decisions such as operating budget, new hires, incoming donations, and management of the endowment; • Faculty, course, and student scheduling issues; • Admissions standards, university prestige, and student enrollment; • Student housing, classrooms, and all other facilities; and • Performance indicators. Enlight Software, the Jackson Hole Higher Education Group, and the Institute for Research on Higher Education at the University of Pennsylvania (data), with support from the Alfred P. Sloan Foundation and the Spencer Foundation. www.virtual-u.org
- 43.
- 44. food-force.com Produced by the UnitedNations' World Food Programme, Kids join a team of emergency aid workers to save the fictitious island of Sheylan from starvation caused by drought and civil war. The team goes on six missions to help save the island. The additional missions cleverly use games to demonstrate how emergency aid teams acquire food, make food packs, deliver food and establish long- term food supplies.
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- 50. GlucoboyThe video gamethat runs on blood.
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- 52. How Have VideoGames Changed the Learner? • Increased situational awareness (University of Rochester Study) • Improved pattern recognition and spatial processing abilities (UCLA Prof. Patricia Marks Greenfield) • Improved inductive reasoning, users “learn by doing” (Prof. Sherry Turkle, MIT) • Video game players are comfortable with processing large amounts of data. • Game players have an insatiable desire to “win”!
- 53. Games and theDigital Divide
- 54. Games and theInnovation Gap Builders versus Consumers Innovation GapWe must create a generation of critical thinkers capable of creating innovation! 80% of the top 500 companies are listing "Innovation" as one of the top three priorities in 2002 / 2003. (The Innovation Gap By Jim Kochanski, Paul Mastropolo and Gerry Ledford) Companies receiving the Most U.S. Patents in 2001 Company Number of Patents IBM 3,453 NEC 1,966 Canon Kabushiki Kaisha 1,877 Micron Technology 1,643 Samsung Electronics 1,451 Matsushita Electrical Industrial 1,447 Sony 1,392 Hitachi 1,283 Mitsubishi 1,210 Fujitsu 1,208
- 55. • In 2002there were over 30,000 Counter-Strike servers • Second place was Unreal Tournament with about 9,800 • In 2004, GameSpy over 85,000 players playing Counter-Strike at any point in time • In 2004 accounted for almost 70 percent of the online FPS audience. • Over 4.5 billion minutes of Game provide the motivation, and tools to create innovation Example: The game „MOD‟ community Modder: Definition: An individual who modifies a game using tools either created, or provided, in order to create an entirely new gaming experience. CounterStrike™ Builders Innovators
- 56. Where are wenow?
- 57. Games are takenSeriously Serious Games Definition: Games used for education, training, health, and public policy.
- 58. ISD meets gamesand they evolve IDSI‟s Game-based Learning Simulation Model™ (GLSM)™ integrates the benefits of games, simulations, and instructional systems design.
- 59. To create anew discipline Instructional Game Based System DesignIGSD™ Developing effective game-based learning is, to date, the most advanced application of learning theory to technology. Its intricacy and sophistication requires senior, academically, and experientially qualified instructional and game designers. (Marci Murawski, 2005)
- 60. Effective IGSD isa binary process Instructional Design Game Design “In a game based simulation Game Design and Instructional System Design MUST co- exist, each inter-dependent with the other.” Design SpecificationsConsequence Story Setting Rules Interactivity “Game Based Simulation”
- 61. Effective IGSD beginswith sound Instructional Design Learner Design Learning Objective s Provide Design Specification s There is no COTS Solution
- 62. Effective IGSD endswith sound Game Design Design SpecificationsConsequence Story Setting Rules Interactivity
- 63. Context • Who • What •Why • When • Where Narrative Story & Setting Story & Setting Internal External
- 64. AssistiveEnabling Interactivity • How does theUser interact with the machine? • How will the user interact with their environme nt when making Interactivity
- 65. Rules • Procedura l • Doctrinal •How To • How not to Rules IntuitivePlanFlexible
- 66. Consequence • Positive • Negative ConsequenceMeasurableImmediate
- 67. Instructional NarrativePersonal NarrativeExternalNarrative Multiple Narrative Approach Story & Setting Rules Consequence
- 68. Multiple Levels ofEngagement Psychomotor Cognitive Affective ENGAGEMENT
- 69. Experiential Fidelity – Preparesthe learner for the emotional states and sensory inputs that could impact “real-world” performance – Harnesses Mood Dependence (Your chances of remembering an event or fact are greater if you evoke the emotional state you were in at the time of experiencing the event or learning the fact) . – Low Risk Experimentation / Viewable Consequences Game Based Simulations Provide Experiential Fidelity
- 70. GamesGames™Intelligent Games become intelligent Thenext phase in game based learning is the game that will asses you and use that knowledge to dynamically and change the simulated environment to provide you with a tailored maximized learning experience. i intelligently
- 71. iGames adapt tothe learner Learner ActionsBehaviors Actors And Avatars Environment Interface External Narrative Instructional Narrative Personal Narrative Dynamically Modify Intelligent Adaptive Learning IDSI‟s Model of Dynamic Adaptability in Game Based Learning™ Copyright 2005 IDSI
- 72. How do wemeasure success? • Tracking of learner performance • Capture all decision points for instructor review and assessment • Playable replay of simulation • Capture emergent learner behaviors for „Lessons Learned‟ Game/Sim Content LMS CMS
- 73. In Conclusion IDSI’s Gamebased simulations ! – Offer “cost effective” tools for developing strategic and critical thinking skills – Supports the “Digital Culture” – Bridges socio-economic divides in access and knowledge – Provides “Experiential Fidelity”, i.e. the whole experience
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- 75. GAME TEAMS Games havecaptured millennials imagination and time. Leverage the attention economy of games to develop next generation workforce. We need to pierce the veil of play and support game-based constructivist learning. Transdisciplinarity is the common denominator. Games NANO BIO INFO NEURO Game Builder = System Builder Educational Pull
- 76. Clarke Aldrich, Learnin g byDoing : A Comprehensive Guide to Simulations, Co mputer Games, and Pedagogy in e- Learning and Other Educational Experiences, 20 05 Games Simulations Pedagogy [Learning Games]
- 77. Note: You do not needa computer for any of this… Games Simulations Pedagogy [Learning Games]
- 79. What is the5th World?
- 80. Digital Divide Low Socio-EconomicStatus Goldberg‟s Crew, Houston Community College
- 81. The Other Sideof the Digital Divide Not Low Socio-Economic Status Ninja‟s Crew, Houston Community College
- 83.
- 84. Female, 4, 8% Male, 46, 92% AverageAge Respondent 15 Avg. Age Start Playing Games 5 Avg. Hours of Play Per Week 24 % Mod‟ers 34% Average Hours Mod'ing Per Wk. 5 Average Age Start Mod'ing 12 50 Game Camp Respondents to Date
- 85.
- 86. Why do youmodify games? 9 8 14 3 9 8 8 9 0 2 4 6 8 10 12 14 16 Playing Yes Playing No Learning Yes Learning No Show Yes Show No Better Yes Better No
- 87. Math Engineering TechScience What arethey learning? ?
- 88. Math Engineering TechScience ARTS What arethey learning?
- 89. Math Engineering TechScience TEAMS What arethey learning?
- 90. 22 48 0 10 20 30 40 50 60 Graduate HS GraduateCC or TC Graduate University Plans for education Computer Science 20 Video Game Design 9 Design/Art 8 Write in to survey
- 91. Player Incr. hand-eye coord reactiontime spatial visualization neuro-psych. tests visual attentiveness and mental rotation http://www.wehealnewyork.org/BI%20Surgeon%20teams%20up%20with%20Hollywood.htm James “Butch” Rosser, M.D., Chief of Minimally Invasive Surgery, Director of the Advanced Medical Technology Institute (AMTI) Beth Israel Medical Center in Manhattan According to Rosser‟s study, surgeons who currently play or previously played video games had a 37% reduction in errors and accomplish laparoscopic surgical tasks 27% quicker.
- 92. US Nano Soldier FCS 2020 defenselink.mil/news/Jul2004/n07272004_2004072705.html GameBuilder – Nano Soldier
- 93. Neuro Evolved RoboticOperatives Agents cope with changing environments and situations, optimize resource management, and form adaptive tactical solutions in real time. Stanley, Bryant, Perry, Patterson, Gold, Thibault, Miikkulainen IC2 Institute: NERO Game Builder – AI for Sensors
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- 96. REMIXING – Constructive media remixing TEAMS– Transdisciplinary communities of practice. SWARMING – Network socialization and learning (communal). GROUP – Global Generation? 1980 Emergence of the 5th World 198219641946 Boomers Generation X Millennials 46-64 65-79 82-Present 5th World 4th World = Digital Divide
- 97. Millennials Low Socio-Economic Status Goldberg‟sCrew, Houston Community College
- 98. Millennials Not Low Socio-EconomicStatus Ninja‟s Crew, Houston Community College
- 99. The toys we play withas children!
- 100. This study wasfunded by the State Farm Companies Foundation and by Dr. George Kozmetsky (1917-2003), founder of the IC² Institute. The study was designed and analyzed, and the report was written by a team at The University of Texas at Austin: Aliza Gold, Senior Producer and Researcher at the Digital Media Collaboratory, part of the IC² Institute Emily Durden, PhD candidate in Sociology Marjorie L. Kase, M.A. in Communication Shane Alluah, PhD candidate in Educational Psychology Ana Boa-Ventura, PhD candidate in Communication The research team would like to thank the participating schools and their administrators: Elgin Middle School Goodnight Middle school Miller Junior High Fleming Middle School
- 101. Low SES: MoreTV and More Video Games TV Games A. Gold, IC2 Institute, UT Austin, Forthcoming
- 102. A. Gold, IC2Institute, UT Austin, Forthcoming
- 103. A. Gold, IC2Institute, UT Austin, Forthcoming
- 104. A. Gold, IC2Institute, UT Austin, Forthcoming
- 105. 0 10 20 30 40 50 60 70 80 90 100 High school or less Community college/technical College degreeor beyond How Much Education do You Want? White African American Latino Other How much education? A. Gold, IC2 Institute, UT Austin, Forthcoming
- 106. 22 48 0 10 20 30 40 50 60 Graduate HS GraduateCC or TC Graduate University Plans for education Computer Science 20 Video Game Design 9 Design/Art 8 Write in to survey
- 107. Females Males Designer/Decorator Professionalathlete Doctor Video Game Designer Cosmetologist Business Owner Lawyer Engineer Teacher Lawyer Business Owner Military Service Musician/Singer Auto Mechanic Cook/Chef Computer Programmer A. Gold, IC2 Institute, UT Austin, Forthcoming
- 108. • Students haveprofessional aspirations, but lack knowledge about how to reach professional goals. • Opportunities to learn about and explore careers are not available at school or accessed by the majority of students. • Students lack knowledge about the context and content of careers. A. Gold, IC2 Institute, UT Austin, Forthcoming
- 109. Project #1: spaceTEAMS TEAMSCareer and Academic Exploration and Planning with Robotics Project-based Learning
- 110.
- 111. ITSA Greg White, UTSA: ”K-PhD” PipelineStartyounger! TEAMS NorthwestVista College, San Antonio
- 112. Elementary spaceTEAMS San Antonio,TX Robot competition pluscareer and academic exploration and history of science and technology.
- 113.
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- 115. spaceTEAMS San Antonio,TX Middle School Likefootball or volleyball but academic.
- 116. Project #2: TEAMSWorkforce Initiative Workforce Attrition. Emerging Technology. ID Educational Solutions. Sponsor: None. Informal Collaboration.
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- 121. Population: 1.4MM Growth:1200/day Educational Sites 3 - 5 minutes EA online games 9 minutes AOL Entertainment 10 minutes Whyville.net 59 minutes Yahoo! Games 78 minutes MEAN TIME PER USER LOGIN Discovery.com: 96 million Whyville.net: 58.4 million BigChalk: 11 million Time for Kids: 8 million New York Times Learning Net: 1.2 million Cosmogirl: 425,000 PAGE VIEWS ©numedeon,inc.2003 The average time per log in July was 3.8 hours making it second to Neopets.
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