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Serious Games: Changing the World with Transmedia | International Documentary Association

Serious Games: Changing the World with Transmedia | International Documentary Association | Games, gaming and gamification in Higher Education | Scoop.it

The eighth annual Games for Change symposium, conducted in New York City, June 20-22 at New York University's Skirball Center, showcased the major players and initiatives of the emerging social impact gaming movement. An authentic and functional execution of media convergence, social impact gaming fuses gaming, online interactivity and social media to achieve positive real world outcomes; so naturally, Games for Change included a keynote address from former US Vice President Al Gore. Asi Burak, creator of the groundbreaking game Peacemaker and co-president of Games for Change with Michelle Byrd, maintains,  "Featuring Vice President Al Gore as the festival's keynote set the tone that games are mainstream and that games for social change and learning make all the sense in the world." Gore clearly concurred, observing that "People need play, and the potential of gaming combined with social interchange media is huge. The question is, Can games change unsatisfying reality?"

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HC's curator insight, July 27, 2014 9:41 PM

A creative and powerful simulation. Katie Mckenna incorporates documentary footage with gaming elements to tell a powerful story of the struggles, passion and determination of survivors, jorunalists and aid workers of the Haiti earthquake in 2010.

Games, gaming and gamification in Higher Education
Using games and game strategies for enhancing learning in higher education settings.
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Eco Challenge - Water and Sustainability Game

Eco Challenge - Water and Sustainability Game | Games, gaming and gamification in Higher Education | Scoop.it

Curtin University is proud to announce that it is the Australian organiser for participation in the  UNEP-DHI Eco Challenge 2015.

 

Water is essential for all life as we know it. A simple fact that sometimes feels forgotten as political and commercial interests take priority.

 

UNEP-DHI Eco Challenge 2015 provides an exciting and authentic learning experience for students aged 11-17 through the online strategic game "Aqua Republica". Addressing national curriculum priority dimensions of Sustainability and Asia and Australia's engagement with Asia the experience provides many learning opportunities across Social Studies, Science, Humanities, Health and Physical Education, English, Geography, and more.

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Why Successful Classrooms Build a 'Game Layer' Into Lessons - US News

Why Successful Classrooms Build a 'Game Layer' Into Lessons - US News | Games, gaming and gamification in Higher Education | Scoop.it
A new book shows why successful classrooms build a 'game layer' into lessons.
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Game-based learning tames troubled students in eastern Helsinki school - YLE News

Game-based learning tames troubled students in eastern Helsinki school - YLE News | Games, gaming and gamification in Higher Education | Scoop.it
Finland will introduce a new primary education curriculum from 2016. Schools across the country are either introducing or have already implemented concepts like cross-disciplinary and game-based learning as part of the modernized syllabus.
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Using Gamification to Teach Complex Topics by Nicholas Bird & Jay Davenport : Learning Solutions Magazine

Using Gamification to Teach Complex Topics by Nicholas  Bird & Jay  Davenport : Learning Solutions Magazine | Games, gaming and gamification in Higher Education | Scoop.it
How would you make learning about property sales and loan securitization interesting and enjoyable? At Wyndham Vacation Ownership, the answer was to build a game.

Via Ana Cristina Pratas
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How to Transform The Odyssey into an Epic Game in Alternate Reality

How to Transform The Odyssey into an Epic Game in Alternate Reality | Games, gaming and gamification in Higher Education | Scoop.it
Teachers are discovering that through alternate reality games, students who were not typically motivated kicked into high gear, some laboring into the wee hours at home to untangle a conundrum.

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Kim Flintoff's insight:

Great to see that there is a developing interest in ARG.  I developed and ran workshops on the idea back in 2007....  http://www.slideshare.net/kimbowa/dramatargy in a Drama education context... 

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callooh's curator insight, April 28, 9:48 PM

Serious games don't have to be tech-based. ARG games take commitment from both the designer side and the learner side but the rewards can be great.

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The MindShift Guide to Digital Games and Learning

The MindShift Guide to Digital Games and Learning | Games, gaming and gamification in Higher Education | Scoop.it
The MindShift Guide to Digital Games and Learning explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.

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callooh's curator insight, April 28, 6:48 PM

Geared towards learning in a classroom setting, still lots of useful info here

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Play This Simple Mobile Game To Help Researchers Analyze Cancer Data

Play This Simple Mobile Game To Help Researchers Analyze Cancer Data | Games, gaming and gamification in Higher Education | Scoop.it
By solving puzzles, you can speed up data analysis that would otherwise take years.

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callooh's curator insight, March 31, 5:38 PM

Another example of a citizen science game

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Where Are All the Educational Video Games for Adults? - Re/code

Where Are All the Educational Video Games for Adults? - Re/code | Games, gaming and gamification in Higher Education | Scoop.it
There are learning games for babies, and for toddlers, and for children, and for students. What about everyone else?
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A Working Theory of Game Design « First Person Scholar

A Working Theory of Game Design « First Person Scholar | Games, gaming and gamification in Higher Education | Scoop.it
A Working Theory of Game Design

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callooh's curator insight, April 25, 11:39 AM

This article proposes combining the MDA framework and the elemental tetrad framework. Like all models, don't expect perfection but it attempts to show some of the relationships between elements of the combined frameworks.

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Minecraft and The Future of Transmedia Learning | DMLcentral

Minecraft and The Future of Transmedia Learning | DMLcentral | Games, gaming and gamification in Higher Education | Scoop.it
2014 won’t be remembered as the year Microsoft bought Minecraft. Instead, it will be understood as the beginning of the wider understanding that Minecraft is more than just a game. Yes, it CAN be played like a game, it relies on technical components similar to games, it supports a user community around it in a manner similar to other games… but, the metaphor of “game” is no longer useful. It misses the bigger picture. It distracts us from the broader disruptions it is causing in the social fabric. So now I, too, will join the quiet chorus saying Minecraft is not just a game.

What then will I say?

This: Minecraft is our first look at the future of transmedia learning.
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Never Alone - Game

Never Alone - Game | Games, gaming and gamification in Higher Education | Scoop.it
Never Alone (Kisima Ingitchuna) is the first game developed in collaboration with the Iñupiat, an Alaska Native people. Nearly 40 Alaska Native elders, storytellers and community members contributed to the development of the game. Play as a young Iñupiat girl and an arctic fox as they set out to find the source of the eternal blizzard which threatens the survival of everything they have ever known.

Guide both characters in single-player mode or play cooperatively with a friend or family member as you trek through frozen tundra, leap across treacherous ice floes, swim through underwater ice caverns, and face numerous enemies both strange and familiar in the journey to save the girl’s village.

In this atmospheric puzzle platformer, you will explore awe-inspiring environments, perform heroic deeds, and meet legendary characters from Iñupiaq stories — all narrated by a master storyteller in the spoken Iñupiaq language.
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Panel: Government should invest in video games to help students learn

Panel: Government should invest in video games to help students learn | Games, gaming and gamification in Higher Education | Scoop.it
A panel of experts was in Washington last week advocating for more fun in schools – more “hard fun.”

That is the term that was being used by industry and government officials who were part of a panel Thursday that talked about how video games and gaming can help students learn.

“We’ve been trying to find a way to put those two together for centuries,” said Greg Toppo, a national education writer for USA Today.

“I think one of the most exciting things is that this movement has that at its forefront,” he said. “It’s always thinking about hard fun.”

Hard fun is a goal that game designers at New York-based Electric Funstuff keep in mind for their projects, said CEO and co-founder David Langendoen. He believes that games are much more than just an activity.
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eCampus News 80 game-based products for higher-ed coming soon - eCampus News

eCampus News 80 game-based products for higher-ed coming soon - eCampus News | Games, gaming and gamification in Higher Education | Scoop.it
New game-based learning products focus on critical thinking, psychology, science, and more.

game-based [1]Toolwire will launch 80 new game-based learning products in 2015. Covering topics such as writing, student success skills, critical thinking, psychology and environmental science, these games aim to help higher education institutions engage and retain students within core general education courses.

Colleges and universities are increasingly being held accountable for student success and graduation. Of students who attend college, 53 percent struggle to complete their degrees, and 33 percent drop out entirely. Half of all student drops occur in the first 20 units.
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Playfulness, Play, and Games: A Constructionist Ludology Approach

Playfulness, Play, and Games: A Constructionist Ludology Approach | Games, gaming and gamification in Higher Education | Scoop.it
This dissertation presents a framework for understanding playfulness, play, and games. The framework presented is developed for the needs of a constructionist ludology, rooted in realist social constructionism. The work is situated in the field of game studies. The contribution of this work is threefold: firstly, it presents a foundational theoretical framework for understanding and separating playfulness, play, and games. Secondly, contributions to mid-level theory as models for understanding social play are presented. Thirdly, with the help of these tools, more practical insights are examined, in three substudies.

The primary contribution in this dissertation is the presented framework. A very wide spectrum of play is considered, from animal play to human play, and from the play of children to the play of adults. The starting point is very inclusive, considering all activities that are performed for their own sake, regardless of how they are culturally valued. Thus the framework tackles ‘good’ and ‘bad’ play: play that is positive and widely considered as desirable, as well as play that is transgressive or destructive. The framework is also used to understand games, both digital and non-digital, in a larger context of play, and there is even room in the framework for enacting play with a goal-oriented mindset. The framework postulates a boundary between play and non-play, but play is not considered to be exceptional or fundamentally detached from everyday life. The framework is not designer-centric, and can handle games both as artefacts and activities.

In the framework playfulness as a mindset and play as an activity are separated. Through these two are connected, and in practice intertwined, analytically they can be separated. Both are rooted in the biology-based tendencies of humans and other animals. The playfulness of humans and other animals is a realist brute fact, but humans are the subject of the more complicated conceptualisations of play and games as they are aided by the awareness of their own playfulness and affected by social construction.

The framework draws together and builds on earlier research. Much of this earlier work has existed in disconnected pieces. Building bridges between game studies and other fields, as well as positioning the current study of games in relation to other research efforts into games and play during the last century, is an important part of this work. The framework presented is an original synthesis that extends and elaborates earlier attempts. The constructionist ludology framework presented provides a theoretical grounding that delimits playfulness, play, and games without disconnecting them from the world around them. The boundaries surrounding play are also untangled. The secondary contribution of the dissertation is the presentation of more specific models relating to social play. One of these is for the categorisation of game playing based on the number of participants. All game playing is to some degree social, even single-player games. Another model is presented for navigating the juxtaposition of mindset and context. This tool shows the usefulness of separating playfulness as a mindset, and playing as a socially recognised activity.

The tertiary contribution takes the form of substudies, which bring the framework and models to bear on three particular topics. Firstly, an analysis of grief play and trolling shows a side of play that is often seen as negative, or even as not-play. The analysis helps explain the creativity and enjoyment of acts of griefing without profiling the participant. Secondly, the challenges faced by gamification and other serious games are reframed in the analysis as stemming from the confusion between game as a cultural artefact, and playfulness as a mindset that need not be connected to it. Thirdly, the challenge of lacking explicit rules of play – as well as having divergent player expectations regarding how to play a game – are analysed in relation to the pervasive game Conspiracy For Good.
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IF (URBAN) LIFE IS A GAME, (SMART) CITIES ARE THE PLAYGROUNDS. GAMIFICATION, CIVIC REWARDS AND CROWDSOURCING STRATEGIES FOR CONNECTED CITIES.-

IF (URBAN) LIFE IS A GAME, (SMART) CITIES ARE THE PLAYGROUNDS. GAMIFICATION, CIVIC REWARDS AND CROWDSOURCING STRATEGIES FOR CONNECTED CITIES.- | Games, gaming and gamification in Higher Education | Scoop.it
by Pablo Sánchez Chillón (Urban 360º) How can games be used for engaging citizens in urban matters? How the addition of urban game-like programs, crowd sourced initiatives in real/digital spaces an...
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Gamification motivates students, employees beyond the screen - The Daily Pennsylvanian

Gamification motivates students, employees beyond the screen - The Daily Pennsylvanian | Games, gaming and gamification in Higher Education | Scoop.it
At Penn, Legal Studies and Business Ethics professor Kevin Werbach uses gamification techniques to motivate his students.
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Leaders Gather to Chart Future for Games in Education - EdTech Magazine: Focus on Higher Education

Leaders Gather to Chart Future for Games in Education - EdTech Magazine: Focus on Higher Education | Games, gaming and gamification in Higher Education | Scoop.it
The Games for Learning Summit drew some big names from across industries.
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Playing Around at the US Dept. of Ed.'s Games for Learning Summit - EdSurge

Playing Around at the US Dept. of Ed.'s Games for Learning Summit - EdSurge | Games, gaming and gamification in Higher Education | Scoop.it
“The way to create great games is to start with the assumption that the subject area is awesome,” said Lauri Järvilehto, Rovio’s “Fun Learning Expert” during an intimate STEM panel on his company’s collaboration with NASA on “Angry Birds Space.” This...
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Revolutionary Learning: Using Games and Simulations to Solve Critical Issues in Public Health

Revolutionary Learning: Using Games and Simulations to Solve Critical Issues in Public Health | Games, gaming and gamification in Higher Education | Scoop.it
Participate/ Play/Produce – in a Symposium of Learning Adventures

The Ebola scare this past year, the heroin epidemic in the northeast, and the surprisingly high infant mortality rate have heightened awareness of precarious public health. How can a revolutionary new educational approach to these issues through games and simulations provide inroads to solving these critical problems? Join a group of stellar game and simulation designers, educators, and public health experts in a dynamic hands-on exploration of creative problem solving.

The keynote address will be presented by Sharon Sloane, President and CEO, WILL Interactive.
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Serious Games for Serious Simulation, An In-depth Look at Combat Medic from Virtual Heroes |

Serious Games for Serious Simulation, An In-depth Look at Combat Medic from Virtual Heroes | | Games, gaming and gamification in Higher Education | Scoop.it
Growing the Field of Healthcare Simulation

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callooh's curator insight, April 26, 11:03 AM

Used an immersive, 3D environment and focused on the top 3 causes of preventable death in the battlefield. As players level up, distractions increase to simulate the pressures of the battlefield.

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Gamification: Engaging Students With Narrative

Gamification: Engaging Students With Narrative | Games, gaming and gamification in Higher Education | Scoop.it
Gamify a classroom by introducing a fun narrative, reframing assignments to fit into that narrative, and making students care about the outcome.

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Becky Roehrs's curator insight, April 22, 11:29 PM

Lots of tips and ideas you can use to make your lessons fun, without having to make many updates.

David W. Deeds's curator insight, April 24, 8:25 AM

Good stuff! 

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Gamification Does Not Equal Games, It Equals Engagement And Innovation

Gamification Does Not Equal Games, It Equals Engagement And Innovation | Games, gaming and gamification in Higher Education | Scoop.it
Gamification Equals Engagement And Innovation The first example is an onboarding program that we at Apex created for an international mining company, who approached us after an Association of Talent and Development (ATD) presentation we gave on...

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Chris Carter's curator insight, April 24, 10:49 PM

Yes, more than a distinction, gamification is taking aspects of games and game-mechanics to motivate and engage students.

John Caswell's curator insight, April 26, 4:09 AM

Right On!

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Gamification: Engaging Students With Narrative

Gamification: Engaging Students With Narrative | Games, gaming and gamification in Higher Education | Scoop.it
Gamify a classroom by introducing a fun narrative, reframing assignments to fit into that narrative, and making students care about the outcome.

 

When looking at how engaged students are in playing games, it makes sense to capture some of the ideas that game designers use to engage the player. This idea of applying gaming mechanics to non-game situations is known as gamification.

 

What defines a game is having a goal or objective. However almost all games also have some sort of theme or story. The classic game Candyland has nothing really to do with candy. It's just about moving along a path to get to the end. The game's theme contributes to making it fun. What we learn from games is that adding narrative, storyline, a theme, or fun graphics to our lessons and activities can help students be more engaged.

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Game Jolt | Indie Games Development community

Game Jolt | Indie Games Development community | Games, gaming and gamification in Higher Education | Scoop.it
Game Jolt is a place chock full of free indie games that are actively maintained by the developers themselves.
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Gamification of the Classroom

Gamification of the Classroom | Games, gaming and gamification in Higher Education | Scoop.it
Gamification of the Classroom By Alice Keeler

 

These are the slides, resources and notes for my presentation at BETT 2015 in London on “Gamification of the Classroom”

 

More resources at:  http://www.alicekeeler.com/teachertech/2015/01/23/gamification-of-the-classroom/

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PLAY THE PAST | About

PLAY THE PAST | About | Games, gaming and gamification in Higher Education | Scoop.it

Collaboratively edited and authored, Play the Past is dedicated to thoughtfully exploring and discussing the intersection of cultural heritage (very broadly defined) and games/meaningful play (equally broadly defined). Play the Past contributors come from a wide variety of backgrounds, domains, perspectives, and motivations (for being interested in both games and cultural heritage) – a fact which is evident in the wide variety of topics we tackle in our posts.

It is very important to note that Play the Past isn’t just about the intersection of cultural heritage and digital games, its also about non-digital games (boardgames, tabletop games, collectible card games, etc.), alternate reality games (ARGs), barely games (a term originally coined by Russel Davies – no, not the Doctor Who Russel Davies – and built upon by our very own Rob McDougall), and playful mechanics (or “gamifying” as its been recently called).

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