Curtin University is proud to announce that it is the organiser for participation in the UNEP-DHI Eco Challenge Australia.
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 Australia 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.
With the advent of gamification as a legitimate tool for engagement, recruitment and enrollment, campuses are reimagining how their learning spaces reflect new instructional approaches. Gamification is moving from simple trend status to a valid pedagogical approach that can deliver powerful learning experiences in higher education classrooms—and this growth has led to changes in how faculty approach physical learning spaces.
Annual survey reveals digital resources such as game-based environments and online videos have experienced increased use in classrooms Teachers’ use of game-based environments and online apps has doubled in the last six years, according to the annual Speak Up survey released on May 5.
The national report, From Print to Pixel: The role of videos, games, animations and simulations within K-12 education, reveals that in 2010, only 23 percent of surveyed teachers said they used games, compared to 48 percent of those surveyed in 2015. In 2010, 47 percent of teachers said they used online videos, and that jumped to 68 percent of teachers in 2015.
“Many more schools are demonstrating greater use of digital content, tools and resources today than six years ago and we believe that the increasing adoption of interactive, visual media in the classroom by teachers is the driver for much of that change,” said Julie Evans, CEO of Project Tomorrow, in a press release. “The explosion in teacher interest and usage of videos and game-based learning could be a harbinger of a new awakening for digital learning.”
In Jamaica, one firm has turned revising for school exams into a series of online games which are now being used by thousands of pupils across the island - who are offered prizes as they study for subjects like maths, languages, arts or science.
So is a bachelor of serious games a pathway to meaningful employment or a lifetime of student debt? Smith assured me it is the former.
“We need to be able to have our students capable of looking at the problems presented to them from an external stakeholder and thinking about how games might be used to solve that particular problem. This course is situated where the government is trying to go with its whole STEM innovation agenda,” he declared, citing the ‘jobs of the future we don’t even know exist yet’ aphorism.
“What we need to do is equip our students with not just numeracy and literacy, but digital literacy,” he argued. “This is a play very much in the space of equipping students with the skills they can use to build themselves new careers in areas that we haven’t even thought of yet. It’s just an innovation in thinking about the use of games in a different way, strategically thinking about how we respond to the national innovation and science agenda.”
Forget about hunting down just the right educational game for your students. Let them use the games they already love — Minecraft, World of Warcraft and Call of Duty — and then untangle how those can be fit into the learning goals you have for them. Figuring out how to do that as a teacher is the focus of a new course at Penn State.
Affectiva's emotion-sensing technology now helps game developers personalize games to the player's mood.
Affectiva, an MIT Media Lab spin-off that creates technology that recognizes people's emotions by analyzing subtle facial movements, has created a plugin that game developers can integrate into their games to make them more emotion-aware. This marks Affectiva's first foray into the gaming space; the technology is also used in other industries better understand how people react to advertising and political polling, among other things. The plugin will be available on Unity, a game development platform used by over 4.5 million developers. In practice, it means that video games can now read a player's face through a standard webcam.
"Most games have emotions as a core part of the experience," says Rana el Kaliouby, Affectiva's cofounder and chief science officer. "We've made it possible to easily build an emotional response into the game dynamic."
"Serious" gaming produces training tools for military personnel to cheat death.
Learning to fight death has become a game—literally. The Office of Naval Research has been funding several gaming initiatives to help improve training and education through simulation and modeling, particularly in the field of medicine.
It is working, says Ray Perez of the office’s Cognitive Science of Learning Program. “[Serious] games motivate players to keep on playing but also give them appropriate practice and give them feedback,” he offers. “That’s the magic sauce.”
So-called “serious” games are being developed as training tools. Because they look and act like video games, they can be as entertaining as they are educational and can change the way people learn. That is why, experts say, they appeal to a wide segment of the population and are used in a number of industries to improve a range of skills, from damage control on a Navy ship to emergency management and communication techniques.
Student teams representing Navy, Air Force, and Army compete in STEM Video Game event Educational video game developer DimensionU hosted the 3rd Annual Department of Defense Math Games Tournament at four military research laboratories around the country. Middle school students from four states competed in 6th, 7th, and 8th grade level teams. Each location represented a branch of the military and their respective STEM Outreach offices. Grade level teams from each location participated in five multiplayer rounds of mathematics-based video game play using DimensionU’s gaming platform.
Similar to other DimensionU competitive educational gaming events, the tournament took place in a virtual, first-person action video game world, where students compete and interact as teams solving mathematics problems. The tournament was augmented with live video communication across the four states, allowing students to see their respective challengers.
Abstract This study examined using the user-centered design (UCD) approach in gamification product development with the research question, "What opinions do experienced gamification designers have in using the UCD method as they develop and design gamification products?" Through the multi- phase interactions between researcher and participants of this Delphi study, specific survey questions were developed such as, how does the UCD method work in gamification design, how well does it work, and suggestions on how it should be used. Gamification design experts were recruited as research participants and four Delphi rounds of data collection were conducted. Thirtythree design heuristics within five themes (UCD workflow, defining players, play testing, gamification evaluation, and user participation) about using UCD in gamification were created from Phase A. Participants’ consensus on these design heuristics were examined through three rounds in phase B: four design heuristics or statements were removed, seven design heuristics or statements did not reach consensus based on a series of stability calculations, and all the remaining design heuristics reached consensus. Findings of this research also included gamification design challenges and recommended references for gamification design beginners. This document includes a listing of design heuristics and recommendations, as well as suggestions for future studies on gamification design.
Content is now widely available, and open to everyone. With the democratization of content comes new challenges in determining who is qualified to do what. The tech industry has already seen the rise of badging, nano degrees and certifications. Over the next five years this will spread into other fields and become a common trend. Credentials will become a currency.
Learning doesn’t end when school does. Innovative companies realized long ago that learning is a benefit, as motivated employees want to invest in themselves. Randall Stephenson, the CEO of AT&T, recently said “there is a need to retool yourself, and you should not expect to stop.” He continued to say that people who don’t learn for 5-10 hours a week will become obsolete. Continual learning will help employees keep pace with the changing tech landscape, and will keep them engaged in their work.
Higher ed e-sports programs are scoring big-time. Not only have the University of California, Irvine and Ohio's Miami University recently announced the launch of new e-sports initiatives, but also a company that caters to gamers is kicking off a new college scholarship program for them.
Regardless of whether we’re talking about new hires, existing employees or simply a casual user, almost everyone hopes to be both challenged and inspired when it comes to learning. That’s why the gamification of learning has become such a successful teaching tool in a wide variety of fields; it allows users to work towards clearly reachable goals by adapting and exploring new horizons. In fact, many experts even go as far as to claim that gamification creates a unique opportunity to facilitate a challenging, almost addictive experience that brings out the best in pupils.
These are my favorite games for learning. I don't have any business or sexual relationship with their developers (or the creators of any of the products I mention in the show). Some of these games I've played for 5 hours, others I've played for 50 hours. I will keep updating this guide as I continue discovering and playing more great games for learning. If you have a resource you think should be added to any of the entries, let me know!
You can use these games to design a curriculum for your classroom or build a massive online course. Here is a really great article on building curriculum with games.
A video game critic and a theatre critic discuss a recent game jam between devising theatre makers, pervasive game designers, and computer game developers.
Games and Play for Big Outdoor Days – a curated game jam between devising theatre makers, pervasive game designers, and computer game developers – took place in Winchester on the 28th-30th January 2016. You can read about the games that were dreamed up and designed here. Video game critic Cara Ellison and theatre critic David Ralf were invited to observe by producer Hannah Nicklin.
The Faculty of Information Technology, Mathematics and Electrical Engineering (http://www.ntnu.edu/ime) at the Norwegian University of Science and Technology (NTNU) has a vacancy for one PhD research fellow position in Game-based Learning at the Department of Computer and Information Science (http://www.ntnu.edu/idi).
The appointment is for a term of 3 years without duties. This is a researcher training position aimed at providing promising researcher recruits the opportunity of academic development in the form of a doctoral degree.
Game-based Teaching Techniques Have Been Native to K-12 Forever. They can be Fun and Functional in Higher Ed too.
Gamification has been part of teaching strategy in K-12 even before it was common for computers to exist in the classroom. Teachers have used games for decades to keep students engaged in the learning process, to make instruction easier to digest for students with varying learning styles, to get an idea of how students are doing that may not be reflected in test scores, and to boost morale in the classroom.
Today, the things that are being done in the K-12 setting are often rather remarkable. Now that it is fairly common for students to have in-classroom access to computers, notebooks, tablets, or even wearable technology, the potential uses and impact of gamification has been significantly increased. While it may be more obvious to think of gamification as having a place in K-12, with younger students, there is also plenty of exciting potential for uses of gamification techniques in higher education.
Teachers can certainly learn from and adopt some of the approaches that K-12 instructors and curriculum specialists have taken, and apply them to the college classroom.
Here are few ways in which gamification can work in higher education:
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