Recently, the elearning Guild published a report by Brenda Enders discussing games and gamification for learning. It includes numerous case studies and examples of games being used in the workplace today, and summarizes recent research on games for learning.
Via Chris Carter
Abstract:While theatricality is a medium with a long and extensive history the study of digital games is relatively new, yet there are many parallels between the two that are both inherent and fundamental. This research aims to produce a theoretical synthesis between the two media by providing an analysis of the ontology and process of meaning making in both media. The role of the player in a digital game is a complex and ambiguous one where they perform a dual function as both audience and performer. The creation of narrative and meaning for the game’s player and the theatrical audience is often similar, relying on the creation of fully established and functioning fictional worlds to engage with. Primarily this is done through design and mise-en-scene strategies. Drawing from existing texts as examples, this research aims to explore the extent to which games adopt and have evolved from theatrical conventions of storytelling and aesthetics.
Rational Games, a 501(c)(3) nonprofit, presents: Negotiate! The the first mobile app to teach the fine art of negotiation using a game. Part game, part textbook, Negotiate will teach you how to negotiate in business through an engaging scenario. Your first task: Negotiate the sale of the world-famous Defa Studios Babelsberg, Europe's birthplace of film, between Germany and France. From preparation and asking questions, to deciding when to walk away, Negotiate! will give you the tools to negotiation in business and life.
Rational Games is a nonprofit foundation dedicated to providing support for programs and initiatives making innovative use of games and play to bring about conflict resolution and peace. Your purchase of Negotiate! helps us to continue this mission, and we thank you for your support. To learn more please visit us on the web at: http://www.rationalgames.org
Alice Kolb and David Kolb (2010) introduced the concept of ludic—or playful—learning space, wherein deep learning is achieved through the integration of intellectual, physical, moral, and, spiritual values.
Moving in the direction of mobile learning? Working to enable your traditional eLearning courses to run on tablets and smartphones? Consider another direction. Unless your eLearning offerings draw rave reviews from your workforce, moving them to a mobile device only makes it more convenient for your employees to access marginally effective training.
Raise the bar on your online training as you go mobile. Produce more effective, more engaging mLearning in a fraction of the time required to develop unengaging eLearning. How fast? How about 8 hours to produce training with 10 distinct learning activities? With built-in addictive learning games, extensive leaderboard capabilities, and the most extensive analytics on the market.
gamNearly everyone who plays video games has had to fight off the perception that gamers are just loser loners who set up in their parents' basements. But while armchair debaters have long pointed out that just isn't the case -- citing the rise of social gaming, mobile gaming, the fact that the U.S. spent $13.5 billion on gaming in 2013 -- there hasn't been a lot of hard data on hand.
Admittedly, citing data may not help fight the perception that gamers are nerds. But the results of a new study commissioned by the video game streaming network Twitch and conducted by noted social researcher Neil Howe (a.k.a. the man credited with coining the term "millenial") offer an entirely new picture of the gaming community. The study suggests that gamers actually tend to be more social, more successful and more educated than the non-gaming population.
The study, released Thursday by Howe's LifeCourse Associates consulting firm, surveyed more than 1,000 people via the Internet about their gaming habits and then pulled some basic demographic information. For purposes of this study, a "gamer" was defined as anyone who has played a game on a digital device in the past 60 days. Approximately 63 percent of those surveyed fit that definition.
This project is about how the media tools of the twenty-first century, in particular the engagement with videogames, influences how youth transition into adulthood, and the impact videogames has on their development as civically engaged members of society. The Blended Gaming website will develop a community of youth, adults, parents and teachers who will explore the potential for democratic/civic engagement among future citizens who engage with video gaming and the communities it spawns.
GLS has produced over a dozen games designed around a range of content models. Our games promote engaging ways of learning about biological systems, civic activism, pro-social behavior, programming, and many other STEM domains.
Cutting Edge Research
By working in house with game artists, designers, programmers, and researchers, GLS ties together innovative game mechanics, data analysis, and assessment methods in a way that is unique in the field. GLS also leverages its unique position in the Wisconsin Institute for Discovery to develop new methods of assessing learning through game play.
Research at GLS is supported by leaderships and partners from the industry, such as game designer Doug Church and neuroscientist Richard Davidson, as well as groups like Microsoft Research.
Staff at the GLS Center maintain a healthy balance between work and play, hosting cooperative and collaborative gameplay sessions in between projects.
The GLS Conference, held annually in Madison, provides a forum for games researchers, game designers, and educators from around the world to share results from research and game design efforts.
Educators and game designers say gamification is not about adding games to classes, but designing classes as games
When video game designer and writer Lee Sheldon designed a physical fitness class called “Skeleton Chase,” he didn’t ask any students to climb into a sewer drain.
Yet, one student, who saw it as the best means to attain his goal, did so, anyway. Sheldon showed a photograph of the student climbing into the tunnel to a small gathering of politicians, educators, and industry leaders May 16 on Capitol Hill. “If you get a student to do that,” he said, pointing to the photo, “you have engagement.”
The IGDA WIG SIG works to develop methods to support, promote and encourage women currently employed in the industry; to bring awareness and education to both the workplace and the marketplace in terms of influence and value of women game professionals and women players; to assess the numbers of women working in the games industry in a variety of roles, and track changes over time, using a combination of available data and primary research; and to execute a variety of programs to recruit women into the games industry and to make games a more attractive field for women.
Abstract The Campus Mysteries project co-developed an Augmented Reality Serious Game (ARSG) platform called fAR-Play and tested it with a ghost-hunt learning-experiment. A/B testing on the learning experiment was performed with a smart phone enabled with fAR-Play’s Layar enhanced GPS interface and a smart phone enabled with Bee-Tagg’s Quick Response Code (QR) application; a paper-analogue acted as a control. This paper reports on the development of the fAR-Play game and provides an assessment of Campus Mysteries’ experiment. It concludes with the assertion that like their well-tested paper based scavenger-hunts, ARSGs, especially when played as locative games, can enhance on-site learning engagement. Moreover, the very process of developing mobile learning platforms encourages cross-faculty collaboration and asks developers to consider how usability, enjoyment, and learning are wed to environment and platform.
Intrigued by game-based learning, but not sure where to begin? Edutopia's series takes a look at game-like learning principles in action and commercial games in real classrooms -- and offers tips and tools for bringing them into your own practice. The Made With Play series is a co-production with Institute of Play; visit their website for many more resources around game-based learning for both educators and parents, including a comprehensive games and learning reading list (PDF).
These videos were made possible through generous support from the Carnegie Corporation of New York, the Bill and Melinda Gates Foundation, and the John D. and Catherine T. MacArthur Foundation.
Game making is one way to create a space where students are empowered to freely experiment with their own way of framing ideas and choosing perspectives. In this way, game making is tantamount to project-based learning.
Video games have enormous mass appeal, reaching audiences in the hundreds of thousands to millions. They also embed many pedagogical practices known to be effective in other environments. This article reviews the sparse but encouraging data on learning outcomes for video games in science, technology, engineering, and math (STEM) disciplines, then reviews the infrastructural obstacles to wider adoption of this new medium.
he Center for Game and Simulation-Based Learning grew out of two highly successful college wide events sponsored by Excelsior College’s School of Liberal Arts (SLA). In spring 2012, SLA held a symposium on Games and Writing. This event brought together nationally recognized experts in writing and gaming including faculty from Ohio State University, Rochester Institute of Technology (RIT), Stony Brook University (SUNY) and Rensselaer Polytechnic Institute (RPI). The presence of such prestigious universities on our campus gave us tremendous intellectual/academic credibility that other online colleges lacked. We filled the physical space to capacity and had approximately 120 online registrants from all over the country. We also established a LinkedIn discussion group called Games in Education. This started with a meager 8 participants.
Game-based learning has broad implications for assessing student skills, researchers say
Game-based learning is one of the most popular trends in education today, and for good reason–a well-designed game engages students, boosts their interest in the topic it addresses, and immerses students in an educational and challenge-driven environment in an almost seamless manner.
But this is just scratching the surface. Many researchers and educators say games have a positive impact on student learning and that they help students develop skills such as problem solving, critical thinking, and collaboration.
What if game-based learning could help educators measure skills such as these–skills that aren’t always measured by traditional assessments?
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