Games, Gamification and Game Based Learning:�Shall We Play a Game?

Course Design Series

Tuesday, March 5, 2024

Welcome

Today’s Presenter

Kae Novak�Assistant Director, Learning Design�Front Range Community College

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Learning Outcomes

• Participants will be able to discuss the 3 learning domains, ARCS motivational model and hard fun, flow and fiero in regards to games

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• Participants will be able to identify the pedagogical reason for using or creating a game/role-play

Breakout #1 (5 minutes)

• Who are you academically speaking?
• Why are you here?
• Shall we play a game….If given the choice by AI to play a game would it be chess, checkers, backgammon, poker or Global Thermonuclear War?
• Okay..enough of the early AI pop culture, what is really your favorite game?

Games

Gamification

Game Based Learning

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Games

WIN and LOSS SCENARIO

Rules and Strategies

Game Mechanics�

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Gamification

Gamification is the process of taking something that already exists and integrating game mechanics into it to motivate participation, engagement, and loyalty.

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Gamification takes the techniques that game designers use to engage players, and applies them to non-game experiences.

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Simulation/Role-play

Simulation is the imitation of the operation of a real-world process or system over time. The act of simulating something first requires that a model be developed; this model represents the key characteristics or behaviors/functions of the selected physical or abstract system or process.

Games Based Learning

Choosing the right game for the course� Understanding Fun, Flow and Fiero

Students and Instructors as Game Designers�

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Basics of Game Based Learning

• Pick Your Domain
• ARCS Model
• 3Fs

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3 Domains of Learning

• Cognitive
• Affective
• Psychomotor

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Affective Domain (David Krathwohl)

• Demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study.

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Game: Inside the Japanese American Internment

(Interactive Fiction)

Inside the Japanese American Internment (IF Game)

Games

for

Change

ARCS Motivational Model

A - Attention

R- Relevance

C- Confidence

S - Satisfaction

ARCS Motivational Model

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Fun, Flow, & Fiero!

Chocolate Covered Broccoli

Hard Fun

(Papert, 1993)

Flow

Being completely involved in an activity for its own sake (Csikszentmihalyi, 1996)

Fiero

Enjoyment of meeting a difficult challenge/ personal triumph over adversity (Ekman, 2020; Lazzaro, 2004)

Role-playing

It encourages deeper learning but often students prefer passive lecture (Adams & Mabusela, 2013).

Design for Difficulties and Disorienting Dilemmas

Wicked

Problem

(Rittel & Webber, 1973)

1.There is no definitive formulation of a wicked problem.

2. Wicked problems have no stopping rule.

3. Solutions to wicked problems are not true-false, but good-bad.

4. There is no immediate and no ultimate test of a solution to a wicked problem.

5. Every solution to a wicked problem is a “one-shot operation”; because there is no opportunity to learn by trial-and-error, every attempt counts significantly

Transformative Learning Theory

Ancient Egypt Microbiology Murder Mystery

Anubis

Sekhmet

Amun

BIO 204 students request the help of Early Civilizations experts (HUM121) to determine which course of treatment the ancient Egyptians would have used.

Breakout #2 -

• Game Design Sprint
• 10 Minutes work as a group
• Group 1
• Group 2
• Group 3
• Group 4

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Will this be on the test?

Got Questions?

ldg@colorado.edu

https://www.colorado.edu/learningdesign/

Next Session

Tuesday, April 2

10 am on Zoom!

Embracing Accessibility:

6 Simple Steps

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