What’s happening in the convergence of play and learn? (game-based learning)
Bill Gates To SXSWedu: Education Change Is Hard
Closing out a week of enthusiasm and energy at SXSWedu, Bill Gates reminded the crowd that what’s happening now echoes a surge of enthusiasm from the late 1990s, when the Web seemed to be opening limitless frontiers for education — and then the bubble popped.
“We have to check ourselves and ask, is it really different this time?” Gates said in the closing keynote of SXSWedu, the education-focused event associated with the South by Southwest conference in Austin, Texas. There are reasons to think this time is different, including more mature technologies and favorable economics, he said. For example, in the late 1990s storing an hour of video to be served over the Internet cost about $400 versus about two cents today….
Train-the-Trainer Course from Project GREAT
Six months for the final of the project (officially), GREAT offers the Train-the-Trainers course (http://elearning.projectgreat.eu/). Awareness on the use of games in organizational learning context is our intention for you!
The course methodology is resource based on use of web games (existing) to bring freshness to the concepts and stereotype training.
GREAT aims to provide methodology and guidelines for using Game-Based Learning in education and training Purpose: At the end of the course the participant should be able to plan a training offer according to a supplied GREAT referenced guide, by selecting a commercial fun game (web-based), to develop specific skills in a group of trainees previously known. (Focus is project management competencies)
The serious side of video games
The role-playing was part of a computer game called “On Call,” which was created to help nursing and medical students train to work in emergency rooms. It tests trainees in how well and how quickly they respond to sick patients, how accurately they diagnose problems, and how cost-effectively they order treatment.
“On Call” was developed by students, including Mr. Zebrose and Mr. Rice, during a 2012 summer program at the Massachusetts Digital Games Institute at Becker College. Medical experts at University of Massachusetts Medical School also contributed. The game recently won Best in Show at a serious games conference in Florida.
The Gamification of Education?
This article highlights two issues that need to become a focus: first, underserved communities are still not able to take advantage of current technologies and second, educational games are often just games masked under new literary characters or references, but created in ways that sell but lose a lot of the educational value.
Games for learning & Role Play Scenarios
Presentation to the 2010 Advance Distributed Learning Conference for the Norwegian Armed Forces.
Once Again, Games Can and Do Teach! (by Karl Kapp)
“The evidence is clear that games can and do teach. We also know that online learning and lectures often do not teach. In the end, it is not the vehicle delivering the instruction that makes the difference, it’s the design.”
There’s more to gamification than just playing games
As Millennials – also known as generation Y, generation N, or the net generation – enter the workforce, their mindsets and behaviours regarding their working environment have become important areas of study. It is essential for higher education institutions and employers to understand the differences and mindsets of young students and employees.
In the early stages of our research, we observed the engagement of MBA students in a competitive video game, which is designed for teaching students and employees to work with SAP’s Enterprise Resource Planning system…
The Future of Learning (Game-Based Learning blog)
I though I’d share four videos with you of people that hold a vision of the future of learning. It would be interesting to hear your thoughts and to see if you agree, so please do comment. I’ve written a brief summary of each, in case for whatever reason, you can watch the video and also just so you have access to the information written down….
Gamification of Education: What, How, and Why Bother?
Games and game-like elements have invade the real world. This has been happening for years, and will only continue to grow, as wearable computing is projected to become a $1.5B business by 2014 and big players such as Google release their amazing augmented reality glasses in the upcoming year. Now, ordinary folks can use any of the countless apps and websites that give real-world rewards and points for fitness, shopping, exercise, language learning and so on….
“8 Tips for Measuring the Impact of Serious Games”
Because serious games seem to have an impact beyond the outcomes we have traditionally measured in training and teaching, this often means that we have to be smart, thoughtful and innovative to do a good job of measuring what they can do.
Based on my experience having successfully used a range of traditional and non-traditional measures in assessing behavior change, I’d like to share some of my thoughts and advice on finding and developing measures to assess what your serious game does….
Awesome Teacher Blog
“To develop even a simple game, a student must act as sociotechnical engineer, thinking about how people will interact with a system and how said systems shape both competitive and collaborative social interaction. This is the 21st Century Story Tellers Art. This is where Liberal Arts meets STEM.”
INVESTIGATING ELEMENTARY SCHOOL STUDENTS’ TECHNOLOGY ACCEPTANCE BY APPLYING DIGITAL GAME-BASED LEARNING TO ENVIRONMENTAL EDUCATION
…. this study aimed to investigate elementary school students’ acceptance of technology applying digital game-based learning (DGBL) to environmental education. A total of 32 fourth graders in an elementary school participated in a seven-week DGBL teaching experiment. After the experimental teaching session, a survey concerning “perceived ease of use”, “perceived usefulness”, and “user intentions” was conducted. The results show that the DGBL system is suitable for both genders at all levels of experience. In addition, the 4th grade students’ “perceived ease of use”, “perceived usefulness”, “attitudes toward use”, and “intention to use” reveal a high degree of positive and significant correlations. Furthermore, a path analysis verifies that DGBL acceptance will be directly influenced by a learner’s “attitude toward use” and “perceived usefulness.” Finally, when designing DGBL for 4th graders, the rich learning content and ease of use should be taken into account because they significantly contribute to a learner’s intention to use the system, which may result in greater learning effectiveness.