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lkryder

Gamasutra - Book Excerpt: 'A Theory Of Game Design' - What Games Aren't - 0 views

  • Game designer Marc LeBlanc has defined eight types of fun: sense-pleasure, make-believe, drama, obstacle, social framework, discovery, self-discovery and expression, and surrender. Paul Ekman, a researcher on emotions and facial expressions, has identified literally dozens of different emotions - it’s interesting to see how many of them only exist in one language but not in others. Nicole Lazzaro did some studies watching people play games, and she arrived at four clusters of emotion represented by the facial expressions of the players: hard fun, easy fun, altered states, and the people factor.
  • Games are not stories. It is interesting to make the comparison, though: Games tend to be experiential teaching. Stories teach vicariously. Games are good at objectification. Stories are good at empathy. Games tend to quantize, reduce, and classify. Stories tend to blur, deepen, and make subtle distinctions. Games are external - they are about people’s actions. Stories (good ones, anyway) are internal - they are about people’s emotions and thoughts. In both cases, when they are good, you can come back to them repeatedly and keep learning something new. But we never speak of fully mastering a good story.
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    games and stories
Joan Erickson

Games for Higher Education: 2008 (EDUCAUSE Review) | EDUCAUSE - 0 views

  • games can tie into constructivist pedagogy
  • gaming influences how they perceive and use information
  • Some libraries have hosted game nights or have developed a digital game collection for access and preservation purposes
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    by Bryan Alexander---talks about how to use gaming to help the learning process, the rationale for working gaming into teaching
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    this is Bryan Alexander's blog site. There's one more article about him and his beliefs I will diigo
diane hamilton

Embodied Learning - 0 views

  • It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience." Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about who to be: (imaginative projection: some participation in story-telling or drama) what the rules are (game recognition: the mental labor of identifying problems and how to solve them) how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)
  • Far more than books or movies or music, games force you to make decisions. Novels may activate our imagination, and music may conjure up powerful emotions, but games force you to decide, to choose, to prioritize. All the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning to make the right decisions: weighing evidence, analyzing situations, consulting your long-term goals, and then deciding…. Those decisions are …predicated on two modes of intellectual labor that are kept to the collateral learning of playing games. I call them probing and telescoping (41) Probing: you have to probe the depths of the game’s logic to make sense of it and like most probing expeditions, you get result by trial and error, by stumbling across things, by following hunches (42-3) Telescoping is managing…simultaneous objectives… you can’t progress far in a game if you simply deal with the puzzles you stumble across; you have to coordinate them with the ultimate objectives on the horizon...Telescoping is about constructing the proper hierarchy of tasks and moving through the tasks in the correct sequence. It’s about perceiving relationships and determining priorities (54-55).
kasey8876

Parade of Games in PowerPoint - 5 views

    • kasey8876
       
      The use of PPT can help students interact witht he material in a fun way. It can help students meet learning objectives. For example students will be able to identify drug names through.
    • kasey8876
       
      I like the use of the Jeoprady game the best and think it could be used by individuals or teams.
    • alexandra m. pickett
       
      ok. i see your sticky here now.
  • Jeopardy
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    The Parade of Games web site was created to provide educators and trainers with easy-to-assemble educational games in a technology-enhanced environment to support key learning points. The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning. Educators and trainers can select and download those PowerPoint games that support their learning objectives and are compatible with the technology capabilities of their learning environment. I can use this in my course to help the students engage the content and make learning fun and interactive.
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    Love this! I will absolutely be using some of these in my classroom!
lkryder

Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

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    Gaming and education debate - meeting students where they are - does that mean games?
Heather Kurto

http://website.education.wisc.edu/kdsquire/tenure-files/manuscripts/26-innovate.pdf - 0 views

    • Heather Kurto
       
      While educators wonder if it is possible to create good online learning communities, game  designers create virtual societies with their own cultures, languages, political systems, and  economies (Kolbert 2001; Steinkuehler, forthcoming)
    • Heather Kurto
       
      In short, while e-learning has a reputation for being dull and ineffective, games  have developed a reputation for being fun, engaging, and immersive, requiring deep thinking and  complex problem solving (Gee 2003)
    • Heather Kurto
       
      Given emerging research on how video games and associated pedagogies work in designed  settings (Shaffer 2005), it seems the important question is not whether educators can use games  to support learning, but how we can use games most effectively as educational tools
Catherine Strattner

Math Games for Kids . Cyberchase | PBS KIDS - 1 views

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    A Venn diagram game I plan on using in my course.
Kristen Della

How to play Cops and Robbers - 0 views

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    Family fun and cool games online site with rulebooks tips and strategies for various indoor and outdoor kids games and fun activities for the entire family to enjoy, How to Play Cops and Robbers Objective To win a game of Cops And Robbers, all the robbers must be caught and placed into the jai
lkryder

Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

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    gaming literacy, meeting students where they are, the debate, the research
lkryder

Raph's Website - 0 views

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    Koster's work is considered important foundation for game design
lkryder

Gamasutra - Playing Games Is Hard Work: An Excerpt From Reality Is Broken - 0 views

  • Games make us happy because they are hard work that we choose for ourselves, and it turns out that almost nothing makes us happier than good, hard work
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    games as hard fun
Erin Fontaine

Free Educational Games : Online School Review for Kids - Review Game Zone - 1 views

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    This site is great because I can choose what I want as my questions. I can adapt a different game for each module or put a whole bunch in my video arcade!!
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    Could be handy....
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    I want to create a "videogame arcade" kind of area where my students and go and relax while still being presented with the language. This is great because I can adapt different games to go with different modules.
Celeste Sisson

What is Gamification? | Gamification.org - 0 views

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    the concept of applying game-design thinking to non-game applications to make them more fun and engaging.
Hedy Lowenheim

Using Games to Enhance Learning and Teaching - 0 views

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    "Using Games to Enhance Learning and Teaching offers a comprehensive solution, presenting five principles for games that can be embedded into traditional or online learning environments to enhance student engagement and interactivity." Six experts in the gaming industry are interviewed.
Joy Quah Yien-ling

ClassTools: Create interactive flash tools / games for education - 0 views

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    "Classtools.net allows you to create free educational games, activities and diagrams in a Flash! Host them on your own blog, website or intranet! No signup, no passwords, no charge!"
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