Walking Backwards in to the Future Ensuring the Success of Games for Learning https://www.youtube.com/watch?v=X6jprOZ29wY https://www.youtube.com/watch?v=X6jprOZ29wY Katrin Becker Who Am I? 10/20/2014 EduGaming 2014: Walking Backwards Keynote Katrin Becker, PhD © K.Becker 2 © 2014 K.Becker What am I playing Now? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 3 © 2014 K.Becker "Most of us prefer to walk backward into the future, a posture that may be uncomfortable but which at least allows us to keep on looking at familiar things as long as we can." ~ Charles Handy 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 4 © 2014 K.Becker Formal education moves at geological speeds, and that’s lucky for us…. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 5 © 2014 K.Becker because games for learning really aren’t ready for prime time, and it’s not for the first time. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 6 © 2014 K.Becker During the ‘Edutainment Era’ of the 1980s and 1990s computer games were proclaimed as the modern solution to all our educational ills. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 7 © 2014 K.Becker In order to take advantage of this great technology….. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 8 © 2014 K.Becker ….all we needed to do was wrap a game around a lesson (or worksheet), …. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 9 © 2014 K.Becker …. like so …. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 10 © 2014 K.Becker …. and it would magically become fun. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 11 © 2014 K.Becker This, of course, is not true, and the resultant fall from grace left many educational game proponents reeling. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 12 © 2014 K.Becker We now have a second chance, and we need to make sure we don’t fall into the same trap again. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 13 © 2014 K.Becker The game evangelists are valuable to be sure… 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 14 © 2014 K.Becker but we need to be realistic, 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 15 © 2014 K.Becker and if we don’t have enough games out there that live up to the hype, 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 16 © 2014 K.Becker the idea of using games to teach will once again become a pariah, 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 17 © 2014 K.Becker and the likelihood of a third chance is slim. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 18 © 2014 K.Becker So, how do we make it right this time? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 19 © 2014 K.Becker Looking Back [The Edutainment Era] Taking Stock [What Have We Learned?] Reloading [Where Are We Now?] New Aims [What Do We Still Need?] The Plan 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 20 © 2014 K.Becker Step 1: Understand what happened last time. A brief look at…… 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 21 © 2014 K.Becker Online Timeline The Edutainment Era Step 1: Understanding what happened last time. 10/20/2014 EduGaming 2014: Walking Backwards Keynote skip © K.Becker 22 © 2014 K.Becker What is Edutainment? Educators: edutainment = educational games Game Developers: edutainment = an insult 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 23 © 2014 K.Becker Definitions & Attitudes Commercial Examples:  Pac-Man, Tetris, Pong  Digital games in infancy  Excitement over new medium Educational Examples:  Math Fun!  Brain Games  Math-A-Magic!  Hangman The 1970s 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 24 Definitions & Attitudes Commercial Examples:  Digital games in infancy  Super Mario Bros.,  Alessi & Trollip [1985]  Richard E. Clark [1983]  Excitement over new medium continues  Start of EdTech boom  “tech is cool” Legend of Zelda (OoT) Educational Games  States and Capitals  Dragon’s Keep  PET Nuclear Power Plant  Mathblaster  Reader Rabbit The 1980s 10/20/2014 1985 EduGaming 2014: Walking Backwards Keynote © K.Becker 25 Simulations Games Chapter 9  Increase motivation  Increase transfer  Efficiency of transfer  Uses the full power of the computer  Often better than the real world ◦ Safety ◦ Control over aspects of reality – time; frequency of occurrence; distractions; less expensive; etc.  Offers more instructionality Chapter 10  Much like simulations  Powerful learning tools  Increase motivation and focus  Teacher is not the only judge of performance  Difference: optional input by opponent  It is not the game (wrapper) that makes it effective – it is the challenge According to Alessi & Trollip 10/20/2014 EduGaming 2014: Walking Backwards Keynote 1985 © K.Becker 26 Definitions & Attitudes Comemrcial Examples See:  Alessi & Trollip [1991]  Robert Kozma [1991]  Richard Clark [1994]  Robert Kozma [1994]  Gredler [1996]  Myst, Monkey Island, 1991 The 1990s Street Fighter, Final Fantasy, Mario Kart Educational Examples  Carmen Sandiego  Mario is Missing [note]  Oregon Trail  Toggle Trouble Math 1996 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 27 Simulations Games Chapter 4  Better than tutorials and drills  PLUS all the stuff they said before Chapter 5  May or may not simulate reality  Provide entertaining challenges  PLUS everything they said before According to Alessi & Trollip 10/20/2014 EduGaming 2014: Walking Backwards Keynote 1991 28 © K.Becker Simulation =       Game = Must be complex & REAL (referred to as fidelity or validity) Participants have defined roles Data-rich environment, where students can execute range of strategies Feedback is in form of changes to situation Learning model is educational objective Understanding the model is the goal           Learning embedded in game, not part of it Has rules, winning is important Winning should not have random factor No distracting bells and whistles Include directions in booklets Students shouldn’t loose points when wrong Games rarely played differently from the way they were intended. Winning will take precedence over experimenting Games are less efficient learning models than other methodologies Educators have negative beliefs about games According to Gredler 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 1996 29 Definitions & Attitudes Commercial Examples See:  Alessi & Trollip [2001]  Gredler [2004]  Half-Life, Deus Ex, Chrono Cross, Everquest, Pikmin, Metroid Prime, Need for Speed Educational Examples  Zoombinis, Jerusalem, Real Lives, Zoo Tycoon 2001 2004 The 2000’s (pre-WoW) 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 30 Simulations Games Chapter 7  All they said before  Most challenging of all methodologies to design Chapter 8  Called ‘edutainment’  Mostly repetitive practice  Focus is now on the motivational qualities of games  Hard to make games  Must ◦ Need to know: content; learners; many complexities; sophisticated programming; ◦ Have worthwhile learning objectives ◦ Be fun ◦ Game goals must reinforce learning goals  Requires significant effort According to Alessi & Trollip 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 200131 Definitions & Attitudes  Richard E. Clark [2007]  AECT [2008] No Games or Sims…. “Modeling Technologies”  Commercial Examples  Nintendogs, Eve, “As a parent I object to having my child “play” on the computer when he has completed some piece of work. I want my kids working at school. I can use computer games at home for there (sic.) entertainment. I also think that “edutainment” as a name is attempting to give computer games some degree of educational value. My students come to school to learn not to be entertained. Would you want your university profs. entertaining you?” – teacher, 2005 Lineage, Guitar Hero, Call of Duty, Elder Scrolls Oblivion, Spore, Grand Theft Auto, Portal Educational Examples  Stalin’s Dilemma, Killer Flu, Textrolpolis, Harpooned, Wii Fit The 2000’s (post-WoW) 10/20/2014 EduGaming 2014: Walking Backwards Keynote 2008 © K.Becker 32 Attitudes Educational Examples  AECT [2014] ◦ Model-Based Instruction ◦ Immersive Simulations ◦ Game Based Learning  Sweatshop, Professor  Mobile Layton, Poverty is Not a Game, Seismic Duck, Spent, Osy Osmosis  Short Form & Mini Games  Viable Supplement 2010s (now) 10/20/2014 2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 33 Fast-Forward …. 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 34 © 2014 K.Becker What Have We Learned? What to Do & What to Avoid 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 35 © 2014 K.Becker Good…. Bad….  Integration of Learning VS Wrapping a Lesson in a and Game Goals I Game What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 36 Good…. Bad….  Integration of Learning VS Wrapping a Lesson in a and Game Goals  Attention to Detail Game VS Cheap production What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 37 Good…. Bad….  Integration of Learning VS Wrapping a Lesson in a and Game Goals  Attention to Detail  Robust Game VS Cheap production VS Glitchy What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 38 Good…. Bad….  Integration of Learning VS Wrapping a Lesson in a and Game Goals  Attention to Detail  Robust  Easy to Use Game VS Cheap production VS Glitchy VS Demanding (time, resources,…) What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 39 Good…. Bad….  Integration of Learning VS Wrapping a Lesson in a and Game Goals  Attention to Detail  Robust  Easy to Use  Clear Goals Game VS Cheap production VS Glitchy VS Demanding (time, resources,…) VS Mystery / Random Play What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 40 Good…. Bad….  Integration of Learning VS Wrapping a Lesson in a and Game Goals  Attention to Detail  Robust  Easy to Use Game VS Cheap production VS Glitchy VS Demanding (time, resources,…) VS Mystery / Random Play  Clear Goals  Integration of Learning VS POP-Ups / Too Much and Game Goals II Text What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 41 And Three More: (Of My Own) 1. Decorative Media Principle 2. Becker's Lazy Test 3. Magic Bullet What Have We Learned? 10/20/2014 EduGaming 2014: Walking Backwards Keynote back © K.Becker 42 © 2014 K.Becker Promotes: • Scaffolding • Interest • Cues (mnemonics) • Mental Model Formation Decorative Media Principle © 2014 K.Becker  VIDEO : all about visual  Games : about interaction Linear vs. Interactive Media © 2014 K.Becker Attractive = Good Decorative Media Trap © 2014 K.Becker Ok so far.. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 46 © 2014 K.Becker THIS is the game ?! 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 47 © 2014 K.Becker Decorative Media Trap © 2014 K.Becker Wrapper © 2014 K.Becker Different Wrapper © 2014 K.Becker We reviewed each of these games to make sure that they provide students with skill development and critical thinking sequences. Functionality © 2014 K.Becker Save the World © 2014 K.Becker DNA Game © 2014 K.Becker © 2014 K.Becker Doing it right… © 2014 K.Becker Doing it right… © 2014 K.Becker Becker's Lazy Test (BLT) Is it possible to get through the game without learning anything? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 57 © 2014 K.Becker Passing the BLT © 2014 K.Becker The Magic Bullet A lens through which to examine learning in a game. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 59 © 2014 K.Becker All learning in a game can be classified in one (or more) categories. Four criteria for assessment in digital games: 1. Things We Can Learn 2. Things We Must Learn 3. Collateral Learning 4. External Learning The Bullet 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 60 © 2014 K.Becker Deliberately designed by those who created the game Includes things designers *hope* people will take up Includes game-specific objectives as well as general ones Things I Can Learn © 2014 K.Becker Should (normally) be a subset of the first category Required in order to achieve a specific goal or to win Includes strategy Things I MUST Learn © 2014 K.Becker Other things we can learn • these are not necessarily designed into the game, although sometimes designers may hope that players choose to take these up Have NO impact on success in the game Collateral Learning © 2014 K.Becker Not technically considered part of the normal gameplay CAN impact success in the game Includes social learning and outside communities Also includes Cheats • typically designed into the game for testing purposes • often left in the game once it ships • deliberate design elements on the part of the designers External Learning © 2014 K.Becker Variations on a Theme. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 65 © 2014 K.Becker Where We Are Now? Step 2: Taking Stock 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 66 © 2014 K.Becker Games are Being Used in Schools 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 67 © 2014 K.Becker 1/3 Solo ; ½ Group; Mostly PCs 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 68 How Do Teachers Decide? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 69 © 2014 K.Becker Who Benefits the Most? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 70 © 2014 K.Becker Barriers 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 71 © 2014 K.Becker Games Need to Align to Curricula 10/20/2014 Main Value is Motivational EduGaming 2014: Walking Backwards Keynote © K.Becker 72 The Good…. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 73 © 2014 K.Becker The Bad…. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 74 © 2014 K.Becker Recipes For Success Step 3. Putting it all Together 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 75 © 2014 K.Becker What Makes These Games Good? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 76 © 2014 K.Becker Remember the Barriers? 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 77 © 2014 K.Becker A Solution A Framework for Design & Analysis 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 78 © 2014 K.Becker 4PEG Framework 10/20/2014 http://minkhollow.ca/MagicBullet/ EduGaming 2014: Walking Backwards Keynote © K.Becker 79 © 2014 K.Becker Predictive Evaluation 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 80 © 2014 K.Becker How is it as a game? Is it fun? Is it Interesting? How does it measure up esthetically? Gameplay & Aesthetics 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 81 © 2014 K.Becker Are there one or more recognizable educational objectives, discernible either from the game itself or from the accompanying support materials. Educational Content 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 82 © 2014 K.Becker Is there adequate teacher support to make viable for use in a formal setting? Teacher Support 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 83 © 2014 K.Becker This section examines the game through the lens of the Magic Bullet model to see how well the various learning elements are balanced. Magic Bullet Rating 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 84 © 2014 K.Becker 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 85 © 2014 K.Becker ?? ? ? ? ? ?? ? ? Questions? Part 4. Summmary 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 86 © 2014 K.Becker Your Turn Part 4. Summmary 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 87 © 2014 K.Becker 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 88 © 2014 K.Becker Walking Backwards in to the Future: Ensuring the Success of Games for Learning "Most of us prefer to walk backward into the future, a posture that may be uncomfortable but which at least allows us to keep on looking at familiar things as long as we can." ~ Charles Handy Formal education moves at geological speeds, and that’s lucky for us, because games for learning really aren’t ready for prime time, and it’s not for the first time. During the ‘Edutainment Era’ of the late 1980’s and early 1990’s computer games were proclaimed as the modern solution to all our educational ills. In order to take advantage of this great technology, all we needed to do was wrap a game around a lesson, and it would magically become fun. This, of course, is not true, and the resultant fall from grace left many educational game proponents reeling. We now have a second chance, and we need to make sure we don’t fall into the same trap again. The game evangelists are valuable to be sure, but we need to be realistic, and if we don’t have enough games out there that live up to the hype, the idea of using games to teach will once again become a pariah, and the likelihood of a third chance is slim. This keynote will look at what went wrong last time around, where we are now, and what we need in design, research, and support to make sure that we have it right this time so we are ready when formal education catches up with us. Abstract 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 89 © 2014 K.Becker Ascii Man, Walking: http://www.janpieter.com/content/046_walkin g_man_ascii.cfm#content Reversed: GifMaker http://gifmaker.me/ Images, etc. 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 90 © 2014 K.Becker Edutainment Shuler, C. (2012). What in the World Happened to Carmen Sandiego? The Edutainment Era: Debunking Myths and Sharing Lessons Learned, The Joan Ganz Cooney Center at Sesame Workshop. October 2, 2012. Gredler, M. E. (1996). Educational games and simulations: A technology in search of a research paradigm. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 521–540). New York: Simon & Schuster Macmillan. Gredler, M. E. (2004). Games and Simulations and Their Relationships to Learning. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.). Mahwah, N.J.: Association for Educational Communications and Technology., Lawrence Erlbaum. Gredler, M. E. (2008). Educational Games and Simulations: A Technology In Search Of a (Research) Paradigm. In J. M. Spector, M. D. Merrill, J. V. Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. xxxi, 894 p.). New York: Lawrence Erlbaum Associates. Alessi, S. M., & Trollip, S. R. (1985). Computer-based instruction : methods and development. Englewood Cliffs, N.J.: Prentice-Hall. Alessi, S. M., & Trollip, S. R. (1991). Computer-based instruction : methods and development (2nd ed.). Englewood Cliffs, N.J.: Prentice Hall. Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning : methods and development (3rd ed.). Boston: Allyn and Bacon. Videogame timeline: http://www.onlineeducation.net/videogame_timeline Wikipedia history: http://en.wikipedia.org/wiki/History_of_video_games Spector, J. M. (2014). Handbook of research on educational communications and technology (Fourth edition. ed.). New York: Springer. Handbook of Research For Educational Communications and Technology, Third edition (2007). 928 pages. 978-0-415-96338-1 edited by J. Micheal Spector, M. David Merrill, Jeroen Van Merrienboer, and Marcy P. Driscoll © 2007 by Routledge/Taylor & Francis Group Handbook of Research for Educational Communications and Technology, Second Edition (2004) Edited by David H. Jonassen Handbook of Research for Educational Communications and Technology, First Edition (1996) Edited by David H. Jonassen 10/20/2014 EduGaming 2014: Walking Backwards Keynote © K.Becker 91 © 2014 K.Becker