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- Contributor(s)
- Katrin Becker
- Date issued
- 2007
- Description
- Not sure if games are good or bad for us? Not sure how much of what you hear is hype and how much is real? Want to know what it is that has your students so pre-occupied? For many of today’s generation, digital games are replacing television as leisure activity and hype about games for learning in school settings is once again increasing. Digital games have become at least as much a part of our culture as television was to previous generations and so, it behoves us to become familiar with the medium, but where can a novice go to get some experience? Games are no longer trivial so how are we to know where to start?
- Type
- presentations (communicative events)
- Appears in collection(s)
- Science and Technology
- Contributor(s)
- Katrin Becker
- Date issued
- 2014
- Description
- Many people struggle with the fundamental concepts underlying Mendelian genetics. As soon as we involve more than two traits things get complicated. The classic examples are fine, but additional resources can be helpful. Besides, playing with blood isn't all it's cracked up to be, and rabbits are cuter. Here's a visual way to learn the jargon and the basic principles of Mendelian inheritance while playing a fast-paced card game using rabbit coat color genetics. Coat color in rabbits demonstrates dominance/recessive traits, differences in pheno- vs genotypes, epistatis, and multiple alleles - all of which blend together to form the color we see. Gene Rummy is a variation of Gin Rummy....
- Type
- article
- Appears in collection(s)
- Science and Technology
- Contributor(s)
- Katrin Becker
- Date issued
- 2014
- Description
- Videogames are interactive by nature - people proceed in games by doing things, and this experiential quality lies at the very core of game design. Without interaction, it isn’t a game. Videogames are popular precisely because of the experience - games designed for learning can do no less. However, to be feasible for use in formal educational settings, they must do more, and while we are making progress studying games in classrooms, there remain few structured approaches to analysing games that do not include classroom testing. This presentation will outline the author’s Four Pillars of Game-Based Learning and show using examples how they can be used to perform a structured analysis of...
- Type
- presentations (communicative events)
- Appears in collection(s)
- Health, Community and Education
- Contributor(s)
- Katrin Becker; J. R. Parker
- Date issued
- 2014
- Description
- Key Summary Points The design of games for learning requires knowledge of game design and of instructional design. One cannot merely be layer on top of the other. A learning game must be designed to meet pre-specified learning objectives. Games have specific characteristics that require specific design skills: they are entertaining as well as instructional, interactive, visually appealing, and often replayable.
- Type
- book chapter
- Appears in collection(s)
- Health, Community and Education
- Contributor(s)
- Katrin Becker
- Date issued
- 2005
- Description
- Have you ever watched a child or teenager playing a videogame they really liked? Do you wonder what it is about this game that has them so completely engrossed? Part of the answer is that games are motivating, rewarding, engaging, and challenging, all at the same time. The kids will probably just tell you they’re fun. But when you think about it, fun and engagement are synonymous, and engagement is something we all want for our learners. Games also show us that challenge sells – when was the last time you heard that a game was popular because it was easy? Does a game loose its appeal once it has been won? Rarely. The game looses its appeal when players have learned all they can from it....
- Type
- presentations (communicative events)
- Appears in collection(s)
- Science and Technology