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Summary CONCEPTS IME - GUEST LECTURES
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CONCEPTS IME - GUEST LECTURES
[Meer zien]Voorbeeld 2 van de 8 pagina's
Voorbeeld 2 van de 8 pagina's
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Voorbeeld van de inhoud
CONCEPTS IME: GUEST LECTURESAnissa All: serious games: an introduction
DGBL = Digital game-based learning.
Refers to the usage of the entertaining power of digital games to serve
an educational purpose. The goal of DGBL is thus twofold: it has to be
fun/entertaining and it has to be educational.
3 types of outcome you can try to achieve:
• Cognitive learning outcomes
• Skill-based learning outcomes
• Affective learning outcomes
Learning outcomes:
• Interest
• Performance
• Transfer
Motivational outcomes:
• Enjoyment
• Motivation to learn using that method
Efficiency outcomes:
• Related to reducing time and cost
Cognitive learning outcomes These outcomes are all related to knowledge transfer. This is
more like the ‘school-knowledge’.
Skill-based learning outcomes These outcomes are related to physical skills, for example how
to play tennis. But this can also be related to soft skills, like learning
how to communicate, how to do job interviews… for example.
Affective learning outcomes This is mainly related to changing attitudes, creating
awareness and change behavior.
Digital game A rule-based formal system with a variable and quantifiable outcome,
where different outcomes are assigned different values, the player
exerts effort in order to influence the outcome, the player feels
attached to the outcome, and the consequences of the activity are
optional and negotiable.
Digital game-based learning A form of edutainment or entertainment education.
Refers to the usage of entertainment media such as television to serve
an educational purpose.
Gamification Using game mechanics in a non-game context.
There are a lot of applications that use these kinds of techniques. They
use for example user boards and points to motivate people to engage
in an activity or just to increase the loyalty towards a certain
application.
CONCEPTS IME: GUEST LECTURES Gilles 1
, Serious games Used in eg. educational, corporate, health, governmental, army…
context.
Good for teaching:
• Related to the entertainment part gaming, so to motivation.
• Related to the educational part of games, so to constructivist
learning.
Intrinsic motivation You do something just for the activity. The activity on itself is un or
satisfying and nobody tells you to do it, you do it because you like it.
3 ways:
• Character-/player related
• Game related
• Related to graphical representation
Entertainment education Related to creating an optimal balance between entertainment and
paradigm education.
• The first graph is an ideal situation. The game works as a
facilitator to teach the content. That’s good. You will keep
playing and keep learning.
• But you can also have a negative relation. The entertainment
distracts from the learning purpose. This is the second graph.
• Then you also have the reversed U-shape. In the beginning it
works as a facilitator, but after some time it starts to distract
and you don’t want to have this either.
Constructivist learning A theory that believes that learning is best achieved when you create
active learning experiences. You learn by doing.
3 ways:
• Situated learning
• Experiental learning
• Problem-based learning
Situated learning The idea that you have to learn in the context where you will apply the
knowledge.
Experiental learning Learning by doing and experimenting. It is a cyclical process where you
start to do something, you experiment with it, you see ‘when I do this,
this is the outcome’ and then you reflect on that.
Problem-based learning The idea behind this is that by offering problems and then asking pupils
to solve them, you will gain certain knowledge and skills. Instead of just
teaching something, you can solve problems together and knowledge
need to be gathered to solve these problems.
CONCEPTS IME: GUEST LECTURES Gilles 2
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