SESSION 2 3 rd July 2008 Researcher: Tan, Wee Hoe Exploring The Potentials of Game-based Learning for Students.

SESSION 2

3rd July 2008Researcher: Tan, Wee Hoe

Exploring The Potentials of

Game-based Learning for Students

OutlineHow game-based learning could be

developed?Generic Instructional Design ModelSSWH Game-based Learning Model 1.1Prensky’s Digital Game-based Learning

Model

Turning your ideas into gamesRole-playing: Game Designer

Game-based learningGame-based learning is a form of learner-centred

learning that uses electronic games for educational purposes.

My research aim:To create a game-based learning model which can be

used by instructors to transfer the engaging elements of electronic games into teaching process, in order to make learning fun and engaging.

What makes games so engaging?

Categories of Learning GamesIntrinsic vs. extrinsic gamesHard-wired games vs. “engines” & “templates” or

“shell”Tightly linked games vs. loosely linked gamesReflective games vs. action gamesSynchronous (real-time) games vs. asynchronous

(turn-based) gamesSingle-player vs. two-player vs. multiplayer vs.

massively multiplayer gamesSession-based games vs. “persistent-state” gamesVideo-based games vs. animation-based games

Generic ADDIE Model

Game-based Learning Model 1.1

Game design & development practices

Academia

Creative industry

Interface design / graphic design

Instructional design:Defining learning objectives

Game-based learning context

Fun and engaging experiential learning

Generic ADDIE

Story & plots

Artistic direction

Instructor’s guide

DOMAIN GAME PRODUCTION INPUT

Prensky’s Digital Game-based Learning Model

1. A “teacher” (SME) generates game ideas Refer to commercial games for models,

ideas and inspiration Brainstorming: Stickystorm

2. The teacher analyses/evaluates ideas critically 5W1H and Six Thinking Hats

3. The teacher creates prototype by him or herself, or by enlisting the help of others to do so

The prototype goes through several iteration.

4. The teacher, often working with a producer, gets funding and builds the game.

5. The game (if it works) gets sold to:• Customers• Distributor

6. Extension of original ideas:• Imitators• Pirates, cracks, cheats…• Upgraded versions; SDK

Prensky’s Digital Game-based Learning Model

Stages of Game Development

The Design Documents50 to 100 succinctly written pages, well-organized and

labeled. It is not a substitute for team meetings and in-person

communication Typical design documents consist of :

Overview and vision statementMarketing and legal informationGameplayCharacters (if applicable)Story (if applicable)World (if applicable)Media list

See samples

Filling the Game Design TreatmentTentative title

Catchy? Easy to remember? Genre

Refer to notes given in Session 1.Type

Refer to notes given in Session 2.Target Audience

Learners / players, specific or general?Feature Set:

The game world: time and place

Filling the Game Design TreatmentLook and Feel

2D / 3D? Game devices? Types of multimedia used?

ObjectivesLearning outcomes

Game Concept Sentence It is a game about (character/subject)

who/which aims (objective) in (feature set). Game Flow Summary

Can be in words or flow chartRefer to the flow diagram

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