In LRNT523 I am researching the use of video/computer games in education (for assignment 2), specifically for learning language, with the goal of discovering what elements motivate students to continue playing, thereby reinforcing the learning. In my research I have come across two resources that may be relevant for others in this course.
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- Tiny Tap: Games by Teachers
Make your world smarter
Play & Create Interactive Lessons, Quizzes and GamesTiny Tap is an application that enables teachers to create their own educational games, set-up classes , track students progress and create reports.
The Tiny Tap website offers thousands of educational games created by teachers and publishers. Because there are no ads or in-app purchases, learners may focus on the content and game-play without distractions. The games may be played on iOS, Android, or desktops.
The Tiny Tap Youtube Channel contains video samples of interactive games and quizzes for all ages, and videos that provide insights into how and why games motivate learners and assist with memory retention.
The Tiny Tap interface is geared towards the K-12 age group, but may be adapted for learning complex subjects as seen in this tutorial for how to create an interactive algebra lesson (3:47 minutes).
- Tiny Tap: Games by Teachers
- Understanding Video Games: The Essential Introduction by Simon Egenfeldt-Nielsen, Jonas Heide Smith, Susana Pajares Tosca. This book “provides a comprehensive introduction to the field of game studies, and highlights changes in the gaming industry, advances in video game scholarship, and recent trends in game design and development—including mobile, casual, educational, and indie gaming” (p. 2).
Topics by chapter:
1. Studying Video Games
2. The Game Industry
3. What is a Game?
4. History
5. Video Game Aesthetics
6. Video Games in Culture
7. Narrative
8. Serious Games: When Entertainment Is Not Enough
9. Video Games and Risks.Chapter 8 is of particular interest as the authors examine video games from the perspective of learning theories: behaviourism, cognitivism, and constructivism. Currently, most electronic “edutainment” games, where entertainment is used to serve education, are designed around behaviourist principles of “drill-and-practice” with rewards for choosing the correct answers. The authors see the need for games that are comparable to the cognitivist and constructivist experiences provided by commercial entertainment titles that require problem-solving, and in multi-player games, collaboration and social skills (p. 382).
References:
Egenfeldt-Nielsen, S., Smith, J. H., & Tosca, S. P. (2016). Understanding Video Games: The Essential Introduction (3rd ed.) New York, NY: Routledge
Hi Fiona,
Just curious, but how did you come across this particular book?
Do you have any thoughts on whether we should be concerned about gamification focusing learners on extrinsic motivation? What sort of affect does gamification have on long term motivation, especially when gamification is no longer present?
Great questions, Jason.
The Book: When I started my research into what elements make an effective educational video for adults, I realized that I needed a good overview of the history of video games and their evolution, so I searched for “Understanding Video Games” and that book was first in the search terms. I liked that it was a 3rd edition published at the end of 2015. The content seemed to be at the level I needed–scholarly but introductory.
Gamification is different than video games; it involves adding game elements to real world tasks. For example, if we got badges for commenting on each other’s posts, that would be classified as gamification; the badges might motivate some people to post more, but for people who are not motivated by badges it would have no effect and could be demotivating (Orji, 2014).
I am more concerned about the one-size-fits-all approach to gamifying things than gamification focusing learners on extrinsic motivation. Game elements may increase motivation and perceived enjoyment of learning but are not necessary for learning. Intrinsic motivation comes from being interested in what is being taught and/or understanding the reasons why one needs to learn a specific skillset or follow certain procedures. Adding gaming elements to the learning process may make learning more engaging, but will not necessarily increase learning. Increased learning will occur through sound instructional design based guided by instructional theories such as Gagne’s Nive Events and Merrill’s First Principles.
Reference:
Orji, R., Vassileva, J., & Mandryk, R. (2014). Modeling the efficacy of persuasive strategies for different gamer types in serious games for health. User Modeling and User-Adapted Interaction : The Journal of Personalization Research,24(5), 453-498. doi:10.1007/s11257-014-9149-8