Cathie Howe

8/3/2019 Cathie Howe

1/22

A NSW Department of Education &

Communities case study

Using game design and virtual worlds for creationof interesting and engaging learning projects.


2/22

Macquarie ICT Innovations Centre

MacICT mission is to develop, implement and evaluate innovative ways

of enhancing learning through the application of dynamic andemerging information and communication technologies.'

collaborativeagreement


3/22

2011 Projects:

Game2Design

Virtual Worlds Trinity

Mobile Learning

Robotics

Learning Design

Clients:

- K 12 teachers & students

- Public & private systems

We provide:

- Project-based approach- Authentic context

- Teacher trainingworkshops

- Student bootcamps- Student showcases

- Ongoing support forduration of project


4/22

Promotes action orientated behaviour rather than discussion based work

Design thinking underpins all projects

A methodology that teaches people to creatively solve problems

d.school bootcamp.2008


5/22

Why Game Design? The heart of 21st Century learning is not about

the tools, it is about learninghow to learn.

Game design offers students and their teachers a unique platform to addressessential skills in becoming independent learners

while meeting curriculum outcomes.


6/22

Key Issues in Gamification:

Through video games,players attain:

Positive Emotions

Relationships

Meaning

Accomplishment

P.E.R.M.A

Dr.Martin Seligman


7/22

10. Joy

9. Relief

8. Love7. Surprise

6. Pride

5. Curiosity

4. Excitement

3. Awe & Wonder 2. Contentment

1. Creativity

Jane McGonigal

10 powerful positive emotions games activate:


8/22

The Project: Invasion of the Shadow Plague

A narrative based metagame centred in a Wordpress blogteaching students to design and build using

Microsoft Kodu Game Lab


9/22

Good Game Design Workshop

Students & teacherscompleted these activities:Deconstructed gamesReviewed real gamesDesigned a game level

Built a game level

Krill & Zed from Little Space Heroeswww.littlespaceheroes.com

To learn the following principles:Clear goalStoryWorldChallengePlayer feedback

Difficulty curve


10/22

M

is

si

on

s


11/22

Mi

ssio

n

Re

port

s


12/22

Training and Resources Provided Good Game Design workshops for teachers & bootcamps for students

Students design documentation Access to 140 video tutorials Fully moderated blog Ongoing support via Edmodo, email, school visits


13/22

Trial of prototype:5 x schools- 2 x primary- 3 x high schools

600 students, Years 3 to 10549 posts in 1 weeks

2nd iteration:4 x schools- 2 x primary- 2 x high school

Total students:- 886 in project- Additional 356completed bootcamps


14/22

What worked: Workshops & bootcamps, particularly 2 day immersion program

Software was free & accessible from school and home.

Real world links with Indie game development community

High levels of participation (1300 students, 60 teachers)

High levels of engagement from both male and female students.

Curation of a large number of student reflections & games


15/22

When we are designing games we are learning to solve problems incontext.We come across a problem like a crash message, we have torecognise the problem, understand the problem, and its source and

work out a solution.Id rat

her fix a cras

hth

an some abstract scenariothat I cant relate to. Year 6 student


16/22

Successful 3dedratsGame On festival

Indie Game Designers showcase

Info sessions presented by students,

teachers, academics & parents.

Game Design Speed Challenge

Minecraft multiplayer world

Mobile phone QR code hunt, Mario Kartchallenge, Retro gaming, Battle Tetris,

Kinect dancing, Microsoft xbox kinecttrailer & zombie live action nerf game

ABCs Good Game field reporter, Goose

and robot D.A.R.R.E.N. covered the day.Game On festival was the feature story on

Good Game Spawn Point

http://3dedrats.wordpress.com/2011/11/21/game-on-festival-wrap-up/


17/22

What we learnt:

Inconsistent student expectations and monitoring by teachers Instructions not always read Manual moderation of mission posts was time consuming Scalability - better hosting solution e.g. Drupal, bigger budget (web

design, graphics, support staff etc) Commitment of teachers to a long term project

Teachers need to be key stakeholders in the development of theproject


18/22

The HabMacICTs virtual world - Trinity

When 2050

A virtual world is a 3D computer

environment.

Users are represented as avatars.

MacICTs world, Trinity is

constructed using an open sourcesoftware called OpenSim


19/22

Year10 students designed and constructed architectural prototypes forAustralian cities for the year2050. Designs incorporated:- ideas such as, sustainability, function and aesthetics.- needs such as communication, energy, food, housing, recreation &

transport.


20/22

Trinity (3D Virtual Worlds) has changed the way I design I will now

design with

a very open mind.Th

is projecth

as push

ed me to workh

arderto develop my concepts and ideas. Year 10 student


21/22

What we learnt:

Powerfulcollaborative,

immersive tool Technology

constraints Bandwith Scalability

Exhibition at SCA &School Spectacular

The technology provides for the quick activation of ideas, constructionof shapes, use of textures all within a 3D space. Students are fully

engaged in the whole process ofhaving the power to create majorstructures, to move around, in and out, above and below their building

structures.This is total immersion.Teacher comment

http://3dedrats.wordpress.com/ 2011/12/09/virtual-worlds-collaborative-design-challenge/


22/22

[email protected]

http://au.linkedin.com/pub/cathie_howe/12/852/760

@cathie_h

Part of a

Kodu game storyboardby Jenna age 7

Contact Details

Documents

Cathie Howe