Narrative and Social Collaboration in the integration

of games in the curriculum

Heather Conboy (De Montfort University HConboy@dmu.ac.uk )

@ Education in a Changing Environment, University of Salford, 12-14 Sept. 2007

What can games offer?

• State of play in education

• Benefits & issues

• Games Trial

• Selecting a simulation

• Student feedback

• Sharing recommendations

Our perspective and aims

• As educators• Politics• Simulations in politics: with

& without computers

• Getting students talking and collaborating

• Linking theory to practice

• Raising issues & debates

• Increasing motivationDebate & Collaboration

“The rich, interactive and engaging environment of games however has lead to an

increased expectation of similarlevels of quality for learning materials.

There is evidence that there is shift from passive to more interactive interactions across

all aspects of their learning.”

(Canole et al, 2006 p 158)

Student experience

Current state of play

• Development expensive for institutions

• Institutional availability of time and technical expertise

• Narrative integration

• Move towards acceptance of games

• Student experience & expectations

Simulations as experiential

Give people well designed visual and embodied experiences of a domain, through simulations or in reality (or both). Help them use these experiences to build simulations in their heads through which they can think about and imaginatively test out future actions and hypotheses.

Let them act and experience consequences, but in a

protected way when they are learners. (James Gee, 2007: 110)

Sandford et al, 2007

( future lab)

Teaching with Games, Sandford et al, 2007 ( future lab)

Figure 1: Integration of Simulation/Game

Learner characteristics

Aims/outcomes of game

Gap in learner experience Content

Narrative

Interactivity

Control

Player

Technical

Curricular Learning Objectives & Outcomes& Pedagogical approach

Suitable game?

Integration:

NarrativeDialogueReflection

Link to assessment

Context:

TechnicalSupport

Student input

PeaceMaker: Student engagement

1. Walkthrough & preparation with class

2. Computers: 1 simulation /1 wiki

3. Roles & perspectives

4. Low profile facilitation

5. Debriefing in class

6. Online discussion & reflective log

On Niki’s advice we added more checkpoints to give out people more security , popular move with them – up to 23, but Palestine has gone to -42.

Does this mean they’re about to launch nuclear missiles?

We’ve been attacked and we r issuing a demanding speech to the world. Palestinians are happy with this action but Israelis r not impressed, we request a lifting of curfews and checkpoints which the Israeli president promises to consider.

It is interesting to see the It is interesting to see the results of your actions results of your actions without actually hurting without actually hurting people. I bet George Bush people. I bet George Bush wished he’d got this!wished he’d got this!

Engaging and collaborating

There is also a chance to watch real file events to get an idea of what the real feeling and atmosphere is like.

The advisor help is really good, it shows the pros and cons of each decision, but still leaves it up to you and clearly sets out the consequences of each decision – positive, negative or neutral

Help.. There’s no back button!

Critique

The video clips provided visual and audio evidence of real events. The players get a real sense of the severity of the situation in this region

Part of the class?

I realise that this is I realise that this is not a world crisis, not a world crisis, but this type of but this type of software is software is nevertheless nevertheless educational and educational and entertaining, entertaining, especially in a topic especially in a topic of your own interestof your own interest

I would like to see these sorts of simulations games as part of the class. The traditional class needs to keep up with the times!

Challenge & critique

“you soon realise the sensitivity of politics. Maintaining your popularity is extremely difficult. What initially seems to be a logical choice may result in adverse responses interruptions by continuing events, either local or global or as the impact of some negotiations. A fair reflection of real life – unpredictable!

Considerations & Recommendations

• Narrative prompts and discussion

• Challenge• Length of game

• Technical considerations• Preparation & debriefing

Why video simulation (COTS)

• Simulations • Immersive environments• Video games• Face-to-face

Debate & CollaborationSimulation

A way of modelling a real-world situation on a computer (de freitas, 2006’