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N E L S O N A LTA M I R A N O , P H . D .
B E N R A D H A K R I S H N A N , M . S . , M B A
J A M E S J . J A U R E Z , P H . D .
Economics, Sustainability and Gaming: Deeper Learning in Business Schools”The building blocks and techniques for introducing student built games into your onsite and online classes.”
IACBE Annual Conference and Assembly MeetingApril 8-11, 2014Hyatt Regency Mission Bay , San Diego, CA
I t i s a ‘ p r o c e s s t h r o u g h w h i c h a n i n d i v i d u a l b e c o m e s c a p a b l e o f t a k i n g w h a t w a s l e a r n e d i n o n e s i t u a t i o n a n d a p p l y i n g i t t o n e w s i t u a t i o n s ( N R C R e p o r t 2 0 1 2 ) . ’
T h r o u g h d e e p e r l e a r n i n g t h e i n d i v i d u a l g a i n s e x p e r t i s e i n a p a r t i c u l a r a r e a o f k n o w l e d g e a n d i s c a p a b l e o f k n o w i n g ‘ h o w , w h y , a n d w h e n t o a p p l y t h i s k n o w l e d g e t o a n s w e r q u e s t i o n s a n d s o l v e p r o b l e m s . ( N R C R e p o r t 2 0 1 2 ) ’
DEEPER LEARNING
GAMES IN CLASS AND DEEPER LEARNING
D O U B L E - A U C T I O N M A R K E T G A M E
Buyers & Sellers
Fun, simple,flexible
5-7 Rounds
Market shocks
D E B R I E F I N G S E C T I O N
Eng
agem
ent
Deeper Learning
BENEFITS AND COSTS
P L A Y I N G G A M E S
Professor designs the game
Professor provides logistics including game engine
Professor motivates students to play it
Professor runs the game
Professor runs debriefing
Risk: students don’t get it!
G A M E D E S I G N M E T H O D O L O G Y
Students design the game
Professor empowered to teach economics with GDM tools
Professor facilitates transfer of knowledge into new situations
Students provides logistics
Students do the debriefing
Risk: students like it too much!
PRINCIPLES OF MICROECONOMICS AND GDM
O B J E C T I V E S
understand economics at a deep level
learn how to differentiate theoretical results from real situations
gain excel skills, team working skills and game creation skills
reinforce writing and presentation skills
G A M E P A P E R
5 to 10 page long without including the pages for the title, references and appendixes.
Sections:
A.Abstract
B. Instructions
C. Game Board and Excel Engine
D.Microeconomics Debriefing Section
E. References
F. Appendix
G.Attachments
C O P Y R I G H T © N AT I O N A L U N I V E R S I T Y 5
(1)Game paper in word(2)Game engine in excel(3)Game presentation in
power point.
Deliverables
MODULES PER WEEK AND CLOS
C O P Y R I G H T © N AT I O N A L U N I V E R S I T Y 6
Tue Thu Fri SunW1Demand-Supply; Market Equilibrium; Opportunity Cost
Session 1Excel Basics
Session 2Excel D/S
Office Hour Exam1Group members
W2Consumption and Production Decisions
Session 3Excel Elasticity, Consumption
Session 4Excel Profit, Costs
Office HourGame Description
Exam2Comment on Game Description
W3Competitive and Non-Competitive Markets
Session 5Excel Perfect Competition
Session 6 Excel Monopoly30’ Advising
Office Hour Assignment
W4Labor Market and Government Intervention
Session 7 Session 8Game Presentations
Office Hour Exam3
Copyright © National University
PAPER RUBRIC AND GRADING ITEMSPaper (50 points) Content: Structure: Style:
Game Board and Engine (20 points)
Game Board Design and Integration with Engine:
Engine Design: Engine Formulas that express game
rules: Engine Formulas that calculate
winners:
Powerpoint (10 points) Content direct to the point: Design for slides:
Self Evaluation: 10 points
Peer Evaluation: 10 points
Activities and Assignments Grade
Live Session Attendance 8 %
Weekly Discussion 8 %
Group Game Assignment 20%
Group Presentation (Individual Grade) 5 %
Exam 1 18 %
Exam 2 18 %
Exam 3 and learning outcomes 23 %
Total 100 %
Extra Credit: Comment on Game Description 2%
7
GDM: TEACHING AND FACILITATING
Demand in Traditional Texts
Interactive Demand in Excel
STUDENT DEEPER LEARNING EXAMPLE: FISHING GAME
ENGINE AND DEEPER LEARNING
SUSTAINABILITY CONCEPTS WITH GAMESAttributes of Games in General for studentsMakes learning fun
Less stressful
Active learning (as opposed to passive learning) Engaged in learning
Participative, collaborative, innovative/creative Teamwork
Concepts become easier to understand and practical Innovate/create a game, Demonstration and
Quantification
Randomness and Unknown Environments Applying the known concepts to new situations
LEARNING SUSTAINABILITY CONCEPTS WITH GAMES
Sustainability conceptsRecent subject-matter in higher education
Getting recognition as a matter of ‘survival’ for the planet and its beings
Modern Sustainability Definition in 1987 (UN’s Brundtland’s report)"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs”
Modern Interpretation in 3 Es: Environment, Economics and Equity(Social Justice)
Not easy for students to understand the concept of 3 EsThe inter-relationships of the 3 Es
SUSTAINABILITY CONCEPTS WITH GAMES
Sustainability and Student Created Games
Student teams to design/create/play games tied to the course outcomes Students can also adopt any existing game
Course Learning Outcomes (CLO) linking game outcomes: Develop critical thinking concepts and Tools which will be used in
the course, including the different measurement unit systems used for Sustainability
Explore, evaluate the improvements and changes required to achieve sustainability
Game attributes support these CLOs qualitatively and quantitatively Critical thinking for game objective, rules and quantification (game
engine) helps students to turn the definitions (qualitative) to seeing actual real results
SUSTAINABILITY CONCEPTS WITH GAMES
Sustainability Games Home or commercial building water, energy management Use actual home or building actual information (or standards
available from EPA) for the engine
LEED Certification – demonstrate key aspects of obtaining LEED points without really having to spend money, but doing it in a fun way
LEED is not an easy process and this makes good training tool as well
Food impacts on environment and changesCommercial landscaping Waste Management gamesAll games need an engine (usually Excel) with immediate outputs (charts, numbers) Game board, as required
FACULTY EXAMPLE: LEARNING
SUSTAINABILITY CONCEPTS WITH GAMES
Dashboard & EngineGame Board
STUDENT EXAMPLE: LEARNING
SUSTAINABILITY CONCEPTS WITH GAMES
EngineGame Board
LEARNING SUSTAINABILITY CONCEPTS WITH GAMESSample Size = 25
Questions Relating to GDMRate the following attributes for the Game design and creation activity (rating 1 to 5, with 5 being most favorable): SUS 601 Introduction to Sustainability - Student Feedback Survey on GDMa. Increased student Motivationb. Increased student depth of learningc. Increased student engagement d. Increased team collaboration and communication e. Increased ‘inter’ and ‘intra’ team positive competition f. Increased student creativity and imagination g. Learning was fun through ‘game creation and play’ h. Expect better retention of learned material through game creation and playing i. Games help to demonstrate difficult sustainability concepts j. Increased tools knowledge and skills (PowerPoint, spreadsheet, game website research, etc.) k. Game ‘creation and play’ improved student critical thinking skills l. Team presentation & game demo is an effective method to communicate with the class m. The Game theory videos and tools at www.nucatalyst.com was effective and useful
n. Game creation, playing , demonstration is an effective method of learning
4.164.34 4.20 4.32 4.32
4.564.32 4.28 4.16
4.44 4.324.60
3.63
4.12
1.03 0.90 1.040.85 0.90 0.77 0.80
0.98 0.90 0.90 0.950.58
1.41
0.95
0.00
1.00
2.00
3.00
4.00
5.00
6.00
6a 6b 6c 6d 6e 6f 6g 6h 6i 6j 6k 6l 6m 6n
Ratin
g -5
Mos
t Fav
orab
le
Specific Game Related Qs (details on the right side)
SUS601 - Survey Feedback on Game Creation & Play
Ave Rating Std Dev
Student Feedback
FOUR PHASES OF STUDENT BUILT GAMES
Phase 1: Elements, Ideation, and Planning• Learn Design through play• Outlining course targets/concepts for game integration• Game teams, titles, and descriptions
Phase 2: Early Implementation and Game Construction• Defining objectives of the student built game• Fleshing out characters and objects in the proposed game,
based on course concepts• Design game assets with approachable tools• Initial Playtest and feedback
Phase 3: Advanced Implementation and Game Shaping• Outline rule sets and feedback systems• Refine game assets and game tracking• Iterative Playtest and improvements
Phase 4: Completion, Reporting, and Presenting Game Designs
• Final/Game Design Document as a Scholarly Document• Completed Game Assets, Boards, and Playable Pieces• Example Gameplay and Live Presentation
GOING TO WAR!U N D E R S T A N D I N G C H A R A C T E R D E V E L O P M E N T A N D B A L A N C E O F P L A Y
POWERPOINT AS A GRAPHIC DESIGN TOOL FOR NON-GRAPHIC DESIGN STUDENTS
Radio Simulation Game
MatLab Simulator
Game Response to Output
Simulator Modification and
Game Play Elements
Game Generated
Input
Player ExecutesGame Strategy
SimulatorOutput
Player DecisionTo Game Interaction
Data from GameInputted to Simulator
Basic Radio Simulation Game Procedure Cycle
LITERATURE GAMEPLAYFaculty and administrators in higher education have
been seeking innovative ways to engage and motivate students in STEM (Science, Technology, Engineering, and Mathematics) disciplines (Shaffer, 2008). Game play and mini games have been used to help reach students and assist in learning the fundamentals of these disciplines (Prensky, 2008). By providing fault tolerant environments and the environment to approach content at the students own pace, games provide a vehicle for students to experiment and approach course concepts through a sandbox of play.
Games have been shown to have a number of distinct benefits when applied to education (Gee, 2007; Linder, 2012):
Fault tolerant (iterate to solution/fail forward) Opportunity for continual feedback Tools within the game have many purposes Builds on prior knowledge and allows for progressing to
new levels Players are rewarded for persistence Players can work at your own pace
GAME DESIGN, TEACHING, AND LEARNING
Fault TolerantProject Based
FormativeContinualFeedback
Skills/ToolsPractical RealWorld
Prior KnowledgeLeveling Up
PersistenceAnd Pace
Game Design and Play
Through providing the fault tolerant environment, games provide a chance for students to make mistakes in a safe setting (McGonigal, 2011).
These educational settings encourage students to try again or “fail forward” when met with obstacles (Shaffer, 2008).
Games provide this opportunity to iterate through a problem, by allowing players to build strategies or test boundaries in the game without the fear of failing (Prensky, 2001).
Even if the student does not reach an objective, they can try again until they succeed.
Games often provide continual feedback, through the screen in video games or status in physical games.
This formative and summative assessment of player progress is helpful in correcting ideas and strategies in the game (Gee, 2007).
Game in education leverage this feature to provide real time assessment of learning and the ability to correct misunderstandings or confusions with course content embedded in the game (Lim, 2008).
The ability of games to provide complex environments and a variety of objects means they can give players exposure to many tools and topics to explore (Linder, 2012; Sheldon, 2011).
As with STEM disciplines, these complex systems are often difficult to demonstrate, however the games can provide a visual representation of concepts and relationships between objects and topics (Kapp, 2012).
Students learn to employ various tools within the game just as they would in the real world in order to problem solve and seek answers to challenges in the course and game (Kapp, 2012).
Games are flexible, but also allow for progress to be measured as players’ progress from one level to another (Linder, 2012; Ray & Coulter, 2010).
Similar to traditional educational environments, game play promotes and rewards the gaining of experience and advancement towards higher levels of expertise (Rogers, 2010).
This “leveling up” provides motivational queues and a consistent monitoring or feedback of academic progress, which is highly desirable in engaging continued play and in assessing the student performance (Prensky, 2008; Rogers, 2010)
This leveling and feedback also promotes students remain persistent in seeking or achieving goals within the educational games (Kapp, 2012).
Persistence is the hallmark of gamers and is often times the very attribute that is lacking in STEM students (Shaffer, 2008).
In order to engage and understand complex concepts in STEM, students must remain persistent through the process and combine the right building blocks in order to achieve the desired outcomes for the course (Jaurez, Fu, Uhlig, & Viswanathan, 2010).
Game environments reward such persistency and levels within the game act as these stepping stones towards knowledge transfer and scaffolding of ideas (Sheldon, 2011).
GAME DESIGN, TEACHING, AND LEARNING
Phase 1: Behaviorist Focus
Fault TolerantProject Based
FormativeContinualFeedback
Skills/ToolsPractical Real
WorldPrior Knowledge
Leveling Up
PersistenceAnd Pace
ExcelMatlab
R
Unity
Formulas
Heuristics
Codes
MethodsProcess
Statistics
Analysis
GAME DESIGN, TEACHING, AND LEARNING
Phase 2: Cognitivist Focus
Fault TolerantProject Based
FormativeContinualFeedback
Skills/ToolsPractical Real
WorldPrior Knowledge
Leveling Up
PersistenceAnd Pace
• Student begin to apply learned course concepts to known situations. • Common solutions use of skill, relationships, and content… testing
models, schema, transfers of knowledge, content frameworks• Example: Elasticity simulation, water usage simulation, computer
ethics case dilemma…
GAME DESIGN, TEACHING, AND LEARNING
Phase 3 and 4: Social Constructivist
Fault TolerantProject Based
FormativeContinualFeedback
Skills/ToolsPractical Real
WorldPrior Knowledge
Leveling Up
PersistenceAnd Pace
• Student begin to apply known course concepts to unknown situations.
• Uncommon solutions: use of complex systems, interrelation between advanced content…
• Examining, designing, and testing against fragile gaming systems – enquiry and discovery, capturing the nuances of mastery of course concepts, and team iteration/evolution of system
• Example: Game simulation of competing forces, leveling, designing environments for tactics and strategy, and managing world building
GAME DESIGN, TEACHING, AND LEARNING
All Phases: Constructionist
Fault TolerantProject Based
FormativeContinualFeedback
Skills/ToolsPractical Real
WorldPrior Knowledge
Leveling Up
PersistenceAnd Pace
• Students build, build, build.... Making tangible objects and manipulation of materials
• Experimental problem based learning occurs at every phase as students design maps, characters, cards, digital assets, models, rule sheets, procedures, objectives, challenges…
• Systems and subsystems where students construct situations, problems, implications, and need payoff of each component (utility)
GAME DESIGN, TEACHING, AND LEARNING
Phase 2: Cognitivist Focus
Phase 1: Behaviorist Focus
Phase 3 and 4: Social Constructivist
All Phases: Constructionist
Fault TolerantProject Based
FormativeContinualFeedback
Skills/ToolsPractical Real
WorldPrior Knowledge
Leveling Up
PersistenceAnd Pace
TOOLS FOR GAME DESIGNConstruction of Universal and Economics Tools
for Student Built Games:• Web based resources (Research Wiki, Repository of articles)
• Course concept card constructors – Characters and objects of the discipline
• Game play card constructors – Worlds, maps, legends, and game flow frameworks
• Rule sheet templates and references – quick sheet, relationship definitions, and gameplay procedure outlines
• Game engine bridge frameworks – templates and connectors for common GDM game engines (Matlab, Excel, R, etc..)
• Presentation Builders – workflows to represent and report gameplay for presentation of final games
• Reusable Game Storage And Compliance Pattern – Establishing game archival and retrieval standard and structures
NUNUKE.COM (RESOURCES AND CONTACT)
Questions and Answer?Nelson AltamiranoBen RadhakrishnanJames J. JaurezJames J. Jaurez, PhD is an Assistant Professor with National University’s School of Engineering, Technology, and Media. Dr. Jaurez teaches courses in Computer Science, Educational and Instructional Technology, and Digital Media Design programs, which has lead him to pioneer a fusion of the education and computing technology disciplines. As lead researcher and co-PI on Hewlett Packard Technology for Teaching – Higher Education – Leadership Grant 2008 and Catalyst Grant 2010, Dr Jaurez has worked extensively in Game Design Methodology as a novel teaching framework for STEM+ courses. A PhD from Nova Southeastern University, his dissertation work is in Research and Development in the discipline of Computing Technology in Education. As board member for an organization called Learning for Life, Dr. Jaurez also uses video game technology to inspire juvenile court system kids in the area of science, technology, engineering and mathematics (STEM). His aim is to encourage academic and professional career paths in gaming, and inspire "at risk" youth to enroll in college. Dr. Jaurez also sits on the board of his local church and assists with outreach programs and ministries.
Ben D Radhakrishnan is a Faculty-Instructor in the School of Engineering, Technology and Media (SETM). He is the Lead Faculty for MS Sustainability Management Program in SETM. He develops and teaches Engineering and Sustainability Management graduate level courses. Ben has taught Sustainability workshops in Los Angeles (Army) and San Diego (SDGE). His special interests and research include promoting Leadership in Sustainability Practices, energy management of Data Centers and to establish Sustainable strategies for enterprises. He is an Affiliate Researcher at Lawrence Berkeley National Laboratory, Berkeley, CA, focusing on the energy efficiency of IT Equipment in a Data Centers. Ben Radhakrishnan holds M.Tech, MS and M.B.A degrees, and Sustainable Business Practices Certification from UCSD. Ben’s hobbies include Photography & Videography, travelling and hiking.
WRAP
– UP
AND THANK
YOU!
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