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Simulations and Games in E-learning (Chapter 16) Ken Koedinger 1

Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

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Page 1: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Simulations and Games in E-learning (Chapter 16)

Ken Koedinger

1

Page 2: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Lessons About A/B Testing• Dan Siroker: The importance of A/B testing

Global optimization

Page 3: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Simulations and Games Topics

• What are Games & Simulations• Matching game types to learning goals• Use

– Proven strategies– Guidance & structure

• Manage complexity• Make relevance salient

Page 4: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Behavioral Activity

Low High

Psy

chol

ogic

al A

ctiv

ity

Low

Hig

h

Adapted from Stull & Mayer, 2007

Games and Learning

Page 5: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

A fantasy theme game

Page 6: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Source: Entertainment Software Association, 2010 Report.

Sales of computer games

Page 7: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Source: Entertainment Software Association, 2010 Report.

Sales of video games

Page 8: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

• A model of a real-world system• Responds in dynamic and rule-based ways to

user responses

What is a simulation ?

Page 9: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

• A rule-based environment with goals• Responsive to learner actions• Challenging• Cumulative so the current state reflects previous actions and show progress toward goals

What is a game ?

Page 10: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

From Biologica Project – http://biologica.Concord.org

Genetics simulation

Page 11: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

From Biologica Project – http://biologica.Concord.org

Genetics game

Page 12: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

• “Games are very motivating and have tremendous potential in education, but despite a rapid growth

in the research base, there is yet insufficient evidence to draw definitive conclusions.”

- Hannafin & Vermission, 2008.

Research vacuum

Page 13: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Research shift

Are games and simulations effective?

What features of games and

simulations lead to learning?

Value-added Research Approach

Page 14: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Value-added research approach

Game Version 2Game Version 1

Page 15: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Match game types to goals

LearningGoal

Role-Play

Strategy

ActionPuzzle

Adventure

Page 16: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Make learning essential to progress

Page 17: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

10

20

30

40

60

50

80

70

90

100

Per

cent

Cor

rect

Relevant Irrelevant

SD = Significantly DifferentEffect size = .65

SD

Make learning essential to progress

Belanich et al, 2004

Page 18: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

• Incorporate Explanatory Feedback• Add Self-Explanation Questions

Build in proven instructional strategies

Page 19: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Incorporate explanatory feedback

Design-A-Plant Game

Page 20: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Which circuit has the higher flow rate? Which circuit has the higher flow rate? Select an explanationfor your answer below:

A. Base Version B. Self-Explanation Version

Add self-explanation questions

Circuit Game, Mayer & Johnson, 2010

Page 21: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

45

50

55

65

Pro

port

ion

Cor

rect

on

Tra

nsfe

r Te

st

Game + Basic GameSelf-explanationQuestions

SD

SD = Significantly DifferentEffect size = 1.0360

70

75

Better learning with SE questions

- Mayer & Johnson, 2010

Page 22: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Avoid discovery learning

Page 23: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

From Biologica Project – http://biologica.Concord.org

Guidance for inquiry simulations

1. Change 1 geneon a single chromosome

2. Record dragon change:

3. Change paired gene oncorresponding chromosome

Page 24: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Boyle’s Law

This screen shows the relationshipbetween pressure and volume of a gas. You can observe how the volumeof the gas changes by using the pressure button.

5 10 15 20 25Concrete Version

Manage complexity

Page 25: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Boyle’s Law

This screen shows the relationshipbetween pressure and volume of a gas. You can observe how the volumeof the gas changes by using the pressure button.

5 10 15 20 25

Abstract Version

Manage complexity

Page 26: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Ensure ease of use

HAEMOSIM, Holzinger et al, 2009

Page 27: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

Make relevance salient

Page 28: Simulations and Games in E-learning ( Chapter 16) Ken Koedinger 1

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