EDUC 333 (Chris Quintana): School PDF

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EDUC 333: Video Games and Learning
Prof. Chris Quintana...

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School

Rethinking School How can we rethink learning in schools...not just improve the schools themselves, but rethink what and how students learn? How can we rethink motivation in schools...does our current system foster or leverage intrinsic motivation? Apprenticeship era: Education was personal, resource intensive, and engaging Schooling era: Education was mass-oriented, efficient, and bureaucratic Lifelong-Learning era: Education is becoming customized, highly-interactive, and learner-controlled

Overlap in the problems you identified Delayed feedback, too much lecture, overly passive learning situations Autonomy Feeling of a lack of control Students can't customize their activity Belonging Relatedness) Lack of student-student interaction (cooperation or collaboration would be helpful) One-sided teacher-student interaction

Lack of recognition of good student work Competence Uncertainty from lack of feedback Lack of structure to support students with activities Lack of connection between lecture and tasks No sense of challenge Activities don't foster any curiosity or creativity (lots of non-creative tasks like memorization)

Autonomy Satisfaction Game Design Elements Identity Players build their identity within the game Activity Players choose which activities to pursue Strategy Players choose option(s) to pursue Open-world designs "Multiple avenues of autonomy satisfaction"1

Game genres Role-playing Your identity: Many opportunities to customize character What you pursue: Linear path or open-world designs? Volitional choices: Meaningful choices embedded within heroic narrative that inspires personal agency Simulations/Sandbox

Your identity: Many opportunities to customize identity What you pursue: Game is a "canvas" with no pre-defined scripting Volitional choices: Tools to build a self-directed story, along with some structure (eg. goals, missions) Turn-based strategies Your identity: Personality is implied through actions/strategies What you pursue: Many choices at the beginning of a turn directing the actions of your "citizens" (meeples) Volitional choices: Long-range victory goals provide a sense of meaning

Belonging (Relatedness) Satisfaction Game Design Elements Acknowledgement Feeling "seen" Support Connection with who we are and what we are feeling Impact Seeing the positive impact we make on others Opportunities for players to interact Rewards for constructive competition

Game Genres Multiplayer games Massively multiplayer online games Cooperative games Some tabletop games

Competence Satisfaction Game Genres Musical Performance Context for challenge: Musical Performance Optimal challenge: What scales? Difficulty of songs Complexity of required chords/player actions Competence feedback mechanisms as challenges increase Cumulative feedback: total score Granular competence feedback: immediate feedback for each action Sustained competence feedback: shows players they are on a roll First-person Shooter Context for challenge: Armed Conflict Optimal challenge: What scales? Strength of players and opponents Difficulty of maps/puzzles Competence feedback mechanisms: Granular: blood, enemy reaction when hit Cumulative: increase in strength, reputation Sports/Driving Context for challenge: Competitive sports Optimal challenge: What scales? Difficulty of challenges/opponents Skill and difficulty of opponents Competence feedback mechanisms:

Granular: smoke, sound, rumbles Sustained: increased roar of crowd Cumulative: increasing abilities, advancement Platformers Context for challenge: Navigation of physical space, combat Optimal challenge: What scales? Complexity of environment Strength of opponents Competence feedback mechanisms: Granular: micro-challenges (eg. jumping) Sustained: power-ups Cumulative: "collectibles", score points...