How games can enhance learning for Homo fabers and Homo ludens
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How Homo fabers (those who love to create) and Homo ludens (those who love to play) learn. This presentation made in Oct 2012 at Vasant Valley school in New Delhi, to educators from the Learn Today group, describes how elements can be borrowed from games and how games can be used in the classroom to enrich the learning experience.
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How games can enhance learning for Homo fabers and Homo ludens
- 1. H ow HOMO FABERS and Homo ludens LEARN
- 2. Homo sapiens i n s sapiensw those who know Homo sapoe that they kno n w k those who Hom o economicus n the rational ma Homo economicus ma the mature rationa turus l man
- 3. Homo sapiens i n s sapiensw those who know Homo sapoe that they kno n w k those who Hom o economicus n the rational ma Homo economicus ma the mature rationa turus l man fabers CREATE Homo love to those who Homo ludens those who love to PLAY
- 4. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens
- 5. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification using game-‐elements in learning
- 6. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification using game-‐elements in learning -‐ Novel Challenges -‐ Intrinsic Mo4va4on -‐ Contextual -‐ Emo4ons/Experien4al -‐ Scaffolding, Feedback -‐ Conversa4on -‐ Collabora4on -‐ ACen4on
- 7. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification Game-based Learning using game-‐elements in learning using games in the classroom -‐ Novel Challenges -‐ Intrinsic Mo4va4on -‐ Contextual -‐ Emo4ons/Experien4al -‐ Scaffolding, Feedback -‐ Conversa4on -‐ Collabora4on -‐ ACen4on
- 8. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification Game-based Learning using game-‐elements in learning using games in the classroom -‐ Novel Challenges -‐ Listen to a Story -‐ Intrinsic Mo4va4on -‐ Make a Story -‐ Contextual -‐ Play a Game -‐ Emo4ons/Experien4al -‐ Build a Game -‐ Scaffolding, Feedback -‐ Collabora4ve Game-‐Play -‐ Conversa4on -‐ Collabora4on Learning Effec4veness: Memorize, Know, Understand, -‐ ACen4on Synthesize, Create
- 9. Let’s start with a story…
- 10. A woman had just a few hours before she would die from a strange disease. There was just one drug that might save her.
- 11. PHARMACY Only one pharmacist in the village had that drug and he was charging ten 4mes the normal price. The sick woman’s husband, Heinz, could arrange just half the amount.
- 12. PHARMACY He pleaded and argued with the pharmacist that his wife was dying and so could he please lower the price or allow Heinz to pay later. But the pharmacist refused.
- 13. PHARMACY Heinz got desperate and that evening he stole the drug.
- 14. Should Heinz have stolen the drug? Should he be punished?
- 15. Harvard psychologist, Lawrence Kohlberg, who proposed a stage theory of moral thinking, used stories like this one, to test moral reasoning.
- 16. 1. Obedience and punishment orienta4on (how can I avoid punishment?) 2. Self-‐interest orienta4on (what's in it for me?) 3. Interpersonal accord and conformity (social norms) 4. Authority and social-‐order maintaining orienta4on (law and order morality) 5. Social contract orienta4on (empathy) 6. Universal ethical principles (own moral code of conduct)
- 18. Kohlberg in the Classroom hCp://www.youtube.com/watch?v=77uRQeu_pUQ
- 19. How to teach the concept of Justice? Curatorial Learning, of course!
- 20. Prof Michael Sandel – www.Jus4ceHarvard.org
- 23. What Makes a Great Learning Experience - for Homo fabers and Homo ludens
- 24. What Makes a Great Learning Experience L e a r n i n g E ff e c 4 v e n e s s E n g a g e m e n t
- 25. What Makes a Great Learning Experience L e a r n i n g E ff e c 4 v e n e s s Tradi4onally: • Stories • Playing • Tinkering • Experimen4ng E n g a g e m e n t
- 26. Impar4ng learning as disciplined, formal educa4on is a fairly modern inven4on, only a few centuries old
- 27. While it may be efficient, it is ohen: q Boring q Stressful q Irrelevant ü All of the above
- 28. Most formal educa4on has degenerated into, • Passive acquisi4on of knowledge • Later regurgita4on in tests of recall
- 29. While research shows that deep learning happens when a learner is, • Self-‐mo4vated to learn • Constructs own understanding/meaning
- 30. When we play a game we are, • Intrinsically mo4vated • Have a high cogni4ve commitment • Deeply engaged • Overcome difficult challenges of our own voli4on
- 31. Games can cultivate: • ACen4on • Trust • Effort • Empathy • Persistence • Respect • Rule following • Fairness
- 32. But talk about games, and • Parents – complain games are addic4ve and colossal 4me wasters • Educa4onists – lament games foster adverse social behaviour
- 33. What Makes a Great Learning Experience? L e a r n i n g E ff e c 4 v e n e s s Use Games but with minimum adverse consequences? E n g a g e m e n t
- 34. What Makes a Great Learning Experience? L e a r n i n g E ff e c 4 v e n e s s Use Games but with minimum adverse consequences? GAMIFICATION may hold the answer E n g a g e m e n t
- 35. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification Game-based Learning using game-‐elements in learning using games in the classroom -‐ Novel Challenges -‐ Listen to a Story -‐ Intrinsic Mo4va4on -‐ Make a Story -‐ Contextual -‐ Play a Game -‐ Emo4ons/Experien4al -‐ Build a Game -‐ Scaffolding, Feedback -‐ Collabora4ve Game-‐Play -‐ Conversa4on -‐ Collabora4on Learning Effec4veness: Memorize, Know, Understand, -‐ ACen4on Synthesize, Create
- 36. GAMIFICATION is use of game-‐elements in non-‐gaming contexts
- 37. Some examples of Gamification • Nike online fitness community • Ci4zen Science projects like GalaxyZoo.org • Volkswagen’s www.funtheory.com in rewarding drivers who drive within speed limit
- 38. What Gamification is NOT: Simply adding Points, Badges and Leader Boards as a layer on top of a learning ac4vity
- 39. What Gamification IS: Deconstruc4ng good games to find elements that enrich a learning experience, e.g. • Connec4ng with player’s passions and goals • Perhaps, allow personaliza4on of goals • “With games, learning is the drug” (Raph Koster, game designer, author -‐ ‘Theory of Fun’)
- 40. Why Learning becomes Taxing in a School Environment? Perhaps… • Unlike a game, the challenges provided are not novel or interes4ng • Challenges are not contextual – not related with learners’ aspira4ons or life situa4on Based on a talk by Sebas/an Deterding, designer hCp://bit.ly/PC8rjn
- 41. Why Learning becomes Taxing in a School Environment? Perhaps… • No varying of pace in learning • No scaffolding that allows gradual learning • No ‘excessive posi4ve feedback’ (informa4onal and not judgmental feedback) Based on a talk by Sebas/an Deterding, designer
- 43. Lee Sheldon’s book ‘The Mul4player Classroom – Designing Coursework as a Game’
- 44. Good game designers understand that one size does not fit all In a game, • A ‘newbie’ needs to be onboarded • A ‘regular’ needs fresh challenges – new learned behaviours become a habit • An ‘enthusiast’ plays the game for mastery Based on a talk by Amy Jo Kim, game designer hCp://www.youtube.com/watch?v=F4YP-‐hGZTuA
- 45. What Motivates/Engages People Amy Jo Kim –4 reasons for Social Engagement • Express • Explore • Compete • Cooperate Based on a talk by Amy Jo Kim
- 46. Engagement Loop in a Game Call to Action Express/Explore/Compete/Coop Player (re)Engagement Task/Mission/Quiz Positive Emotions Fun/Delight/Trust/Pride/Curious Visible Progress Statistics/Analytics/Feedback Based on a talk by Amy Jo Kim
- 47. According to Joseph Campbell, the journey of the archetypal hero in mythologies consists of " Call to Adventure " Refusal of the Call " Divine intervention or Epiphany " Journey of Trials & Tribulations " Return and Master of both worlds The learner’s journey could be, knowledge acquisition, mastery, innovation or transformation of self
- 48. Game = PERMA Amy Jo Kim – good games embody the same 5 elements that are impera4ve for well-‐being and happiness (Mar4n Seligman’s book, ‘Flourish’) • P = Posi4ve Emo4ons • E = Engagement • R = Rela4onships • M = Meaning • A = Accomplishment Based on a talk by Amy Jo Kim
- 49. Impact of emotions on learning and performance...
- 50. A Class Divided hCp://www.pbs.org/wgbh/pages/frontline/shows/divided/
- 51. In his book Social Intelligence, author Daniel Goleman explains the impact of emo4ons on learning and performance...
- 55. Hans Selye divided Stress into two categories -‐ Distress (persistent stress that is not resolved through coping or adapta4on) and Eustress (or euphoric stress that enhances physical and mental func4on) -‐ high performance requires op4mal stress
- 56. Mihaly Csikszentmihalyi on ‘FLOW’ High Challenge – Low Skill • Cogni4ve Overload • Lack of Prior Knowledge (pre-‐requisites) • Wrong Mental Model Leads to Anxiety -‐ Provide Scaffolding (e.g. step-‐wise hints) High Skill – Low Challenge • Quickly move to the next level (Mastery Learning – Khan Academy)
- 57. Personaliza4on of Learning – Role of ICT – Harvard Professor, Clayton Christensen’s book ‘Disrup4ng Class’
- 60. Good Game Designers Understand the Psychology of Motivation!
- 61. Self-Determination Theory! THE MOTIVATIONAL SPECTRUM External Regula/on > Introjec/on > Iden/fica/on > Integra/on > Intrinsic Amo$va$on Extrinsic Mo$va$on Intrinsic Mo$va$on Indifferent to External Regula$on: you don’t want to do Doing something for a task something but do it because someone wants the love of it you to do to it Not for the reward Introjec$on: do it because it enhances your status – I will do it because others will value E.g. spending 4me me with family, listening Iden$fica$on: I don’t really enjoy doing it but to music I will do it because I see value in doing it. E.g. study math Integra$on: I will do it because it align with my goals (even though I might not enjoy doing it). E.g. exercise
- 62. !Effectance Motivation! Organisms have a tendency to explore and influence the environment and the master reinforcer for humans is personal competence (competence is the ability to interact effectively with the environment) -‐ Psychologist Robert White
- 63. Factors that In his book Drive - The Surprising Truth about What Motivates Us influence Intrinsic author Daniel Pink suggests that Motivation! the new operating system for the 21st century, or Motivation 3.0, has three components: – Autonomy: the urge to direct our own lives – Mastery: the desire to get better and better on something that matters – Purpose: a yearning to do something larger than our self-interest
- 65. Good Game Designers Understand Currency of Attention!
- 66. • How do we stay focused? • To understand this let’s look at play, because while playing we are usually naturally aCen4ve • This happens because our mind is wired such that it seeks variety and in play the s4mulus is constantly changing Every moment of a tennis match is different, and if runs are not being scored or wickets are not falling then even cricket becomes boring -‐ we stop paying aCen4on!
- 67. Ellen Langer, Harvard Professor of Psychology, conducted a study where she asked par4cipants, who did not par4cularly like classical music, to listen to classical music • One set of par4cipants was asked to no4ce three to six novel aspects about the ac4vity, like no4ce the musical instruments they could iden4fy • Another set was not given any instruc4ons to no4ce differences • The Study revealed that more the dis4nc4ons drawn by careful no4cing, the more the subjects liked the ac4vity • Thus, the more we deliberately engage with a task the more interested we become and more we learn
- 68. • Langer calls this a ‘mindful’ autude to learning -‐ the opposite autude is a ‘mindless rote’ or ‘autopilot’learning • Connect what you are learning with your life and make it more meaningful • Self-‐reference Effect -‐ informa4on that is related to us is easier to learn • While studying we should mentally ask ques4ons about the topic, look at the informa4on from various perspec4ves and relate it to our personal life or of someone we know • By making informa4on meaningful we remember it longer
- 69. Good learners know how to make learning interes4ng by deliberately bringing in variety in what they are studying For example, while reading a book, they mentally ask ques4ons and try to answer them, look at the book from various perspec4ves or think about different endings to a story
- 70. In Summary Game Elements that can be used to Enrich the Learning Experience are…
- 71. • Meaning: contextual goals, shrink the goal – personaliza4on • Intrinsic Mo4va4on: mastery, autonomy (play = voluntary, what the body in not obliged to do – Mark Twain) • Varied Challenges: non-‐repe44ve, novel challenges; experience failure, value the win • Environment -‐ Safe but not sterile environment, where consequences are not dire -‐ Frustra4on is taken in stride -‐ Failure is less shameful
- 72. • Scaffolding: challenge and skill balance – Flow • Changing S4mulus: for intense engagement • Feedback: instant, juicy, informa4ve, non-‐judgmental feedback that helps improve performance • Collabora4on: communi4es of common interest • Mutual respect • Benevolence • Trust • Empathy
- 73. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification Game-based Learning using game-‐elements in learning using games in the classroom -‐ Novel Challenges -‐ Listen to a Story -‐ Intrinsic Mo4va4on -‐ Make a Story -‐ Contextual -‐ Play a Game -‐ Emo4ons/Experien4al -‐ Build a Game -‐ Scaffolding, Feedback -‐ Collabora4ve Game-‐Play -‐ Conversa4on -‐ Collabora4on Learning Effec4veness: Memorize, Know, Understand, -‐ ACen4on Synthesize, Create
- 80. Story Creators and Animation Tools for iPad
- 82. Learning Teaching Scotland -‐ Game-‐based Learning hCp://www.heppell.net/bva/bva5/elrick.htm
- 87. Solo Games: typically provide a deeper learning experience Collabora4ve Games: typically provide higher learner mo4va4on Gaming Communi4es: several learning theories at work, e.g. Vygotsky’s Zone of Proximal Development, More Knowledgeable Other and Lave & Wenger’s Legi4mate Peripheral Par4cipa4on and Situated Learning
- 88. Gaming Communi4es: very good for cul4va4ng skills essen4al for success in the 21st century -‐ Collabora4ve problem solving -‐ Co-‐construc4ng meaning -‐ Consensual decision making -‐ Responsibility and self-‐directed learning
- 90. Learning Cycle in a Gaming Community
- 91. Also available as eBook John Seely Brown’s website hCp://www.johnseelybrown.com
- 93. Jane McGonigal: Gaming can make a beJer world TED Talk hCp://www.youtube.com/watch?v=dE1DuBesGYM
- 94. Games are engaging, no doubt. But, what about LEARNING EFFECTIVENES
- 95. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification Game-based Learning using game-‐elements in learning using games in the classroom -‐ Novel Challenges -‐ Listen to a Story -‐ Intrinsic Mo4va4on -‐ Make a Story -‐ Contextual -‐ Play a Game -‐ Emo4ons/Experien4al -‐ Build a Game -‐ Scaffolding, Feedback -‐ Collabora4ve Game-‐Play -‐ Conversa4on -‐ Collabora4on Learning Effec4veness: Memorize, Know, Understand, -‐ ACen4on Synthesize, Create
- 96. Bloom’s Taxonomy of Sorts! Crea4vity Synthesis Understanding Knowing Memorisa4on
- 97. Challenge (beCer 4me or Add Context beCer score) (vocabulary Novelty of Bloom’s Taxonomy of Sorts! Crea4vity around a theme, Radio Show type Form Factor game) Synthesis Understanding Knowing -‐ Recall of facts Memorisa4on -‐ Tradi4onally learned by rote
- 98. Add Context Engagement (problems that (mul4media learner can relate storytelling) with) Bloom’s Taxonomy of Sorts! Crea4vity Synthesis Understanding Knowing Knowledge of a domain Memorisa4on
- 99. Detectives at th e British Museum Thousands of year s ago I used to be a king but you can still meet me at th e British Museum. Although I am a little tied-up today ! Who am I? Clue: Go to room (9 X 7) = ? Simple Games I have made for my son (this one, when he was 9)
- 100. Simple Games I have made for my son (this one, when he was 10)
- 101. It is old wine in new boCles – a simple quiz converted into QR code – cool form factor!
- 102. -‐ Ac4ve Explora4on -‐ Discovery Learning -‐ Feedback (Hints = Scaffolding) Bloom’s Taxonomy of Sorts! Crea4vity Synthesis Understanding -‐ Making connec4ons with prior knowledge -‐ Applying knowledge in novel contexts Knowing Memorisa4on
- 103. ICT Curriculum – Beyond Word and Excel Learning by Tinkering
- 104. Arduino Is a tool for making computers that can sense and control more of the physical world than your desktop computer. It's an open-‐source physical compu4ng plazorm based on a simple microcontroller board, and a development environment for wri4ng sohware for the board.
- 105. Crea4vity Bloom’s Taxonomy of Sorts! Seeing paCerns and rela4onships between Synthesis discrete knowledge nuggets, across domains Understanding Knowing Memorisa4on -‐ Require cross-‐domain knowledge -‐ Decision Making skills -‐ Problem Solving skills
- 106. Crea4vity Bloom’s Taxonomy of Sorts! New connec4ons, innova4ve solu4ons Synthesis Understanding Knowing Memorisa4on Using underlying Physics engine, create own games, own stories
- 107. Curating Good Games
- 108. You can search for educa4onal games on Android Market
- 109. You can search App Store for educa4onal games
- 110. Search Google for “Serious Games” on your topic of study... you may find a good game
- 112. Elements for Enriching the Learning Experience for Homo fabers and Homo ludens Gamification Game-based Learning using game-‐elements in learning using games in the classroom -‐ Novel Challenges -‐ Listen to a Story -‐ Intrinsic Mo4va4on -‐ Make a Story -‐ Contextual -‐ Play a Game -‐ Emo4ons/Experien4al -‐ Build a Game -‐ Scaffolding, Feedback -‐ Collabora4ve Game-‐Play -‐ Conversa4on Learning Effec4veness: -‐ Collabora4on Memorize, Know, Understand, -‐ ACen4on Synthesize, Create
- 113. Let the Learning Games Begin...
- 114. For more learning modules on skills relevant for flourishing in the 21st century visit -‐ www.TimelessLifeskills.co.uk Or join the Learning Conversa4ons on Facebook -‐ www.facebook.com/lifeskills
- 115. Thank you If you have ques4ons or comments please feel free to email me at: Atul.Pant@gmail.com