Choosing and Using Digital Games in the Classroom (eBook)

Dr. Katrin Becker is an internationally known expert in the design and analysis of Serious Games. With over 30 years of teaching experience in Science, Engineering, Education, and Art, she has taught computer science, videogame design, digital game-based learning, and technical writing. Her teaching innovations have been internationally recognized and she is widely published in the areas of computer science education, educational technology, and digital game based learning, including a book on simulations and games for non-technical people. She designs and develops eLearning in all sectors, and has consulted for various organizations on the use of digital games for instructional purposes. She has designed and developed several educational and advertising games. She is also the author of a book on the technical aspects of simulations and games written for non-technical people.

Preface 6
Who This Book Is for 6
What This Book Covers 7
How This Book Is Structured 7
What You Can Get Out of This Book 8
Conventions Used in the Book 9
Contents 10
List of Figures 22
List of Tables 26
Part I: Context 27
Chapter 1: What Is It About Games? 28
1.1 What Is a Game? 29
1.1.1 Defining “Game” 30
1.2 Why We Need to Analyze Games 31
1.3 Why Games? 33
1.3.1 Games in Society 34
1.3.2 Games in Education 35
1.3.3 Talking About Games 36
1.3.3.1 Digital vs. Analog 36
1.3.3.2 Game vs. Simulation 37
1.3.3.3 Computer Game vs. Computer-Mediated Game 37
1.3.3.4 Digital Game-Based Learning (DGBL) vs. Digital Game Pedagogy (DGP) vs. Gamification 37
1.3.3.5 Serious Game 38
1.3.3.6 Commercial Off-the-Shelf Games 38
1.3.4 Going Digital 40
1.4 Games Now 43
1.5 Summary 44
References 46
Chapter 2: Digital Game-Based Learning: Learning with Games 49
2.1 Theoretical Underpinnings of DGBL 50
2.1.1 Learning Theories 52
2.1.1.1 Behaviorist Approaches 55
Operant Conditioning 55
Connectionism 56
Conditions of Learning 56
2.1.1.2 Cognitive Approaches 57
Schemata 57
Cognitive Development 58
Attribution Theory 59
Cognitive Apprenticeship 60
Cognitive Load Theory 61
2.1.1.3 Social Learning Approaches 61
Social Learning Theory 61
Social Development Theory 62
Social Constructivism 63
Situated Learning 64
2.1.1.4 Constructivist Approaches 64
Actor–Network Theory 64
Discovery Learning 65
Activity Theory 65
Constructionism 66
2.1.1.5 Humanist Approaches 67
Experiential Learning 67
Maslow’s Hierarchy of Needs 68
Self-Determination Theory 69
Flow 71
2.2 The Clark–Kozma Debate, Revisited 72
2.3 All Games Teach 75
2.4 Why Games? 75
2.5 Why NOT Games? 77
2.6 Games Literacy 79
2.6.1 Play Is the Beginning of Knowledge 79
2.6.2 Media Literacy and Games 79
2.7 Summary 80
References 81
Chapter 3: Digital Game Pedagogy: Teaching with Games 86
3.1 Introduction 87
3.2 Studying the Masters 88
3.2.1 Choosing Good Games 89
3.3 Instructional Design Theory 89
3.3.1 Didactic Approaches 92
3.3.1.1 Gagné’s Nine Events 93
3.3.1.2 Reigeluth’s Elaboration Theory 96
3.3.1.3 Merrill’s First Principles 97
3.3.2 Instructionist Approaches 98
3.3.2.1 Spiral Instruction 99
3.3.2.2 Programmed Instruction 100
3.3.2.3 Direct Instruction 101
3.3.3 Bricolage 102
3.3.3.1 Problem-Based Learning 102
3.3.3.2 Situated Learning 104
3.3.3.3 Discovery Learning 106
3.3.4 Hermeneutic Approaches 107
3.3.4.1 Activity Theory 107
Subject 108
Object 108
Tools 109
Rules 109
Community 110
Division of Labor 110
3.3.4.2 Constructivist Learning Environments 110
3.3.4.3 ARCS 112
3.3.5 Cognitive Approaches 113
3.3.5.1 Advance Organizers 113
3.3.5.2 Information Processing 114
3.3.5.3 Cognitive Apprenticeship 116
3.4 Game Elements 117
3.5 Summary 117
References 119
Part II: Choosing Games 121
Chapter 4: Commercial Off-the-Shelf Games (COTS) 122
4.1 Introduction 123
4.2 Digital Games Are Special 124
4.3 Fitness for Purpose 127
4.3.1 Advantages to Using COTS Games 127
4.3.2 Disadvantages to Using COTS Games 129
4.3.3 Games for Content 131
4.3.3.1 Angry Birds 131
4.3.3.2 Civilization IV 132
4.3.3.3 The SIMs 132
4.3.3.4 FIFA Soccer 132
4.3.3.5 Roller Coaster Tycoon 133
4.3.3.6 Assassin’s Creed 133
4.3.4 Games as Environments 134
4.3.4.1 Minecraft 134
4.3.4.2 Portal 135
4.3.5 Games as Literature 135
4.3.5.1 Gone Home 136
4.4 Summary 137
References and Resources 138
Resources 138
References 138
Chapter 5: A Magic Bullet 140
5.1 Introduction 142
5.1.1 Informal Research 142
5.1.2 Formal Research on Games 144
5.1.3 Playing Games 145
5.1.4 A Better Way 145
5.2 The Magic Bullet Model 146
5.2.1 Things We CAN Learn (CL) 148
5.2.2 Things We MUST Learn (ML) 148
5.2.3 External Learning (EL) 149
5.2.4 Coincidental Learning 149
5.2.5 Variations on a Theme 150
5.2.5.1 Equal Balance 150
Can Learn > Must Learn 1
Can Learn > Must Learn 2
Can Learn > Must Learn 3
Can Learn> Must Learn 4
5.2.5.2 Must ?? Can 154
MUST Learn ? CAN Learn 154
MUST Learn ? CAN Learn 1 155
MUST Learn ? CAN Learn 2 155
MUST Learn ? CAN Learn 3 158
MUST Learn ? CAN Learn 4 159
5.2.5.3 Must > Can
MUST Learn > CAN Learn
MUST Learn > CAN Learn 1
MUST Learn > CAN Learn 2
5.2.5.4 Must ? Can 161
MUST Learn ? CAN Learn 161
MUST Learn ? CAN Learn 2 162
MUST Learn ? CAN Learn 3 163
5.2.5.5 Thin Games 163
Thin Game 163
Thin Game 1 164
Thin Game 2 165
5.3 Magic Bullet for Education 165
5.3.1 Operational Learning 167
5.3.2 Educational Learning 168
5.3.3 Discretionary Learning 168
5.4 Summary 169
References and Resources 170
References 170
Chapter 6: Evaluating Games 172
6.1 Introduction 173
6.2 What’s Important in a Game for Learning? 174
6.3 What Roles Do Teachers Play? 175
6.4 Decorative Media Principle 176
6.5 Becker’s Lazy Test (a.k.a. the BLT) 179
6.6 The Four Pillars 180
6.6.1 Gameplay 181
6.6.1.1 Content and Originality 182
6.6.1.2 Game Mechanics 182
6.6.1.3 Game Progression 183
6.6.1.4 Artistic Design 183
6.6.1.5 Set, Settings, Characters, and Costumes 183
6.6.1.6 Audio 184
6.6.2 Educational Content 184
6.6.2.1 Instructional Strategies 184
6.6.2.2 Instructional Design 185
6.6.2.3 Objectives 186
6.6.2.4 Integration 186
6.6.2.5 Accuracy 187
6.6.2.6 Assessment 187
6.6.3 Teacher Support 188
6.6.3.1 Teacher’s Guide 188
6.6.3.2 Plug N’ Play 190
6.6.3.3 Supplementary Resources 190
6.6.3.4 Community 190
6.6.4 Magic Bullet Rating 190
6.6.4.1 Overall Balance 191
6.6.4.2 Can vs. Must 191
6.6.4.3 Operational vs. Educational 191
6.6.4.4 Educational vs. Discretionary 192
6.7 Summary 192
References 193
Chapter 7: 4PEG in Action 195
7.1 Introduction 195
7.2 September 12 197
7.2.1 Game Description 198
7.2.1.1 Summary Review 198
7.2.1.2 Game Overview 199
7.2.2 Educational Review 200
7.2.2.1 Teacher Support 200
7.2.2.2 Educational Content 200
7.2.2.3 Magic Bullet Assessment 200
7.2.2.4 Instructional Strategies 201
7.2.2.5 Possible Uses and Affordances 201
7.3 Osy Osmosis 202
7.3.1 Game Description 203
7.3.1.1 Summary Review 203
7.3.1.2 Game Overview 203
7.3.2 Educational Review 205
7.3.2.1 Teacher Support 205
7.3.2.2 Educational Content 205
7.3.2.3 Magic Bullet Assessment 206
7.3.2.4 Instructional Strategies 206
7.3.2.5 Possible Uses and Affordances 206
7.4 Real Lives 207
7.4.1 Game Description 208
7.4.1.1 Summary Review 208
7.4.1.2 Game Overview 209
7.4.2 Educational Review 210
7.4.2.1 Teacher Support 210
7.4.2.2 Educational Content 210
7.4.2.3 Magic Bullet Assessment 211
7.4.2.4 Instructional Strategies 211
7.4.2.5 Possible Uses and Affordances 212
7.5 Math Blaster 212
7.5.1 Game Description 213
7.5.1.1 Summary Review 213
7.5.1.2 Game Overview 214
7.5.2 Educational Review 215
7.5.2.1 Teacher Support 215
7.5.2.2 Educational Content 215
7.5.2.3 Magic Bullet Assessment 216
7.5.2.4 Instructional Strategies 216
7.5.2.5 Possible Uses and Affordances 216
7.6 Gone Home 217
7.6.1 Game Description 218
7.6.1.1 Summary Review 218
7.6.1.2 Game Overview 218
7.6.2 Educational Review 219
7.6.2.1 Teacher Support 219
7.6.2.2 Educational Content 220
7.6.2.3 Magic Bullet Assessment 221
7.6.2.4 Instructional Strategies 221
7.6.2.5 Possible Uses and Affordances 221
7.7 Minecraft 222
7.7.1 Game Description 223
7.7.1.1 Summary Review 223
7.7.1.2 Game Overview 224
7.7.2 Educational Review 224
7.7.2.1 Teacher Support 224
7.7.2.2 Educational Content 225
7.7.2.3 Magic Bullet Assessment 226
7.7.2.4 Instructional Strategies 226
7.7.2.5 Possible Uses and Affordances 227
7.8 Portal 2 227
7.8.1 Game Description 228
7.8.1.1 Summary Review 228
7.8.1.2 Game Overview 229
7.8.2 Educational Review 230
7.8.2.1 Teacher Support 230
7.8.2.2 Educational Content 230
7.8.2.3 Magic Bullet Assessment 231
7.8.2.4 Instructional Strategies 231
7.8.2.5 Possible Uses and Affordances 231
7.9 Summary 232
References and Resources 234
Resources 234
References 234
Part III: Using Games 235
Chapter 8: Designing Game-Based Pedagogy 236
8.1 Introduction 237
8.2 The Myth of the Digital Native 238
8.3 Teacher Roles and the Magic Circle 239
8.4 Beginning at the Beginning 242
8.5 Instructional Design and Lesson Planning Are Wicked Problems 243
8.6 Instructional Design Models for DGBL 246
8.6.1 Generalist Models 246
8.6.1.1 A.D.D.I.E. 246
8.6.1.2 Design by Query 248
8.6.1.3 Merrill’s First Principles 250
8.6.2 Agile Models 250
8.6.2.1 Wiggins and McTighe 250
8.6.2.2 Rapid Prototyping 250
8.6.2.3 Hannafin and Peck 252
8.6.3 Detailed Models 252
8.6.3.1 Gerlach and Ely 252
8.6.3.2 Morrison, Ross and Kemp 252
8.6.3.3 Dick and Carey 253
8.6.4 Applied Models 255
8.6.4.1 Serious ID 256
8.6.4.2 Gamified ID 256
8.6.4.3 Game-Based Learning ID 257
8.7 Summary 259
References 260
Chapter 9: Game-Based Lessons 262
9.1 Introduction 263
9.2 15 Ways to Use Games in the Classroom 264
9.2.1 Content 264
9.2.2 Process 265
9.2.3 Example (Case Study) 266
9.2.4 Counter-Example 267
9.2.5 Inspiration 268
9.2.6 Literature 269
9.2.7 Art 269
9.2.8 Music 270
9.2.9 Lesson Opener 271
9.2.10 Homework 272
9.2.11 Medium 273
9.2.12 Environment 274
9.2.13 Virtual Environment 274
9.2.14 Optional 275
9.2.15 Pastime/Reward 276
9.3 101 Instructional Strategies for DGBL 276
9.3.1 1st TRIP (First TRIP) 277
9.3.2 3–2–1 (Three–Two–One) 278
9.3.3 Abstracting 278
9.3.4 Action Projects 278
9.3.5 AGO (Aims, Goals, Objectives) 279
9.3.6 AIDA (Analysis of Interactive Decision Areas) 279
9.3.7 Alternative Scenarios 280
9.3.8 Anticipation Guide 280
9.3.9 Apprenticeships 281
9.3.10 Artifact Strategy 281
9.3.11 Autobiographies 281
9.3.12 Before, During, and After 282
9.3.13 Biopoems 282
9.3.14 Cascade 283
9.3.15 Case Studies 283
9.3.16 Checklist 283
9.3.17 Collections 284
9.3.18 Collective Notebook 284
9.3.19 Competitions 284
9.3.20 Completed Work Chart 285
9.3.21 Compositions 285
9.3.22 Conflict Chart 286
9.3.23 Creative Problem Solving 286
9.3.24 Critical Incident Questionnaires (CIQ) 287
9.3.25 Critique 287
9.3.26 CROWN 288
9.3.27 DPTA (Directed Playing Thinking Activity) 288
9.3.28 Data Analysis 289
9.3.29 Debriefing 289
9.3.30 Double Entry Journal 289
9.3.31 Exit/Admit Slips 290
9.3.32 Expectation Outline 290
9.3.33 Experiments 290
9.3.34 Fan Fiction 291
9.3.35 Field Guides 291
9.3.36 Field Logs 291
9.3.37 Field Trips 292
9.3.38 Find the Fib 292
9.3.39 Find the Rule 292
9.3.40 Flow Charts 293
9.3.41 Game Box 293
9.3.42 Game Club 293
9.3.43 Game Kits 294
9.3.44 Game Logs 294
9.3.45 Game Pitch 294
9.3.46 Game Reports 295
9.3.47 Game Talk 295
9.3.48 Guided Practice 295
9.3.49 Independent Playing Programs 296
9.3.50 Interdisciplinary (Cross-Curricular) Teaching 296
9.3.51 Journal 296
9.3.52 Justifying 297
9.3.53 Knowledge Rating 297
9.3.54 KWHL 297
9.3.55 Learning Contracts 298
9.3.56 Learning Stations 298
9.3.57 Letters from Previous Players 299
9.3.58 Machinima 299
9.3.59 Muddiest Point 299
9.3.60 Olympiads 300
9.3.61 Pair Play or Team Play 300
9.3.62 Paired Annotations 300
9.3.63 Playing Out Loud 301
9.3.64 Portfolio 301
9.3.65 Position Paper 301
9.3.66 Possible Dialog/Possible Statements 302
9.3.67 Precision Playing 302
9.3.68 Predictions 302
9.3.69 PROP Advance Organizer 303
9.3.70 Question the Developer 303
9.3.71 Recall, Summarize, Question, Comment, and Connect (RSQC2) 303
9.3.72 Reflection Logs 304
9.3.73 RELATE Table 304
9.3.74 Relay Summary 305
9.3.75 Retelling the Story 305
9.3.76 Rewrite the Ending 306
9.3.77 Role-Playing 306
9.3.78 Role/Audience/Format/Topic (RAFT) 306
9.3.79 S.W.O.T. Analysis (SWOT) 307
9.3.80 Scale Models and Drawings 307
9.3.81 SCAMPER 308
9.3.82 Screenshots 308
9.3.83 Self-Selected Gaming 309
9.3.84 Send-A-Problem 309
9.3.85 Shared Gaming 309
9.3.86 Shadowing 310
9.3.87 SOAPSS 310
9.3.88 Storyboards and Story Maps 310
9.3.89 Structured Learning Team Group Roles 311
9.3.90 Supervised Practice 312
9.3.91 TAPPS (Thinking Aloud Pair Problem Solving) 312
9.3.92 Teams-Games-Tournaments (TGT) 312
9.3.93 Through the Eyes of the Enemy 313
9.3.94 Value Line 313
9.3.95 Video 314
9.3.96 Walkthroughs 314
9.3.97 What Would/Should X Do? (WWXD or WSXD) 314
9.3.98 Who Am I? Why Am I? 315
9.3.99 Working Backwards 315
9.3.100 Writing 315
9.3.101 YouTube 316
9.4 Summary 316
References 317
Chapter 10: Creating DGBL Lesson Plans and Curricula 319
10.1 Introduction 320
10.2 Lesson Plans for Games 321
10.3 Anatomy of a Lesson Plan 323
10.4 Template: Single Lesson 327
10.4.4 Example 1: Grade 3 Social Studies with Real Lives 330
10.4.5 Example 2: Grade 7 Science with Osy Osmosis 334
10.4.6 Example 3: Grade 12 Social Studies with September 12 336
10.5 Template: Unit 339
10.5.1 Grade 12 English Language Arts Unit with Gone Home 341
10.5.2 Unit Plan Template 342
10.5.2.1 Overview of Lessons 343
Lesson 1 Writes of Passage, Annotating a Foyer and Screenshot Citations 343
Lesson 2 Ordering the Free-Roving Chaos 344
Lesson 3 Sound Bites, Word Clouds, and Vision Quests 344
Lesson 4 Bursting the Fantasy Classroom Bubble with Real World Reviews 344
Lesson 5 and 6: Spoiler Alerts, Disposable Stories, and Non-perishable Narratives 345
Lesson 7 and 8 Crafting an Epic Slideshow for a Purple Basketball Revelation 345
10.6 Using Games as a Long-Term Resource 345
10.7 Template: Semester 346
10.7.1 Semester Plan: Grade 1 Science with Minecraft 348
10.7.2 Videogame Long-Term Planning Template 348
10.8 Summary 351
References, Resources 351
Resources 351
References 351
Chapter 11: End Game 353
11.1 Embracing the Opportunities 353
11.2 Addressing the Challenges 354
11.3 The Next 10 Years 356
11.4 Last Words 357
References 358
Chapter 12: Supplementary Materials 359
12.1 Twenty Learning Theories Embodied in Games 359
12.1.1 Behaviorist 359
12.1.2 Cognitivist 360
12.1.3 Social Learning 361
12.1.4 Constructivist 362
12.1.5 Humanist 362
12.2 Fifteen Instructional Theories Embodied in Games 363
12.2.1 Didactic 363
12.2.2 Instructionist 364
12.2.3 Bricolage 364
12.2.4 Hermaneutic 365
12.2.5 Cognitive 365
12.3 Twelve Instructional Design Models for Using Games in the Classroom 366
12.3.1 Generalist Models 366
12.3.2 Agile Models 367
12.3.3 Detailed Models 367
12.3.4 Applied Models 368
12.4 Fifteen Ways to Use Games in the Classroom 368
12.5 One hundred and One Instructional Strategies for Use with Games 370
12.6 Single Lesson Plan Template 374
12.7 Unit Plan Template 375
12.8 Course Plan Template 376
12.9 Study Guide Template 377
12.10 Teacher’s Guide Template 379
12.11 Glossary 380
12.12 Games and Other Software 397
References 418
Index 419