screen shot of games

Games

Complete virtual interactive environments based on gaming principles

Samples

The quoting game — electrical

A learning game that helps people working in the electrical trades industry to develop skills in quoting for jobs

Source The Quoting Game — Electrical
URL http://tle.tafevc.com.au/toolbox/items/491abb70-0cb2-7182-bd66-9a3082830b6d/1/ViewItem.jsp then click on Preview
Use Trades learners studying business skills
Delivery Easy to access and use in delivery
Customisation The material in this Toolbox has been developed to allow for customisation, although this example is not easily customised.
Availability Details of how to preview and purchase this Toolbox are available on the Flexible Learning Toolbox site

Fermilabyrinth

A physics site which uses games as a means of learning concepts

Source Fermilabryrinth website
URL http://www-ed.fnal.gov/projects/labyrinth/games/index1.html
Use Physics students
Delivery Easy to access and use in delivery
Customisation Cannot be customised although the tools used to develop the site are available for users to develop their own examples.
Availability NA

Cyberzone — numeracy games

A range of game-based activities to practise numeracy skills

Source Basic Skills in the Cybercentre Flexible Learning Toolbox
URL http://www.flexiblelearning.net.au/toolbox/series4/424.htm
Use Literacy and numeracy students. Levels 1 and 2 of the National Reporting System in reading, writing and numeracy
Delivery Can be delivered using a CD or loaded into a subject delivery system
Customisation The material in this Toolbox has been developed to allow for customisation, although this example is not easily customised.
Availability Details of how to preview and purchase this Toolbox are available on the Flexible Learning Toolbox site

 An orientation game to Alice Springs for new employees

PowerPoint activity designed to provide an introduction to Alice Springs and Indigenous Australia

Source Flexible Learning Leaders website
URL http://www.flexiblelearning.net.au/leaders/fl_leaders/fll04/papers/t_wooley_game.pps
Use Introduce new employees to Northern Territory to Alice Springs and Indigenous Australia
Delivery Can be delivered using a CD or loaded into a learning management system (LMS)
Customisation NA, but as developed in PowerPoint, similar games can be developed using Office software.
Availability  

Food force
http://www.food-force.com/index.php/teachers/

Free educational video game telling the story of a hunger crisis on the fictitious island of Sheylan, developed by the United Nations World Food Programme (WFP). Includes six mini-games or “missions”which take young players from an initial crisis assessment through to delivery and distribution of food aid, with each sequential mission addressing a particular aspect of this challenging process.

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Why include games?

Game based learning enables learners to undertake tasks and experience situations that would otherwise be impossible or undesirable because of cost, time, logistic or safety factors.

Online games are valuable tools for enhancing learning particularly for learner groups who have been disengaged and lack interest. Younger groups of learners are more likely to respond to this teaching strategy. The range of learning games that can be applied to the online learning environment are practically unlimited and can range from simple practice games to highly complex and challenging competitive games.

Games may require the learner to enter and engage with a simulated environment, participate in a role play, apply strategic problem solving skills or work within an environment with limited resources or alongside characters with various personality traits.

Games are very good at using drama, storyline, humour and characters to create a compelling experience which, from a training point of view, develops memory hooks and means that learners not only remember what happened but also why it happened.

Features

  • Games are seductive and immerse learners in a rich visual space.
  • Games motivate learners to win or achieve a goal.
  • Games immerse learners in a total experience that is fun and which sparks creativity and emotions.
  • Games encourage learners to think and learn in different ways.
  • They can be played against real people or against the computer.
  • They can deal with large amounts of content and allow different levels of completion.
  • Games encourage collaboration and post-game discussion and debriefing.
  • Games provide meaningful and relevant feedback to show learners consequences of their decisions and actions. The learner knows explicitly why a particular outcome happened and allows them to assess different approaches to the problem in an informed way.
  • Games are genuinely enjoyable. This leads to longer attention spans, improved attentiveness and positive feelings.

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Integrating games

Developing interactive games that appeal to learners is a complex, time consuming and costly activity.

Design steps

  • Identify competencies that could be addressed by a game.
  • Storyboard the game structure.
  • Ensure that the game is relevant to the learners and the teaching context.
  • Decide on the different levels within the game.
  • Provide clear instructions on how to navigate the game.
  • Decide on where learners will be able to interact with the game and select a path.
  • Integrate feedback.
  • Ensure a clear scoring mechanism and progression through the levels.
  • Provide opportunities for collaboration and discussion.
  • Provide a clear ending for the game.
  • Make sure the game appeals to a variety of learning styles and both male and female players.

Assessment

As games can have a multitude of pathways through them it may be unwise to try and assess a 'correct' solution. Rather you will need to observe and document problem-solving approaches that learners use during the course of the game.

If you are engaging a consultant to develop a games application for your training inform them of the assessment criteria indicators by which you will assess to evaluate learner progress and performance. Make sure your consultant can develop your game so that it can capture, track and report these to you in a format that is appropriate.

Generic skills

Learners are likely to use a number of generic skills as they work through games. They will be involved in problem solving, critical thinking, initiative and enterprise. In addition, if learners are involved in debriefing and negotiation with others during the game they will be developing communication skills.

Technical notes

The development of multimedia online games is a highly complex development task so it is likely that you will need to bring in a development team. Teachers and trainers can offer valuable subject matter input into the content and design phase.

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See also

From the Framework

More resources from the Australian Flexible Learning Framework

Tools and resources

Social bookmark for this strategy

http://del.icio.us/designelearn/games

Last modified: 11/6/08