Learning with Digital Games: A New Book on Classroom Implementation

Nicola Whitton, over at Manchester Metropolitan University in the UK, has a new book out, Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education. The book is geared toward college level lecturers wishing to incorporate gaming in the classroom.

The book assumes no prior technical knowledge but guides the reader step-by-step through the theoretical, practical and technical considerations of using digital games for learning. Activities throughout guide the reader through the process of designing a game for their own practice, and the book also offers:

A toolkit of guidelines, templates and checklists.

Concrete examples of different types of game-based learning using six case studies.

Examples of games that show active and experiential learning.

Practical examples of educational game design and development.

This looks like an excellent resource, and includes several suggested games to try along with case studies and practical implementations. Click here for more info on the book and a link for ordering.

Update:
Eliane Alhadeff has a better write up than mine on the book here.

Try Bidmas Blaster to Practice Math Skills

Fans of the old Math Blaster series appreciate how a video game can generate interest in developing math skills in order to advance in a game. Check out Bidmas Blaster over at Manga High. Players have to key in the proper answers to blow up, shoot, or otherwise destroy advancing rogue robots. Cool stuff for boys of a certain age.

David Warlick on Video Games

I had the pleasure of sitting in on a couple sessions led by David Warlick this week at the Fall TECSIG conference. TECSIG is the technology coordinators special interest group for the Texas Computer Education Association. I led a session on educational gaming a couple years back, and was interested in hearing what Warlick was going to say on the topic.

As tech directors around Texas streamed into Austin, my good friend Tim Holt, Director of Instructional Technology for El Paso ISD and current President of TECSIG, joked that the majority were showing up to listen to his presentations. In reality, he continued, many registered for the conference to see David Warlick. In the past we were surveyed as to who we’d like to see as a keynote, and Warlick topped the list.

Warlick’s keynote session over lunch focused on “cracking the digital native experience [so that] we can hack the digital native experience.” He gave several examples how students learn, even hearkening back to his personal experiences during high school industrial arts class. The teacher at that time served as consultant, helping students ask the right questions and come to the right conclusions. But the students did the work, spending class time to create something, whether a bookcase or some other project.

Today, technology should be taught in the same way, Warlick asserted. Students should create something. They learn by asking questions. During the keynote, he played a trailer for Assassin’s Creed 2, and noted the game is not designed to be learned by reading the instructions. Like many games, players start playing to learn how to accomplish goals within the game.

Later in the day during his gaming presentation, Warlick noted there are generally two types of presenters on the subject: those in their twenties who are strong hard core players, and those in their fifties who are interested in gaming, feel video games are useful for education, but are not hard core players themselves. He humbly stated he fell in the latter camp. I thought he did a fine job of introducing the crowd to some of the literature and research out there on the topic. He showed off Scratch in his keynote, but during the gaming session he also introduced the crowd to Phunland.com, a “2D physics sandbox.” I noticed at least one in attendance playing on the site on their laptop.

Warlick rounded out the presentation with a brief intro of ARGs, machinima, and serious games. He offered some suggestions for teachers and administrators interested in investigating further, and showed off some student work in the field. He makes this presentation often throughout the country, and you can find his notes on the topic here.

Aussies Got Game

Here’s the latest research on video games in Australia: Aussies spent $2 billion on video games in 2008, almost 50% more than they spent in 2007. Estimates put the total population Down Under playing video games at 68% (compared to 65% for the US). Aussies play games on average at least an hour each day. While American women currently comprise 40% of the market, Australian women make up 46%. The American average gamer age is 35; Aussie average gamer age is 30. So, there are some neat comparisons here between Aussie and American players. The info comes from a survey publicized by the Interactive Entertainment Association of Australia, the equivalent of our ESA. More details here.

References:
Video games favourite pastime among two-third Aussies amid recession. (2009, May 21). [Online.] Available: http://www.thaindian.com/newsportal/health/video-games-favourite-pastime-among-two-third-aussies-amid-recession_100195437.html

Study Indicates Pricing and Social Features Contribute to a Video Game’s Popularity

The gaming press is buzzing about a study presented by Russell Beale and Matthew Bond over at University of Birmingham, UK at the recent Human-Computer Interaction Conference (HCI 2009). Beale and Bond studied game rankings on popular sites, and discovered (rather surprisingly, according to press on the topic) that plot and graphics were less important to consumers than social aspects and price of a game. Thus, a sub-$10.00 game that features heavy social interaction with other players would be more likely to score higher reviews on ranking sites than a more expensive and less social game with better graphics and story line.

References:
Plot and graphics not paramount in videogame success. (2009, September 12). New Scientist. [Online.] Available: http://www.newscientist.com/article/mg20327255.500-plot-and-graphics-not-paramount-in-videogame-success.html?DCMP=OTC-rss&nsref=online-news

Introducing Astropolis: The Video Game Suite Designed to Help Study Autism

Matthew Belmonte over at Cornell is leading a team that has designed a suite of video games specifically to study autism. The game suite, called Astropolis, has all the adventure and science fiction elements so popular with young boys. It was developed and research is ongoing thanks to funding in part by the National Science Foundation, the American Recovery and Reinvestment Act, and Autism Speaks.

Aimed at children ages 10-15 diagnosed autistic, the games contain activities allowing researchers to test differing hypotheses within the framework of autism research. A past problem with autism research is that it often takes place strictly in lab environments, outside of natural settings for the subjects. Belmonte hopes these video games will provide immersive environments that will yield richer information than traditional lab settings.

Another benefit promoting natural environments: the games capture information while the subjects play that can be retrieved later. Thus, subjects can install the game suite on laptops taken home and played in familiar surroundings, and info can be retrieved when the laptops return to the lab.

Belmonte also uses EEG measurements in lab settings with the subjects, a technique popularized by Mark Klinger at U. Alabama. (MRI scans are also popular measurement techniques to use on video game players.)

So far, Dr. Belmonte has released two research abstracts at conferences of the International Society of Autism Research, here and here. No doubt journal published, peer reviewed research is forthcoming.

Read the press release from Cornell here for much more information. Check out the Autism Collaborative Wiki here for notes on development and other background information.

Finally, since the software was developed with public grants, it is freely available as a download at AutismCollaborative.org.

References:
Professor uses video games to explore facets of autism. (October 13, 2009). [Online.] Available: http://www.physorg.com/news174650438.html

At 40% of the Market, Videogame Publishers Pursue Women & Girls

Yukari Iwatani Kane over at The Wall Street Journal reports today that publishers are introducing more video games than ever this Christmas season geared toward the female market, in a nod to the ever increasing percentage of women players. The thinking goes, with each 5% increase in female players, publishers will see an additional $1 billion in sales. The number of overall female players has increased from 21% in 2001 to the current 40%, as cited in stats from Wedbush Morgan. (I previously noted the same statistic reported by Ipsos MediaCT.)

Here’s a list of games the article mentions that are either out or forthcoming:

• Charm Girls Club
• FarmVille (on FaceBook)
• Hannah Montana
• Just Dance
• Littlest Pet Shop
• Petz
• Sports Active
• StyleLab
• The Imagine line for the DS
• Wii Fit Plus
• Your Shape

Finally, Guitar Hero and Rock Band have cross-gender appeal.

References:
Kane, Y.I. (2009, October 13). Videogame firms make a play for women. The Wall Street Journal, B4.

School Bus Driving Simulator Promotes Safety

We’ve looked in the past at the giant ship simulator at Texas A&M – Galveston, where boat pilots entering the Merchant Marine can train virtually on any ship and all the world’s major ports, and the giant flight simulators used by the FAA to train airline pilots and traffic controllers in Oklahoma. Now comes word of a school bus simulator designed to train new drivers in safe driving.

This is no simple video game trainer. The price tag is a reported $200,000 for schools in Prince William County, VA. Here are the key quotes from an article on a local television station’s site:

Users see a dashboard, identical to those in real school buses. The computer then creates a variety of road hazards drivers can see and feel, such as bad weather.

“It allows them – in a laboratory setting – to make mistakes that don’t cost lives, doesn’t damage property and they get an opportunity to learn from that,” said Director of Transportation Ed Bishop, Prince William County schools.

Eventually, all 725 Prince William school bus drivers will train on the simulator; some to specific needs like backing up or making turns, so they are better drivers when they are out on the road with students on board.

School bus simulations are actually old news. eSchoolNews detailed efforts [free subscription required] by North Carolina schools to adopt bus driving simulators designed by the state highway patrol way back in 2001.

References:
North Carolina district tries 3-D driving simulator to improve bus safety. (2001, January 1). eSchoolNews. [Online.] Available: http://www.eschoolnews.com/news/top-news/?i=32981

P.W. County adopts simulation training for school bus drivers. (2009, September 17). WJLA. [Online.] Retrieved October 13, 2009 from http://www.wjla.com/news/stories/0909/660289.html

Welcome to ReinventED Solutions

I’ve been e-mailing with Al Meyers over at ReinventED Solutions in Atlanta, in particular about a new book he is co-authoring detailing how technology changes cognitive behavior. It’s interesting stuff, and more is on his blog here.

Al has taken issue with some of the comments over on one of my posts regarding video game addiction. It’s been an interesting conversation over there, as far as blog comments go, which often take several months to play out. I do approve most comments, regardless of the opinion of the posters, provided they meet the minimum standards. So there are several comments disagreeing with my posts or precepts scattered throughout the blog. Al Meyers has been a consistent champion of using technology for education, so I’m glad to have him on my side in this particular debate.

Al has extensive experience with online gaming companies in Korea and has been involved with numerous projects in Georgia (the state, not the country) and in various conferences throughout the US. I’ve added his blog to the Related Sites list.

CFP: SITE 2010

______________________________________________________

SITE 2010

Society for Information Technology and Teacher Education
International Conference

March 29 – April 2, 2010  *  San Diego, CA

(Sheraton San Diego Hotel & Marina)

CALL FOR PARTICIPATION

** Submissions Due: Oct. 21, 2009 **

Organized by:
Society for Information Technology and Teacher Education (SITE)
http://site.aace.org/
and
Association for the Advancement of Computing in Education (AACE)
http://aace.org/

Co-sponsored by:
Education & Information Technology Digital Library
http://EdITLib.org
______________________________________________________________

AVAILABLE (digital & paper formats):
Research Highlights in Technology and Teacher Education 2009
http://editlib.org/p/31425

** SUBMIT YOUR FULL PAPER FOR THE 2010 BOOK **

SITE 2010 will offer again an alternative Full Paper submission category.
“Full Papers (Book)” are Full Paper submissions submitted in their final by Oct. 21.
These will be reviewed for publication in a book of selected papers as well as a presentation.
http://site.aace.org/conf/categories.htm#FullPapersBook
_____________________________________________________

COLOR POSTER–SITE 2010 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print)
http://site.aace.org/conf/pdf/SITE10poster.pdf

>> CONTENTS & LINKS <<

1. Invitation & Call for Papers, Deadline Oct. 21: http://site.aace.org/conf/call.htm

2. Scope & Topics:  http://site.aace.org/conf/topics.htm

4. Presentation Categories: http://site.aace.org/conf/categories.htm
5. Proceedings & Paper Awards: http://site.aace.org/pubs/

6. Corporate Participation: http://site.aace.org/conf/corporate.htm
7. For Budgeting Purposes: http://site.aace.org/conf/rates.htm

8. San Diego, California:  http://site.aace.org/conf/cities/san-diego/
9. Deadlines: http://site.aace.org/conf/deadlines.htm

INVITATION & CALL FOR PAPERS, DUE OCT. 21:
——————————————————————
SITE 2010 is the 21st annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

You are invited to participate in this international forum which offers numerous opportunities to explore the research, development, and applications in this important field. All proposals are peer reviewed.

SITE is the premiere international conference in this field and annually attracts more than 1,200 leaders in the field from over 50 countries.

* Keynote Speakers & Invited Panels/Speakers
* Papers (Full & Brief) & Posters/Demonstrations
* Corporate Showcases & Demonstrations
* Tutorials/Workshops
* Roundtables & Symposia

———————–
Submission Guide: http://site.aace.org/conf/submitguide.htm
Presentation and AV Guide: http://site.aace.org/conf/PresenterLounge
Presenter Lounge: http://site.aace.org/conf/PresenterLounge
————————

SCOPE & TOPICS:
————————-
http://site.aace.org/conf/topics.htm

The Conference invites proposals from the introductory through advanced level on all topics related to:

(1) the use of information technology in teacher education, and
(2) instruction about information technology in
* Preservice
* Inservice
* Graduate Teacher Education
* Faculty & Staff Development

Proposals which address the theory, research and applications as well as describe innovative projects are encouraged.

GENERAL TOPICS:
* Assessment and E-folios
* Corporate
* Digital Video
* Distance/Flexible Education
* Electronic Playground
* Equity and Social Justice
* Evaluation and Research
* Games and Simulations
* Graduate Education and Faculty Development
* Information Literacy
* Information Technology Diffusion/Integration
* International
* Latino/Spanish Speaking Community
* Leadership
* New Possibilities with Information Technologies
* Web/Learning Communities
* Workforce Education

CONTENT AREA TOPICS:
* Art Education
* Early Childhood Education
* English Education
* Human Languages Education
* Information Technology Education
* Innovative Technology Experiences for Teachers and Students (ITEST)
* Mathematics Education
* Middle School Education
* Science Education
* Social Studies Education
* Special Education/Assistive Technology
* Technological, Pedagogical, And Content Knowledge (TPACK)

PRESENTATION CATEGORIES:
——————————————
http://site.aace.org/conf/categories.htm
The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information. These include keynote and invited talks, paper presentations, roundtables, poster/demonstrations, tutorials/workshops, panels, and corporate showcases.

PROCEEDINGS:
———————-
http://EdITLib.org
Accepted papers will be published by AACE in the Technology and Teacher Education Annual proceedings series. Books in this series serve as major source documents indicating the current state of teacher education and information technology. This proceedings will be published as a searchable electronic book on CD-ROM.

The Proceedings are internationally distributed through and archived in the Education and Information Technology Digital Library, http://EdITLib.org.

First and second paper authors are limited to two papers published in the Annual.

PAPER AWARDS:
———————–
http://site.aace.org/pubs/
All presented papers will be considered for Best Paper Awards within several categories.

Award winning papers may be invited for publication in the:
- Journal of Technology and Teacher Education (JTATE) ( http://site.aace.org/pubs/jtate/) or
- Online journal, Contemporary Issues in Technology & Teacher Education (CITE) ( http://www.citejournal.org/),

Highlighted in the:
- Education and Information Technology Digital Library, http://EdITLib.org.

CORPORATE PARTICIPATION:
—————————————–
http://site.aace.org/conf/corporate.htm
A variety of opportunities are available to present research-oriented papers, or to showcase and market your products and services. For information about Corporate Showcases (30 minutes) and Corporate Demonstrations (2-hours, scheduled with the Poster/Demos),
click here.

FOR BUDGETING PURPOSES:
——————————————
http://site.aace.org/conf/rates.htm
http://site.aace.org/conf/hotel.htm
The conference registration fee for all presenters and participants will be approximately $325 (members); $365 (non-members).  Registration includes Proceedings on CD, receptions, and all sessions except tutorials.

The conference hotel, the beautiful Sheraton San Diego Hotel & Marina, is offering SITE a specially discounted guest room rate of $149/169 (single/double).

SAN DIEGO, CA:
———————-
http://site.aace.org/conf/cities/san-diego/

Where blue skies, miles of beaches, and a gentle Mediterranean climate meet!

It’s not just a conference; it can be a vacation! So plan to join us in San Diego for SITE 2010 a great conference in one of America’s greatest destinations.

For more information about San Diego, CA, USA, see: www.sandiego.org

DEADLINES:
—————-
Proposals Due:              Oct. 21, 2009
Authors Notified:             Dec. 2, 2009
Proceedings File Due:    Feb. 10, 2010
Early Registration:          Feb. 10, 2010
Hotel Reservation:          Mar. 1, 2010
Conference:                    Mar. 29 – April 2, 2010

—————————————————————————-
Join the SITE Community: http://www.sitecommunity.org/

To be added to the mailing list for this conference, link
to  http://aace.org/info.htm

If you have a question about SITE, please send an e-mail to
SITE/AACE Conference Services, conf@aace.org

Contact:
SITE–Society for Information Technology and Teacher Education
P.O. Box 1545, Chesapeake, Virginia 23327  USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org  *  http://site.AACE.org

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