Serious games are defined as games that both entertain and educate, with learning as the primary intent (Bellotti, Kapralos, Lee, Moreno-Ger, Berta, 2013). As described by Lorenzo (2016), serious games “feature evidence-centered design, whereby data is collected, analyzed, and adapted to the knowledge level of the player.” Students who engage in game-based learning environments experience the positive emotional effects of interacting with games, including “creativity, contentment, awe and wonder, excitement, curiosity, pride, surprise, love, relief, and joy” (Buck, 2013). Research has also shown powerful effects on “motivation, emotion, memory, and performance” when educators employ game-based learning in the classroom (Gibson, 2013). Further, the use of gamification, or the creation of a game-like environment, in the classroom or workplace can result in decreased stress and build better foundations for effective, collaborative communities (Oprescu, Jones, Katsikitis, 2014). That said, for serious games and the principles of gamification to be effective and meaningful beyond the game experience, they must align to learning outcomes (Lorenzo, 2016).
The use of “games” in the classroom runs the gamut of user experience, ranging from serious games (Second Life), to gamification of learning environments (badging), to the use of Augmented Reality apps and systems (Aurasma and History Pin), and each of these methodologies offer inherently unique opportunities and challenges when it comes to differentiating for learners.
Serious Games
As an Instructional Designer in a nursing school, I have looked into the use of Second Life to build medical simulations. The ability to use Second Life to create and engage students in a game which simulates their professional and experiential environment is a relatively new concept. Instructors creating the simulations include requirements to wash hands, view charts, interact with and treat patients, and complete charting/reporting exercises. The technological concept shows potential for differentiating for learners as students who need more time and practice with aspects of the nursing process would have the opportunity, just as those who are comfortable may advance to new scenarios. The virtual simulation also offers a layer of protection as students obtain practice treating patients in a world were no consequences exist. Failures, should they happen, do not have dire ramifications and represent valuable learning experiences. There is, however, one major challenge to implementing simulation in Second Life – time. Simulations that align with learning objectives and represent an accurate nursing environment take time to build; time that, for faculty, is often allocated to clinicals, course instruction and preparation, and grading. For some, a skills-based element also exists; for those who are not comfortable using basic technologies on a regular basis, Second Life may seem daunting.
As a history teacher, the games on iCivics represent some of my favorite serious games. The video below tells you more about them.
Gamification of Learning
As a former Museum Educator, I worked with the City of Dallas and Big Thought as a community partner on the City of Learning program. Based on the Chicago City of Learning initiative, students interested in furthering their education during the summer may do so by collecting badges for completed learning experiences. Students collect and use the badges to demonstrate paths of learning or targeted experiences in their fields of interest and their (Credly) badge “backpacks” allow them to supplement their school transcripts on college applications. Although not in the formal classroom, these programs enabled both Dallas and Chicago to turn their cities into summer classrooms. Best of all, differentiation was inherent to the programs. Students selected activities from a variety of learning tracks (history, science, art, etc.), chose individual experiences pertinent to their interest or need, and selected the level of their engagement, earning badges for visits, workshops, or summer internships/projects. As part of the program, all badges were required to be tied to a meaningful artifact of learning to ensure the badges carried weight and moved beyond standing as simply an earned sticker. Applied to the classroom, it is easy to see how badging, and gamification of learning, allows students to self-select learning paths that relate to both their interests and individual learning needs.
Augmented Reality
Augmented reality, although a relatively new technology, also gives educators the ability to enhance learning environments for their students. Apps such as Aurasma and History Pin allow educators to create experiential learning for their students through the “interaction of superimposed graphics, audio and other sense enhancements over a real-world environment that’s displayed in real-time” (Cassella, 2009). In discussing Aurasma, Hollowell (2015) states that Auras can “bring lessons to life and make them more engaging,” hyperlinks can be used to “add layers of information” to course content in Auras, and Auras can be used to reach students “where they are.” History Pin, an app created to superimpose archival images over modern Google Maps, allows students to experience the juxtaposition of history to the modern world. Students who visit Washington, D.C., can take advantage of History Pin’s Civil Rights tour as they walk to key locations around the city and see images of the past superimposed over the world they are facing. Although a new technology which can be time consuming to work with, augmented reality allows educators to differentiate for students by allowing “students to work at their own pace and reveal information when they are ready” (Hollowell, 2015).
Games in Higher Education
While most discussions around serious games and gamification in the last ten years began at the K-12 level, higher education institutions are beginning to examine their adoption into course curricula (Derryberry, 2012). As noted by Derryberry (2012), there are currently “pockets of innovation” in higher education but few “examples of systemic institutional adoption.” Given that many decisions in higher education are based on research, this “slow to adapt” mentality may be due, in part, to the lack of research that exists around the effectiveness of serious games in meeting learning goals and metrics. As stated by Bellotti, et al. (2013), there is a real “need to explore how to evaluate the learning outcomes to identify which serious games are most suited for a given goal or domain, and how to design more effective serious games.” Although research needs to be done regarding the effectiveness of meeting learning outcomes, games have the potential to create “theory-driven authentic practice in a highly engaging, self-motivating, safe, scalable, learning environment with automated data collection and analyses” (Gibson, 2013). Moving forward, as more institutions begin to adopt the practices of gamification and further research is completed, universities should remember that successful adoption requires a “solid understanding of the game-based learning ecosystem; deep knowledge of game-based learning on both a micro- and macro-level; and a detailed framework for adoption addressing market realities, institutional requirements, partner identification, technology integration, and organizational readiness” (Derryberry, 2012).
References
Belllotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: An overview. Advances in Human-Computer Interaction. Retrieved from http://dx.doi.org/10.1155/2013/136864
Buck, T. (2013, October 18). The awesome power of gaming in higher education. EdTech. Retrieved from http://www.edtechmagazine.com/higher/article/2013/10/awesome-power-gaming-higher-education
Cassella, D. (2009). What is augmented reality (AR): Augmented reality defined, iPhone augmented reality apps and games and more. Digital Trends. Retrieved from http://www.digitaltrends.com/features/what-is-augmented-reality-iphone-apps-games-flash-yelp-android-ar-software-and-more/
Derryberry, A. (2012). A scan of game-based learning in U.S. higher education. [PowerPoint Presentation]. Retrieved from https://www.slideshare.net/a_derryberry/gamebased-learning-in-higher-education-2012
Gibson, D. (2013, January 17). The potential of games and simulations in higher education. Next Gen Learning Blog. Retrieved from http://nextgenlearning.org/blog/potential-games-and-simulations-higher-education
Hollowell, M. (17 December 2015). Aurasma for the classroom. [Prezi presentation]. Retrieved from https://prezi.com/wd4iz9dhiuak/aurasma-for-the-classroom/
Lorenzo, G. (2016, August 4). Digital game-based learning in higher ed moves beyond the hype. EdSurge News. Retrieved from https://www.edsurge.com/news/2016-08-04-digital-game-based-learning-in-higher-ed-moves-beyond-the-hype
Oprescu, F., Jones, C., & Katsikitis, M. (2014). I PLAY AT WORK –- ten principles for transforming work processes through gamification. Front Psychology, 5(14). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3906598/
I really like the idea of simulations (serious games) to teach mathematics. If someone would develop, program, and launch a math program based on real-life simulations and tied it with math content, I bet more students/people would understand math content. Seeing a few photos of arching basketballs, or baseballs that can be modeled by quadratics is interesting, but if you took real-time videos of arching basketballs or baseballs, and overlay it with real quadratic functions, it would bring it to life! Maybe someone is already developing this. If they are, great. The only example of something like this being done is with the documentary on Nova called The Great Math Mystery. https://youtu.be/JiH7lMGW60A It is an hour long, but it is a great show! I think we could develop many content areas with simulations, and like you said, not have dire ramifications! I remember playing with Flight Simulators. The only reason they developed this is because the real flights can have life-ending consequences! (game-based learning). Great post!
I enjoyed learning about augmented reality games and how they can be used in the classroom. I haven’t been brave enough to really look into them, but it is something I would like to explore after reading about it in your blog. Have you ever used Aurasma or History Pin?
I haven’t used Aurasma, but I have used History Pin and love what’s being done with it. It’s been a few years since I have, but several schools were doing projects where students were researching local archives and making History Pins in their towns…very cool stuff! It also has some great tours in D.C. and London if you travel much.