A NSW Department of Education & Communities case study

Using game design and virtual worlds for creation of interesting and engaging learning projects.

Macquarie ICT Innovations Centre

collaborative agreement

MacICT mission is to develop, implement and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.'

2011 Projects:
Game2Design Virtual Worlds Trinity Mobile Learning Robotics Learning Design

Clients:
- K 12 teachers & students - Public & private systems

We provide:
- Project-based approach - Authentic context - Teacher training workshops - Student bootcamps - Student showcases - Ongoing support for duration of project

Design thinking underpins all projects

A methodology that teaches people to creatively solve problems

d.school bootcamp.2008

Promotes action orientated behaviour rather than discussion based work

Why Game Design?

The heart of 21st Century learning is not about the tools, it is about learning how to learn.

Game design offers students and their teachers a unique platform to address essential skills in becoming independent learners while meeting curriculum outcomes.

Key Issues in Gamification:

Through video games, players attain: Positive Emotions Relationships Meaning Accomplishment P.E.R.M.A
Dr. Martin Seligman

10 powerful positive emotions games activate:

10. 9. 8. 7. 6.

Joy Relief Love Surprise Pride

5. 4. 3. 2. 1.

Curiosity Excitement Awe & Wonder Contentment Creativity

Jane McGonigal

The Project: Invasion of the Shadow Plague

A narrative based metagame centred in a Wordpress blog teaching students to design and build using Microsoft Kodu Game Lab

Good Game Design Workshop

Students & teachers completed these activities: Deconstructed games Reviewed real games Designed a game level Built a game level

To learn the following principles: Clear goal Story World Challenge Player feedback Difficulty curve

Krill & Zed from Little Space Heroes www.littlespaceheroes.com

M i s s i o n s

M i s s i o n R e p o r t s

Training and Resources Provided

Good Game Design workshops for teachers & bootcamps for students
Students design documentation Access to 140 video tutorials Fully moderated blog Ongoing support via Edmodo, email, school visits

Trial of prototype: 5 x schools - 2 x primary - 3 x high schools

600 students, Years 3 to 10 549 posts in 1 weeks

2nd iteration: 4 x schools - 2 x primary - 2 x high school

Total students: - 886 in project - Additional 356 completed bootcamps

What worked:
Workshops & bootcamps, particularly 2 day immersion program Software was free & accessible from school and home. Real world links with Indie game development community High levels of participation (1300 students, 60 teachers) High levels of engagement from both male and female students. Curation of a large number of student reflections & games

When we are designing games we are learning to solve problems in context. We come across a problem like a crash message, we have to recognise the problem, understand the problem, and its source and work out a solution. Id rather fix a crash than some abstract scenario that I cant relate to. Year 6 student

Successful 3dedrats Game On festival

Indie Game Designers showcase Info sessions presented by students, teachers, academics & parents. Game Design Speed Challenge Minecraft multiplayer world Mobile phone QR code hunt, Mario Kart challenge, Retro gaming, Battle Tetris, Kinect dancing, Microsoft xbox kinect trailer & zombie live action nerf game ABCs Good Game field reporter, Goose and robot D.A.R.R.E.N. covered the day. Game On festival was the feature story on Good Game Spawn Point http://3dedrats.wordpress.com/2011/11/2 1/game-on-festival-wrap-up/

What we learnt:
Inconsistent student expectations and monitoring by teachers Instructions not always read Manual moderation of mission posts was time consuming Scalability - better hosting solution e.g. Drupal, bigger budget (web design, graphics, support staff etc) Commitment of teachers to a long term project Teachers need to be key stakeholders in the development of the project

When 2050

A virtual world is a 3D computer environment. Users are represented as avatars. MacICTs world, Trinity is constructed using an open source software called OpenSim
The Hab MacICTs virtual world - Trinity

Year 10 students designed and constructed architectural prototypes for Australian cities for the year 2050. Designs incorporated: - ideas such as, sustainability, function and aesthetics. - needs such as communication, energy, food, housing, recreation & transport.

Trinity (3D Virtual Worlds) has changed the way I design I will now design with a very open mind. This project has pushed me to work harder to develop my concepts and ideas. Year 10 student

What we learnt:
Powerful collaborative, immersive tool Technology constraints Bandwith Scalability Exhibition at SCA & School Spectacular
http://3dedrats.wordpress.com/201 1/12/09/virtual-worlds-collaborativedesign-challenge/

The technology provides for the quick activation of ideas, construction of shapes, use of textures all within a 3D space. Students are fully engaged in the whole process of having the power to create major structures, to move around, in and out, above and below their building structures. This is total immersion. Teacher comment

Contact Details

catherine.howe@det.nsw.edu.au

http://au.linkedin.com/pub/cathie_howe/12/852/760

@cathie_h

Part of a Kodu game storyboard by Jenna age 7