Game-Based Learning seeks to apply the technologies and engagement factors of the hyper-successful electronic games sector, and of games more generally, to create effective learning experiences. This includes everything from the creation of original games with learning outcomes embedded in the gameplay (“serious games”) to the game-like animation (“gamification”) of more traditional learning approaches .
Opportunity Statement
Venture opportunities in Game-Based Learning are available to publishers, game designers, instructional designers, inventors, educators, etc, with practically no age or subject restrictions. The rapid diversification of gaming platforms (e.g. Wii, Kinect, tablet, mobile, etc,) is expanding the opportunity domain.
Prediction Source(s)
Online Colleges – Tech Trends for 2013
This summer I was inspired by Jane McGonigal and her research on the advantages on learning through gaming. Being a former gamer, I can see the advantages on taping into the massive gaming community all our kids live in right now.
ME TOO! I have been reading “Reality is broken” by Jane McGonigal and as I read it I become more and more excited to use elements of gamification in everything that I do. This ties in to the idea of badges, but applying game mechanics to non-traditional environments is very cool! For example I have started running using the “Zombie, Run!” app which makes running into a game of collection and evasion with an overarching storyline. So much fun!
I’m not a gamer, but I’m intrigued by the possibilities for gaming, especially in these sorts of contexts: http://gamesforhealth.org
I believe that we can offer engaging learning opportunities, even in subjects people would rather not be learning about…..self-care or health education…..via gaming. This subject excites me, but can see it used in healthcare for kids and gaining traction before it moves on to adult educational environments.
I am also not an avid gamer but I can get addicted if I have found a game that encompasses all of the key characteristics of an immersive gaming environment as outlined by Suzanne de Castell and Jennifer Jenson’s in their article “serious play.” Critical thinking skills, pattern recognition and deductive skills can all be acquired and if the game ties into a curriculum, it is even better. The issue is being able to find a good game that can be used in an academic setting but if found, such a game may reinforce the dopamine feedback loop (Judy Willis) on a neurological level to help students gain confident and engage in the content.
I’m also not a gamer, but generally look for tangentially related games when choosing supporting activities for my lessons. I use games primarily for their ability to motivate students to practice skills or make connections to concepts which might not be that exciting or relevant to students on their own. I’m interested in exploring their power as teaching tools beyond motivation.
I’m not a gamer, but we are beginning to look at some Human Services courses being taught in a game manner for the online courses. We are currently in infant stage but it is seen as a progressive means for teaching concepts (e.g. Human development).
I was exposed to the dopamine feedback loop before with some supporting it as a way to get young people more interested in learning as Judy Willis while other rejecting it as a form of addiction that we should not expose our learners to. I myself can’t really make up my mind with the little knowledge I currently have about this part of the discussion.
I wouldn’t call myself a gamer as well but when I get interested in a game, I would play it and actually become addicted to it like any gamer. My interest with Game-based learning started a while ago when I participated in a training about Decision Making in Business and the whole training was a board game similar to Monopoly and the different teams represent different business institutions. I saw first hand its power as well as its limitation when not enough space is given for reflection and discussing how the game went. Later when I got kids and I see how quickly they learn anything through a game. I saw more value for game-based learning. However I would say the field is not really tapped into with companies focusing on commercial games as educational games would not generate enough profit and educational games quality can’t compete with commercial games. The situation is also complicated with schools reluctance to allow games in. I worked with my husband and created sort of “primitive” online games for kids to improve their Arabic. So far the feedback from kids and parents was positive.
I’ve always been fascinated by game-based learning. In school in the 90’s we would have the chance to use computers once a week and I was never more engaged then when playing those games. They were obviously dated but they helped develop mathematical skills, literacy, and reasoning. Didn’t Oregon Trail teach about history too? The idea of running a classroom like a game is so brilliant I’m surprised no one thought of it sooner. Companies that make games invest huge amounts of money in figuring out how to motivate people to keep playing. Leveling-up and items won are two examples. From talking with students I know that they still find school boring. The way knowledge it conveyed needs to be updated. This could be the perfect way!