Use of game environments in a postgraduate blended learning programme

download Use of game environments in a postgraduate blended learning programme

of 11

  • date post

  • Category


  • view

  • download


Embed Size (px)


This presentation analyses the concept of game learning and gamification, showing examples of how interactive games can be used in support of the face-to-face teaching for some of the modules of the postgraduate programme PG CERT/PG DIP/MSc in Diabetes Care and Education. The interactive games have been developed in Saduworld, a bespoke 3D learning platform developed by the Kuwait Scotland eHealth Innovation Network (KSEHIN) and TPDL, a video games development company based in Dundee.

Transcript of Use of game environments in a postgraduate blended learning programme

  • 1. Use of Game Environments in a Postgraduate Blended Learning Programme Mari Cruz Garca, Kuwait Scotland eHealth Innovation Network (KSEHIN), School of Medicine Jim Piggot, TPLD Ltd.

2. Some useful definitions Gamification is the use of game design elements in non-game contexts, such as education, to increase the engagement, participation, motivation and fun of participants (Deterding et al, 2011) Game environments are rule-based learning environments with a variable and quantifiable outcome, to which the learner feels attached. The learner is asked to perform certain tasks (game) in order to influence the outcome and the consequences of the task are optional and negotiable (Juul 2003) Game based pedagogy are learning models aimed to transform non- game activities into game-like ones (Pivet 2009) 3. Developing creativity and transferable skills (team work, communication, problem solving,etc) Engaging, motivating and rewarding student (i.e. Badge system) Offering a space for leaders to naturally emerge Pros Chocolate-covered broccoli fiasco: Empirical evidence of effectiveness of games as learning environments (O Neil 2005) ? Can the new acquired skills and knowledge be applied to wider educational contexts ? Drill-and-practice game environments do not foster the creation of affinity groups in which deep learning can take place (Gee 2009) Cons 4. The Postgraduate Certificate/Diploma/MSc in Diabetes Care and Education forms part of the educational programme of The Kuwait Scotland eHealth Innovation Network (KSeHIN) The MSc Programme aims to facilitate changes in the management of chronic diseases through capacity building and training in clinical, leadership and education The programme is delivered following a blended-learning approach that integrates taught sessions and online activities 5. Saduworld is an bespoke 3D game environment developed by Mairi Scott, Education Programme Director, and Susannah Silver, Instructional Design Developer, in collaboration with the Dundee-based company TPLD The KSeHIN team and TPLD started their collaboration in January 2013. The aim was to develop an immersive 3D learning environment that supported game-based activities to introduce key concepts and theories explored as key concepts in appropriate modules So far the educational collaboration has produced eight game-based activities and eight virtual spaces (rooms). Saduworld has been used in eight academic modules. 6. 7. References Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011.From game design elements to gamefulness: defining gamification. ONeil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: evidence from the computer games literature. Curriculum Journal, 16(4), 455-474. Juul, J. (2003). The Game, the Player, the World: Looking for a Heart of Gameness. In M. Copier and J. Raessens (eds.), Level Up: Digital Games Research Conference Proceedings. Utrecht University, 2003, pp. 30-45. Pivet , P.(2009). Game-based learning or Game-based teaching. Becta. Jean Paul Gee website: 8. Lets have a go with Saduworld! 9. Username: visitor1, visitor2, visitor3. visitor14 Password: visitor1, visitor2, visitor3.visitor14