A workshop is proposed in which we look at enabling collaborative learning in the virtual environment created by the game, with a particular focus on making the experience accesible to all users (such as vision-impaired learners).
An experimental 'sand pit' for emerging leaders in UK schools. Made by the BBC for the NCSL. This - management and leadership challenge simulation provides a series of scenarios where the users decisions have impacts on the range of virtual 'objects' in their virtual school.
A simple game built on E-slate, where the user must try to juggle two balls using two rackets. The educational idea of the game is to build a simplified model that embodies specific notions of mathematics and science and to apply mathematical concepts in a virtual realistic phenomenon. Our intention is to make students feel free to control the environment and play with variables making meaningful conjectures while playing the game.
This is a game which was designed to assist 8 and 9 year olds in mastering the multiplication tables.
It is said to be a game which is ‘revolutionising the educational game world’.
Drawing upon the high end features utilised by top video games,
it presents a learning environment which is not only entertaining but also, engaging.
As the child progresses through the game world,
it gauges what he does or does not know with respect to the tables and crafts a customised strategy to teach him
the tables that he needs to master (http://www.multiplication.com/interactive_games.htm).
The model of learning underpinning the game is behaviourist and is made explicit
through a series of drill and practice activities. The game was designed
not from a research perspective and as such, there is only anecdotal
evidence as to its pedagogical effectiveness.
Summary: ChanceMaker represents probabilities through a range of gadgets. These gadgets calculate the probability of outcomes wrongly. The task of the students is to "fix" the gadgets so that they calculate probabilities correctly.
This games addresses pupils' introduction to probability. The game is based on sample spaces manipulation, and on recunstruction of samples spaces on the bases of sets of extractions. The conducted experiment showed how ke issues of probability can be addressed fruitfully with this game, stimulating fine reflections on possible definitions of probability starting from strategies emploied for winning the game.
This case study has three parts: a description of the game, an observation, and a description of how the deployment of this game fits the typologies. These parts may be read in random order. Note: Maybe it is better to integrate parts of the matching with the typologies in the case study.
This case study explores the use of mobile technology to create personalised learning trails, through the capture, editing and sharing of audio, photos and text during visits to museums, botanic gardens and other cultural heritage sites. It is a pilot for considering the wider implications of device use by students before bring mathematical thinking ‘into the wild’ in the form of mobile games.
We've been using mini-games since 3 years and want now to move on to large scale games, because our students liked the mini-games we used as self-assessment (crosswords, hangmang, flashgames for checking important or glossary terms). We want to use real games not only for self-assessment, but also for teaching and students to apply their knowledge. But we are concerned about the costs and the acceptance. The students and the teachers will mostly accept games, but the managment of school is very sceptical about games. We are convinced that we are able to impart content and knowledge with games if they are properly embeded in other lessons. Just know I'm trying to convince the management of our school that games are not only leisure occupation for kids, I have to reduce prejudices like games are a waste of time, they are dangerous and violent and so on.
I have been working as a consultant with a company who make video and multi-media teaching aids for use by children at home. They asked me to look into how a game approach could be utilised to enthuse those children for whom mathematics was a crushing bore due either to poor teaching within their school or for other reasons such as peer pressure or straightforward antipathy towards maths as a subject. Evidence has shown that some online games are attracting millions of subscribers but at the same time according to Prensky the average age of a gamer is currently 31. My problem therefore is what age group would derive most benefit from using a games approach to maths education? Too young and they will not have the capability of accessing the game on their own volition whereas older children may be patronised by this attempt to use games for an academic subject.