Propel:PDF of Propel Game Development Presentation PropelGameDesignPresentation6.4.09.pdf Types of Learning and Possible Game Styles Chart…

Helpful Websites Unlocking Achievements: Rewarding Skill With Player Incentives. Gamasutra, April 1, 2009….

The idea here is that games can be used for models of instruction, or be designed specifically to address these issues that you bring up.

For me, the question is not whether an off the shelf game will teach physics, but whether we can design games or instructional contexts like games or with play in mind –specifically, with play integrated . . . perhaps with the taxonomy for designing with play. Here some examples of instructional contexts where I designed instructional contexts:

A video game analysis unit to improve reading comprehension and tech writing: Link

For reading fluency through becoming an MTV performer and creating and album in garageband: Link

and also for teaching engineering and physics concepts: Link
Also, I will be sharing a game designed by my group for training certified nursing assistants.

These two units work without being mediated on a computer, but are also game-like in their design, and the second is a unit about the study of games.

The key here is the integration of play into instructional contexts.

Many educational games are not fun. Why?

Perhaps too focused on content and not on designing learning to be playful and fun?

Also, much of my work with games has been to identify the inherent value they bring to the development of critical thinking, comprehension, content delivery, and engagement.

Any game can be used to improve learning. The role of the trainer or the instructor is to design the context for thoughtful analysis, deconstruction, and descriptive reflection.

The model I am sharing proposes a design method for doing this.

You said, “Games Assess, measure, and evaluate by their very nature” several times in your posting. I guess my follow-up question to that is, “what do they assess, measure, and evaluate?” I think that we have to remember that the majority of games that are on the market are created for purely entertainment purposes. And although this is definitely not a bad thing, it is something that has a qualitatively different purpose than, say, a game that incorporates “physics and fluid and aerodynamics in boat races.” Although this could be an entertaining game, it would also have the dual purpose of teaching in these content areas. For that, most games do NOT “…assess, measure, and evaluate by their very nature.” There are so called ‘educational games’ that do so, yet sacrifice the entertainment component. There are a very few that do both.