Learning Games

EduGaming (Educational Gaming) is the process of using games for learning. EduGaming encompasses games made specifically as learning tools and also the appropriation of games for learning objectives. Using games for learning is not a new phenomenon. Popular educational gaming software like Mathletics has been used by schools for years. Recently however, the diversity and effectiveness of games for learning exponentially increased. Schools and students around the world are using games as an innovative approach to learning.

A NYU and CUNY study of the benefits of educational gaming (Plass et al. 2013) found that utilising games for learning boosts motivation and encourages a mastery mindset in students. Plass found support for claims that games can motivate students to learn less popular subjects like mathematics and can encourage a deeper interest in the subject matter. He also found that games can place students in a mindset conducive to learning rather than worrying about “how smart they look”.

Educational games encourage students to acquire knowledge and develop their abilities in achieving goals. Many games provide a non-threatening environment where failure is constructive rather than definitive. In many games, if you don’t succeed in a challenge or activity you can reattempt the level and further develop the needed skills. The learning is self-paced and incentivised. Games-based learning can encourage mastery goal orientation rather than performance goal orientation. Failure is utilised in the learning process and encourages re-engagement with the material. Students self-direct their learning (Plass, et al. 2013).

Minecraft is a good example of a game gathering momentum as a platform for learning. MinecraftEdu is an educational version of the popular game designed for schools. Teachers are using MinecraftEdu to teach traditional subjects and curriculum in a game-based environment. In MinecraftEdu, teachers are usually the central administrators of the learning. Using the standard version of Minecraft however, presents some exciting opportunities and challenges for learners and educators. Microsoft has recently acquired Minecraft and MinecraftEdu and is developing an educational edition for schools.

In 2014, in collaboration with other Microsoft Innovative Educator Experts, I founded mineclass.org, a Minecraft project where students and teachers from around the world could learn together in a collaborative games-based environment. In Mineclass the students taught the teachers how to play Minecraft and the teachers facilitated project-based learning and computational thinking. Learning occurred in the form of challenges that needed to be completed collaboratively. Some of the challenges in Mineclass included building working machines (calculators and computers) and designing structures (lighthouse and airport). To create working machines in Minecraft students needed to employ redstone and command blocks. Computational thinking and coding became part of the creation process.

A common challenge for teachers using games for learning is that (currently) most teachers are not gamers. The traditional teaching model of educator as expert can be challenged in games-based learning. Using a reciprocal learning relationship is beneficial in exploring this challenge. The concept of ako aptly describes this learning relationship. Teachers are not expected to know everything. In particular, ako suggests that each member of the classroom or learning setting brings knowledge with them from which all are able to learn (Keown, Parker, and Tiakiwai, 2005). If teachers are willing to learn from their students and learn together in games, then new knowledge and understandings can grow out of the shared learning experience.

Games creation and development is also gaining traction in schools and educational organisations. Games development draws on numerous key learning areas. Students can develop skills and understandings in coding, literacy, design and computer science while developing a game. During Matariki last year, school groups and teachers visited us at The Mind Lab to specifically explore STEM (Science, Technology, Engineering & Mathematics). In one of the learning activities, students created their own interactive waka (canoe) rowing game using Scratch (programming interface), Makey Makey (electronic invention kit), tinfoil and cardboard. Effectively, they coded a game where their digital waka moved forward in response to physical rowing movements (with a cardboard and tinfoil paddle). The development process was challenging, creative and fun. Students and teachers worked collaboratively to create their games and learn together.

Contemporary research in EduGaming indicates that games should be explored by educators as a method of motivating students and developing a mastery mindset in learners. Even if you are not a gamer, if you are open to learning with your students you will be modelling a lifelong learner mindset and you may just have some fun as well!

References

AB, M. (2015). Minecraft. Minecraft.net. Retrieved 12 August 2015, from https://minecraft.net/

Keown, P., Parker, L., & Tiakiwai, S. (2005). Values in the New Zealand curriculum: A literature review on values in the curriculum. Report for the Ministry of Education, New Zealand by the Wilf Malcolm Institute of Educational Research, School of Education, The University of Waikato.

Makeymakey.com,. (2015). Makey Makey | Buy Direct (Official Site). Retrieved 12 August 2015, from http://www.makeymakey.com/

Mathletics.co.nz,. (2015). Mathletics.com - Love Learning - USA's Number 1 Math Website. Retrieved 12 August 2015, from http://www.mathletics.co.nz/

Mineclass.org,. (2015). Mineclass | mineclass.org. Retrieved 12 August 2015, from http://mineclass.org/

Minecraftedu.com,. (2015). MinecraftEdu. Retrieved 12 August 2015, from http://minecraftedu.com/

Minecraft Education Edition,. (2016). Minecraft: Education Edition - Home. Retrieved 10 February 2016, from http://education.minecraft.net/

Plass, J. L., O'Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., & Perlin, K. (2013, September 9). The Impact of Individual, Competitive, and Collaborative Mathematics Game Play on Learning, Performance, and Motivation. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0032688

Scratch.mit.edu,. (2015). Scratch - Imagine, Program, Share. Retrieved 12 August 2015, from https://scratch.mit.edu/

Teara.govt.nz,. (2016). Matariki – Māori New Year – Te Ara Encyclopedia of New Zealand. Retrieved 10 February 2016, from http://www.teara.govt.nz/en/matariki-maori-new-year

Tereomaori.tki.org.nz,. (2015). The concept of ako / Aspects of planning / Teaching and learning te reo Māori / Curriculum guidelines / Home - Te reo Māori. Retrieved 12 August 2015, from http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-ako

Teaching kids to design, make and program robots

At The Mind Lab by Unitec, in Wellington New Zealand, we recently ran an after school robotics programme for 6 weeks. During the programme, students learnt how to build and program robots using Arduino microcontrollers, 3D printers and various electronic and mechanical components.
There were 8 students in the group aged between 7 & 9 yrs. For 1.5 hours a week, the students attended the lab and by the end of the programme they had successfully designed, created and coded their own custom robots. They are controlled via an infrared remote and have ultrasonic sensors (eyes) for autopilot mode. With this robotics programme, we wanted to take learning with robotics to the next level and teach kids how to actually make their own programmable robots from scratch. We wanted the students to learn design and computational thinking skills in a fun, creative and personalised project.

Great learning sessions can come from assembling and coding modular premade robotic kits like Makeblock or MRT. But with this 6-week programme, we wanted the students to design, customise and 3D print their own robot chassis. We wanted them to assemble the components themselves, program them and gain a deeper understanding of how microcontrollers, sensors and mechanical/electrical components work. The students designed and modified their robot chassis in tinkercad.

To program the robots, the students learnt how to code. They learnt how Arduinos work and used blocklyduino for the programming. They programmed their robots to move, flash, make sounds, respond to the I.R. controller and autopilot using ultrasonic navigation. They all completed their robots and had a lot of fun in the process. Kudos to our amazing team of ed tech educators, particularly Zoilo Abad, for leading this exciting programme. We look forward to running the robotics programme in 2016 and seeing what the kids create. Mini quadcopter drones perhaps? :)

After School Innovation - daily edventures

My interview for daily edventures

The Mind Lab helping schools teach practical science and technology skills

Minecraft for learning

How to set up Inter-school Minecraft Learning Adventures

Students will learn:
How to collaborate and communicate on web based projects with global colleagues
How to self-direct their learning in a games-based environment
How to employ computational thinking to build functioning machines in minecraft

Overview:
Students from geographically remote schools collaborate and construct technical creations in Minecraft as a learning platform.

Objectives:

• Students plan, design and collaboratively create structures and functioning machines in Minecraft.
• Students learn how to communicate and collaborate effectively in web based projects.
• Students have real global audiences for their creations.
• Students run virtual excursions for other schools in their minecraft world creations.

Requirements:

1. Student Minecraft accounts- It is better if the students use their own Minecraft accounts to facilitate learning anytime/anywhere. You can acquire accounts here: https://minecraft.net/store/minecraft
2. Server- If you have a fast internet connection (min. 50Mbps) at your school you can host the server yourself. Recommended server details: http://minecraft.gamepedia.com/Server/Requirements/Server If you don’t have a fast connection you can buy online Realms: https://minecraft.net/realms
3. Devices- Minecraft works on most devices (great if you are a diverse BYOD school). Students usually prefer laptops however.
4. System Requirements: https://help.mojang.com/customer/portal/articles/325948-minecraft-system-requirements

Preparation:

• Ensure your students all have minecraft accounts. Initial setup is easier if you utilise the Minecraft Jedi in your class/es.
• Liase with your IT Dept. to ensure minecraft will be accessible on your school network. Request that they open ports & domains if needed.
• Set some basic rules- students to be polite in all communications. No griefing (griefing is a minecraft term for being destructive or rude in-world)
• Create and share with students a collaborative document detailing the project, rules and ideas.
• Students can go in-world at any time BUT there needs to be balance with time management. Set a 30-60 min time each week where students from each school meet in-world and have a live video conference (skype, hangout) at the same time so students can converse face-to-face.

Launch:
Make your Mineclass project launch exciting and fun. Let your students meet (video conference) and introduce themselves face-to-face. Give them time to talk and discuss project ideas. Let them form sub-teams if required. Then let students go in-world for the first time. It is important to let them just play and muck around the first time they meet in-world. They may show off their minecraft skills. There may be some griefing. Use this as an opportunity to reiterate the rules.

Project design:

The spectrum of projects in Minecraft is almost limitless. For some ideas look here: http://youtu.be/RI0BN5AWOe8
Students can create working calculators, toilets, computers, organic cells, sports stadiums with working scoreboards etc.

Computational Thinking:
To create really cool working machines in minecraft coding and computational thinking is required. Redstone and command block commands are the magic ingredient. Info on how to use redstone can be found here:http://minecraft.gamepedia.com/Redstone

Student directed learning:
At this point in the project most teachers begin freaking out at their lack of minecraft skills. DON’T PANIC! The students can teach you the basics!  When the project gets to the level of sophistication where it needs special requirements from the system you need to employ some of your students as admins.

Student Admins:
Admins are the moderators in Minecraft. They can change variables, teleport players around, basically be omniscient. They are a much needed resource if your project gets out of hand or students begin griefing. Choose your admins carefully. You don’t want students to misuse their position of authority. This can be a great learning experience also.

Assessment:

You can use Minecraft as an assessment project. Or not. If you want to link it to curriculum outcomes use screencasts, screengrabs and conversation records as evidence.

Audience:

Once your students have created their amazing structures they can facilitate virtual excursions for students from other schools. These excursions can also be workshops where students teach other Minecraft skills.

I hope you choose to explore Minecraft as a collaborative learning platform for your students. The learning evidenced through my project has been phenomenal. Have fun! :)

Mineclass

Mineclass.org is go!

The Mineclass Project is an experiment in awesomeness. Schools around the world are linking up in a shared Minecraft server to explore student directed learning.