In my previous blog entry, I made the statement that it is a mistake trying to replicate the on-ground classroom experience in the online learning environment. Generally speaking, that’s a good statement. So it might seem contradictory to present the rise of eSports as an example of positive trending in online education–if one were to think of eSports as a replication of traditional team sports and sporting activities. There are, in fact, a growing number of colleges and universities with eSports programs (here is one list).
One of the reasons eSports is effective at improving engagement is that it acknowledges the importance to the learner of what takes place outside of the virtual classroom. The majority of efforts to raise learner engagement (and ultimately retention) in online classes focuses around addressing issues directly related to the classes. A lot of faculty training things like participation in discussion forums or grading in a timely and thoughtful manner. Providing tech support so learners’ time online (in class) will not be interrupted. But there is little done to engage the learner outside of their virtual classroom environment. Leadership likely wonders, “what would be the point?”
The point, certainly, is that educators have long acknowledged what happens outside the classroom is important to learners. It’s part of the reason behind all the extracurricular activities. The beautiful landscaping. The dining experience and varied menu of food items. The bookstore. Student Union. All of that. Oh, and yes, the sports for both student athletes and student spectators. What are the analogs to these activities and facilities for online learners?
It’s exciting that adoption of eSports in higher education is starting to grab hold and grow. It’s still a new cultural shift, though, and it’s not something with which even online students are familiar. That’s why the news that eSports is gaining a foothold in secondary education is so exciting. If learners are exposed to something in their high school years, they’re more likely to bring that with them as a cultural expectation, and it will give them greater comfort with their education experience. This article in Engadget is a good read. The author points out that “Many teachers (and parents) still see video games as a waste of time.” What’s not a waste of time is the effort made to increase engagement for online learners. That represents tremendous value. With the technology being as widely available as it is, along with the ubiquitous familiarity that many online learners already have with the content, the value can be realized with a very low cultural cost.
Here’s an interesting article on how video game play can influence learning. I’d give a deeper analysis, but, uh, I need to get back to my game of Destiny on the PS4….
by Hap Aziz
In her blog post “10 Surprising Ways to Spot a Great Video Game,” Shira Lee Katz lists 10 characteristics of video games that have value for learners. Additionally, she provides two example video games for each category, and she provides a brief description of each game along with the intended player age range. Though the game examples are all for learners in elementary school, the characteristic categories can be applied to all age groups at any education level. It would be quite instructive to build such a list for the college-aged population.
Now, an article I would really like to see would be “10 Surprising Ways to Spot a Great Course.” A great hurdle to overcome, of course, is that we do not have a convenient mechanism for learners (or other educators, for that matter) to try out or review courses before actually taking them. Until there is better visibility into the course experience (whether it is online, face-to-face, or any combination in between), it will be exceedingly difficult to compare courses on a wide scale and develop a true rating system that allows the learner-as-consumer to make informed choices about course selection.
by Hap Aziz
(Note: a version of this post is also on the Historical Williamsburg Living Narrative blog.)
I was quite pleased when I was contacted by Emily Short about the Historical Williamsburg Living Narrative. For those of us engaged in authoring Interactive Fiction, attracting the attention of Emily is a very gratifying experience. Emily has won multiple IF competition awards for many of her games including Galatea, Savoir-Faire, and Floatpoint (just to name a few). As it turns out, Emily was interested in the concept of my Williamsburg project, and she offered me an opportunity for an interview which she would publish on her blog, Emily Short’s Interactive Storytelling.
You can go directly to the interview by clicking on this link. I think the interview turned out well, but I’m biased regarding the topic. So be sure to read it yourself. Emily found the connection between my project and education to merit exploration, so several of her questions and my answers deal with topics such as learning objectives, assessment, and finding ways to make IF more accessible for teachers (an area that intersects with my doctoral research).
The project is well on its way to reaching the funding goal I set for it on Kickstarter. Ultimately, I would quite enjoy building a series of these historical IF games for use in the teaching and learning environment. However, first things first; I’ll see how it goes with this project and the funding needed to get off the ground. Please feel free to click here and go directly to the Kickstarter project page to see where it stands as the deadline approaches.
by Hap Aziz
The development of course content, especially at higher levels where students are more sophisticated and discerning regarding their academic materials, has always been a challenge. It is important to be able to strike a balance between cost of development (both in resources and labor), instructor expertise, and turn-around time (or development time in response to current or recent events that might have an impact on the course learning objectives). Basically, it has been a question of what can the instructor build by him or herself, in time for the upcoming lessons, that isn’t going to involve a budget request from the department. Because of this dynamic, the “promise” of computer games transforming the education landscape has never really been realized, it if the prevailing thinking around this doesn’t change, neither will the landscape. What likely needs to occur is a shift in the expectation of games in education; designing a learning activity that plays like Modern Warfare–or even Angry Birds–is well out of reach of faculty skills and department budgets.
A possible pathway out of this impossible maze of twisty passages involves two strategies to be executed simultaneously:
- Utilize game formats and development tools that individual instructors can use effectively
- Be creative in finding methods of funding (and the funding should only need to cover relatively small amounts)
It is with both of these points in mind that I developed the Historical Williamsburg Living Narrative Kickstarter project. To the first point, I selected an “old school” type of computer game that can be developed quite effectively by a single person; an instructor who wishes to build something small scale in time for the upcoming semester, for example. To the second point, I decided to fund my project through Kickstarter, a crowd sourced funding model in which backers make donations rather than investments (meaning that if the developer is able to raise the funding, there is no pressure that the project become profitable enough for repayment).
My idea is simple: if instructors can use a form of computer games such as Interactive Fiction (a form that the literature shows is effective even with reluctant readers), they would be able to develop smaller game exercises that can be integrated into their curriculum, and expanded upon over time. With Kickstarter funding covering some relatively minor miscellaneous costs, there would be no significant budgetary impact to take into consideration.
(In fact, we could go even further and consider the creation of an education-specific form of Kickstarter. Imagine institutions tapping into their alumni base for course material development or even program funding on a smaller scale.)
I invite you to review the Kickstarter project by clicking here. The funding window is open until early June on that project. You can find additional material on the project at the official project blog by clicking here. Please feel free to share your thoughts, and I’ll be sure to report back throughout the development process.
Filed under colleges and universities, computer games, cost of education, crowdsourcing, education course content, education technology, games, gamification, Hap Aziz, higher education, Interactive Fiction, Kickstarter, Kickstarter.com, technology, vintage technology
by Hap Aziz
The Game Developers’ Conference (GDC 2012) has reached endgame here in San Francisco, and there are many thousands of weary game developers, producers, artists, designers, investors, educators, and miscellaneous interested parties bugging out and heading home. I’m one of them. What I thought I would do over the next several posts here is take some of the session descriptions and provide some commentary on the relevance and relationship of the topics to the landscape of teaching and learning. I’ve seen many interesting potential connections between the game industry and education during my attendance in years past, and this time around was no exception. In fact, I saw greater engagement and participation from educators during this year’s conference than I have before. That’s quite heartening to those of us who see the potential for gaming techniques and technologies integrated with the mission of education.
More to come, so keep watching this space!