• Helios
  • Matt Champer
  • Michael Christel

  • Helios was developed at the Entertainment Technology Center (ETC) to teach proportional reasoning to children ages six through ten. The game features balancing and unbalancing levels which were designed with input from early childhood educators and learning researchers, and iteratively updated based on results of child play tests. Such feedback universally recommended making the balancing exercises less repetitive and introducing opportunities for more player engagement. Helios also addresses scientific inquiry steps of hypothesis formation and explanation and socio-emotional learning in terms of discussing with an in-game peer. This paper emphasizes the development process and presents problems uncovered during the evolution of the balance game and their resolution, contextualizing the discussion with references to intrinsic motivation literature. It reports on a specific formative play test with 17 children. It was developed using the ImpactJS game engine, allowing for use across major web browsers without additional plug-ins. Lessons learned regarding the formative test are shared, culminating in a series of next steps for Helios development.
  • Creating the Multiplayer Classroom
  • Andy Petroski

  • Games are being explored as an educational resource at all levels of education and training. But, the right games can be difficult to find and integrate, and even more difficult to create.

    The mutiplayer classroom movement started in 2010 with Lee Sheldon, a professor at Indiana University at the time. Professor Sheldon's pursuit of integrating a game experience into the classroom has grown into a book that has guided hundreds of educators to design their courses as games. This session will introduce the concept of the multiplayer classroom, explore case studies and consider specific multiplayer classroom game designs in an effort to increase student engagement and motivation by integrating game design elements into the classroom.

    Join this session to learn about changing your entire classroom into a game without programming, graphics or even computers. Attendees will learn about the benefits of game mechanics applied to learning, the elements of the multiplayer classroom concept, and ideas for converting their classroom into a multiplayer classroom.
  • Implementing a Multiplayer Classroom: Results from Designing a Class as a Game
  • Andy Petroski

  • The multiplayer classroom is a technique to incorporate game elements into course design. The course is the game! The multiplayer classroom movement started in 2010 with Lee Sheldon, who was a professor at Indiana University at the time. Professor Sheldon's pursuit of integrating a game experience into the classroom resulted in a book, The Multiplayer Classroom: Designing Coursework as a Game, which has guided hundreds of educators to design their courses as games.

    Join this session to learn about an experience with implementing the multiplayer classroom and feedback from students about the course format. Also gain insight into successful and unsuccessful strategies for implementing the multiplayer classroom, consider ways to redesign elements of the classroom into a game experience, discuss challenges and opportunities of the multiplayer classroom and think about future iterations.
  • How Duolingo Transforms Learning Foreign Language into A Fun Game
  • Paul Hayes Jr.

  • Duolingo's app is near the top of the education charts for both iOS and Android phones, with what the company says is over 10 million monthly active users off more than 20 million downloads. Players start a language with different skills to unlock, like the vocabulary for popular foods. Complete the challenges for skills and you unlock more; screw things up, and you have to start a skill over. What are the gaming secrets that make this educational game fun for users who are not scholars? Can we apply these techniques to other disciplines? Math? Chemistry? English?Research suggests that people can play Duolingo for 34 hours and learn the equivalent of a semester-long college class at least that is what says founder Luis von Ahn (Konrad, 2014). "If you ask people why they play Duolingo, some people tell you it's because they really want to learn a language, but the most common answer is that it's fun…”(Ignacio, 2013). Discussion will cover components of the process Duolingo uses represents educational phenomenon that are occurring in gaming and gameification in terms of education and the software as a business model. Using narrative reinforces learning in a digital age and how once you have a good narrative to drive the game of your choice, the paper discusses branding strategy, how new developers can market, pick an application and get that game into the app and mobile market.
  • Toolbox of Free Online Classroom Educational Games – No Download Required!
  • Katie Leach

  • Challenging students in spirited competition can spark excitement in learning. Many students love a competition and there are many online educational games that are free and interactive. The games engage the student in active learning and deduction. Come to this session to build a toolbox of educational games for your students and find resources for students from Kindergarten to adults.
  • Digital Badges: Should They Be Used in K-12 Education?
  • Katie Leach

  • A transcript displays grades. A report card displays grades and comments from the teacher.

    A digital badge gives verifiable data of student learning, along with grades and comments from the teacher. With one click on a digital badge, the viewer can see completed projects, grades, achievements, awards, presentations and all other academic work completed by the student. A digital badge can also display the soft skills of a student, such as personal qualities and work ethics, which are very important to employers. This paper will give a brief overview of badges and their validity in K-12 education.
  • Designer Bias: Identifying and Minimizing Assumptions About Players From the Design Process
  • Chanel Summers
    Suzanne Freyjadis

  • Challenge the assumptions you make about your players as you design games during this fun and unique interactive workshop.

    We all try to be unbiased about our potential audience, but the truth is that we all create games using some basic assumptions about who will play our game, especially when we’re trying to teach a concept or express an idea through gameplay.

    In this workshop you’ll learn by doing, just like you want your players to do, first by participating in an interactive exercise and then by presenting the results of that exercise.

    The goal is for each attendee to learn something about their perceptions and how they shape the way you see the world.
  • Edugaming Framework
  • Mary Rasley
    Steven Weitz

  • Too many educational games rely on a quiz format, and don’t encourage deeper exploration. Games excel at having players do the same thing repeatedly, creating an environment in which practice and exploration is expected, thus encouraging learning. The approach presented in the “Edugaming Framework” eschews the quiz, facilitating the use of educational content as gameplay and resulting in engaging and effective educational games. Come to this workshop to learn this approach to educational game design.
Need help or have questions? Contact us at computergaming@lccc.edu

National Science Foundation LCCC's Gaming and Simulation Curriculum is supported by the National Science Foundation under grant number 1304216.

*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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