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Tuesday, July 7 • 10:00am - 12:00pm
AM6: Adapting Games as Teaching Solutions to Persistent Problems

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Recent research on the use of games in classrooms is encouraging suggesting that teachers increasingly use games for motivation, engagement and to reinforce or teach content. However, educators still report numerous barriers and uncertainty in finding or matching games to deep learning. Most educational institutions continue to struggle with logistical and infrastructure considerations, curriculum requirements, lack of practitioner understanding, and at times, prohibitive policies. Bridging research to practice with any innovative technology is difficult.

Furthermore, teachers - as a whole, are not gamers, and struggle to integrate video games as learning tools. Resistance to games in school often involves: (1) game researchers or developers claiming a mismatch between game mechanics and curriculum goals in formal schooling (Chmiel, 2012); (2) educators maintaining games are distracting, sedentary or logistically difficult to integrate into an already prescribed curriculum (Klopfer, Osteweil, & Salen, 2009); and (3) technical issues making access and implementation cumbersome (Sandford, Ulicsak, Facer, & Rudd, 2006; Fishman et al., 2014).  How do we begin to address these problems making it easier to bring games to the classroom?  One solution may be to ask educators, game designers, and researchers to work together.

This session is designed to draw on our collective expertise by providing examples of “well-designed” educational games, engaging participants in game play, and then discussing whether the games live up to their promise. Minecraft.edu, Quandary and iCivics, games promoted for use in school with different learning objectives, will be used to examine the research-to-practice gap and facilitate our discussions. After a brief preview, participants will self-select a game to play and lend their expertise to the group discussion.

Are these games a mismatch or aligned with curriculum goals? Can they be effectively integrated in classrooms? Are there adequate supporting resources or community of practices around the game? Will technical or logistical issues prohibit students from deep learning? What would make them better? You be the judge!

Be prepared for an interactive session with lively discussion!

Student Facilitators for this session are Conor O'Malley and Kayleigh Bitters both pre-service education students from the University of Wisconsin-Whitewater. 

avatar for Seann Dikkers

Seann Dikkers

Education Department Chair, Bethel University
Seann Dikkers is an associate professor of Education at Bethel University. Formerly, Seann served fourteen years as a middle school teacher, high school principal, and researcher. Now he teaches, writes, and works with some amazing colleagues at Bethel. He studies exemplary teaching, learning design, and learning systems. His books include *Real-Time Research*, *Mobile Media Learning I and II*, and *TeacherCraft: Minecraft in the Classroom... Read More →
avatar for Danielle Herro

Danielle Herro

Assistant Professor, DML, Clemson University
I study game-based curricula and learning in K-12 classrooms, teach courses on the potential of games, social media and emerging technologies to promote learning, and most recently have begun large-scale initiatives to move STEAM practices into schools.
avatar for Remi Holden

Remi Holden

GLS Playful Learning Summit Co-Chair, University of Colorado Denver
avatar for Beth King

Beth King

Assistant Professor, Educational Foundations, University of Wisconsin-Whitewater

Tuesday July 7, 2015 10:00am - 12:00pm
Class of '24

Attendees (14)