Pedagogy of play – Improving student performance / S.M. (Grieta) Hanekom

Abstract

The pedagogical frameworks designed for integrating games and play into the classroom introduces the concept of educational design that includes learning objectives, the selection of subject-related content, planning and the organisation of learning processes in game-based learning. Defining Serious games, or (for our purpose) “games for learning” are generally considered to be educational games that use digital technology and can be played on desktops, video consoles, or mobile devices. However, games for learning can also be used as a sub-discipline of the pedagogy to understand learning as a process where a “wicked” problem stimulates players to think, react, take decisions and act while sharing and discussing views and beliefs. Although there is no generally accepted profile of the digital native as a learner, they are often assumed to prefer fast-paced learning environment, along with non-linear processing of information, multi-tasking, and collaborative learning. Literature agrees that the teacher’s experience and awareness of the curriculum related game for learning is crucial for effective application. If students know that playing a game will give them course credits, they are more likely to engage with the game, and may in the long run attribute increased academic performance to playing the game. The process of designing a game for learning is not easy because it involves the input of several professionals, such as game designers, programmers, and subject matter experts. Features of a 3D game design tied to the coursework done in the Dietetics program give a more authentic feel of the real-world experience. Gameplay isometrics and game view allow player to see not only their character, but also how it interacts with the world. ExMan is a business simulation game aimed at teaching fundamental management principles to aspiring entrepreneurs or learners undertaking management studies and/or training courses. The aspects of situational simulations that linked directly into the design of the game are among others communication, conflict management, harassment, client satisfaction, budgeting, employee counselling, team coaching, using human resources and the selection and employment of employees. The main aim of this game was to simulate real life situations within the food service unit (FSU) to practice the soft skills that students will otherwise only be able to obtain by their final study year by spending time at an existing FSU. The game plays out in 4 main areas: Kitchen, Food service manager’s office, Storeroom, Loading Bay Reception. The game is very linear at the start of the game, and once a few scripted sections are passed, slips into a game loop where random events are triggered that will allow the player to interact with different scenarios during every play. Dialogue interaction is done by having the player (student) listen to the spoken audio from the character they are interacting with, and then selecting an appropriate response from a selection of 4 possible answers. This, however, is difficult to implement in a game for learning, but could be approach differently when two or more students play the game as a team and make decisions as a team. Research indicated that fantasy triggers both affective (emotional) and cognitive engagement and that learning takes place the moment that a learner is engaged. Artificial intelligence (AI) can influence games for learning by programming to react immediately to players action and change the game in a direction not expected by the student, or to manipulate the game to a pre-set objective and outcome. The game makes use of a feedback system in several ways such as game elements (client satisfaction, staff satisfaction and revenue) and feedback at the end of each played out decision that give the student immediate feedback on their game play. The role of the teacher while using the game would 3 be more of a facilitator rather than that of a teacher and objectives are set for the implementation of the game. To truly make a game part of a learning experience, lesson planning should centre around the game and learning activities should include the game. This brings additional complexity to the team because every team member needs to be conscious of each role to be played in a digital-based game development environment— the conventional game development team needs to understand the dynamics of developing a digital-based game grounded in a solid educational design framework, while the instructional designer and subject matter expert need to be considerate of the complicated nature of game development. Since the first wire frame of the game was develop, several addition stages took place, which leave us now with a third version named ExMan3D®.