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Schoolgamemaker
A website about programming games at school
(mirror at http://www.rupert.id.au/schoolgamemaker if you cant see the images here try that one)
Why Games at School? VELS Lesson Plans Game programming in schools Teachers Forums Gamemaker samples Learning objects Royalty free resources Python Logo Other languages Attitudes Environments for Cognitive Transfer Internet Filtering Research
Literature
on school improvement is full of exhortations to make the content of instruction
"relevant." …….. But if one does belong to a culture in which video
games are important, transforming oneself from a consumer to a producer of games may well
be an even more powerful way for some children to find importance in what they are doing.
Preface by Seymour Papert to Minds in Play by Yasmin Kafai
Why Games at School?
Game programming is educational.
Game programming was advanced by Seymour Papert
of MIT the originator of Logo which later was commercialised as Microworlds. MIT was
also involved in the programming of Lego Mindstorms. The justification for teaching Logo
to young children was that the programming skills would transfer to other areas such as
mathematics and logical thinking. The main argument against Logo was by Roy Pea who held
that a child’s “attention is typically so riveted to simply getting a program
to work that any appreciation for more general cognitive strategies is lost.”.
Programming tools have advanced considerably since Logo, which was conceived in the
70's. Their simple drag and drop interface liberates children from programming
syntax and allows them to concentrate on higher order and more transferable tasks, the
criticisms of Logo are much less valid for these new programming tools. Gamemaker is highly recommended but there are others such
as Stagecast, Flash, Klik&Play (1)(2), Squeak and even Powerpoint, animated GIFs and Excel
(1)
(2).
Games programming can be justified on three grounds, transferable cognitive skills,
metacogitive skills and affective benefits:
What cognitive skills are likely to transfer?
"Games are thus the most ancient and time-honored vehicle for education. They
are the original educational technology, the natural one, having received the seal of
approval of natural selection. We don't see mother lions lecturing cubs at the chalkboard;
we don't see senior lions writing their memoirs for posterity. In light of this, the
question, "Can games have educational value?" becomes absurd. It is not games
but schools that are the newfangled notion, the untested fad, the violator of tradition.
Game-playing is a vital educational function for any creature capable of learning."
Crawford, The Art
of Computer Game Design
Games as a Framework for Learning
The power of games programming is its power to motivate. Game programming requires
mathematical and logical skills. Good games also have a storyline, graphics and
music. Good games are created by a team of creators working co-operatively.
Game programming could be a framework within which team skills, music, art, drama,
maths, history, geography or almost anything could be learned. The important feature of
the game is its power to motivate. Motivation leads to learning.
“The computer is a medium of human expression and if it has not yet had its
Shakespeares, its Michelangelos or its Einsteins, it will. …. We have scarcely begun
to grasp its human and social implications.”
Computer
Criticism vs. Technocentric Thinking By Seymour Papert
Games and Media Studies
We can think about games in relation to the 5 key concepts often used by media teachers:
Languages: what are the unique features of games and the ways in which they communicate with and engage players. How do we need to reconceptualise some of our previous assumptions about media communication to include concepts such as immersion, feedback, rewarding the player and so on?
Representations: how are people, places, ideas and emotions portrayed in games and what sorts of social and cultural assumptions underlie those portrayals? Eg. gender representations - why are males and females portrayed in certain ways? What are the consequences of this? What should be our response? (note that this is very much up for debate and discussion - assumptions should not be made).
Technologies: what should students understand about the technology related to games production, distribution, access and play? How are social and economic factors related to the development of games technologies? How can we think critically about these technologies?
Audiences: How should we think about games players? What is the relationship between games and players - where does the power lie? To what extent should games be censored? Theories of audiences suggest that players are not vulnerable dupes, but active and intelligent users - how can we test the validity of this?
Institutions: how can we get students thinking critically about the institutions that enable and constrain the production and distribution and regulation of video games - production companies (roles in games production, profit motive, the role of corporations etc), regulation organisations (OFLC, etc), and distribution points (the aims and objectives of retailers, arcades etc - and the tactics they use for marketing and branding).
Mr Michael Dezuanni, Film and Media Studies, Queensland University of
Technology
Games and Literacy
"Games belong in the field of literary analysis because they are artifacts that engage individuals in literate acts. Just the idea that a thing is composed implies the intention to convey a message and an opportunity for interpretation of that message. We want our students capable of interpretation, understanding patterns and metaphor, figurative language, plot , point of view, humor, truth and fiction in all forms of media that can influence and persuade. These and other structural categories like diction, word choice, sentence length, topic, theme, purpose inform genre, and can be transferred across media in a kind of cognitive boot-strapping."
Brock Dubbles
Victorian Essential Learning
Standards
The Victorian Curriculum and Assessment Authority (VCAA) developed the
Victorian Essential
Learning Standards (VELS) through community consultation in 2004. During 2005 schools in
the state of Victoria, Australia will use the VELS to plan their teaching and learning
programs for introduction from 2006.
This paper examines the relationship
between the VELS and game programming in schools and concludes that the Constructivist use
of game programming in schools is closely aligned with the VELS.
VELS.doc 51kb
Lesson plans
http://online.haileybury.vic.edu.au/sites/edrington/computerclub/Gamemaker%20Lesson%20Plan.doc
(356kB)
http://intranet.woodvillehs.sa.edu.au/kerrbi/g/int.htm
or http://users.tpg.com.au/billkerr/g/int.htm
or http://beam.to/billkerr
http://portal.newman.wa.edu.au/technology/10cap/html/Gmkr03.htm
http://www.newtown.tased.edu.au/computingweb/gamemaker/
http://www.gamelearning.net/
IT Course-game.doc (47 kB) A multidisciplinary project
spanning the dramatic and visual arts, music, economics, mathematics, literacy and ICT.
Advanced GameMaker.doc (580kB)
pdf
(1.3MB) Code, variables, draw event etc.
Gamemaker Code.doc (31 kB) ideas for more advanced programming
using code
More Gamemaker Code.doc (308kB) tutorial making a game using only code with marking scheme
ExpandingGameMakerwithscripting.doc (1.3MB) simpler, using variables
http://www.acmi.net.au/games_lab_culture.htm
super sonic: video games and learning, Education Pack containing information and
activities for classroom use. Understanding character in video games, an essay by Matthew
Sakey.
http://www.numbatconspiracy.com/moodle/
Numbat Conspiracy Project. gamemaker 101 gamemaker 102
http://www.bettscomputers.com
http://www.lhps.org/scarbeau/hp2.htm
Lake Highland Preparatory School Computer Programming Honors II / Grades 9-12 (Upper
School)
http://www.warwickshs.eq.edu.au/icte/year_10/game.html
Year 10 ICTE
http://www.wonko.info/cybertext/gamemaker/pong.htm
http://www.kurwongbss.eq.edu.au/curriculum/integrated%20planning/Diversity%20and%20Change%20years%204-5/outofthebox.doc Children play, study and analyse a variety of games to develop arguments that computer games give them skills for real life. This unit plan includes activity black line masters, an extended planning outline, assessment task handout and other valuable resources.
http://www.leo.eq.edu.au/knptutorials.htm Klik and Play Tutorials
http://webusers.physics.umn.edu/~border/phys1905f02/ Exploring learning physics through making animations and games, tertiary but secondary school summer camps based on this.
http://video.google.com/videosearch?q=gamemaker Instructional videos by Dennis Daniels and others
http://www.teachertube.com/search_result.php?search_id=game+maker&x=0&y=0 Instructional videos by jwalton
http://blackratstudios.com/games-tutorials.html see: Pong Tutorial Game Maker FAQ AI Tutorial Particle System Tutorial GML for Drag and Drop Icons
Game programming in schools
See samples of student work:
Gamemaker
http://www.rupert.id.au/schoolgamemaker/computerclub/index.html Gamemaker year 1 to 8
(older versions: source files http://www.groups.edna.edu.au/file.php/81/clubs/Haileybury_Student_Games.zip
broken original http://online.haileybury.vic.edu.au/sites/edrington )
http://etrain.pbwiki.com/GameMakers The eTrain conference is a Melbourne
Grammar School initiative in conjunction with the AISV (Association of
Independent Schools Victoria) and the Australian Government Quality Teacher
Program to bring together innovative educators and students to take on ICLT
challenges that support a community based program. Gamemaker games
http://ahefner.com/game.html The Hefner
Hideout, Gamemaker games
http://www.nhavenr7.sa.edu.au/students.htm
games made by 6/7 students using Gamemaker
http://www.newtown.tased.edu.au/computingweb/gamemaker/examples.htm
Newtown High School, Tasmania Australia, Gamemaker
http://alupton.wordpress.com/learning/game-maker/ A dual purpose educational site.
It helps serve the communication and collaboration needs of an Australian Year 3 class.
It is also an exploration and demonstration to help cater for the needs of other primary
school classes
http://www2.osc.lk/eye/Student%20gallery/gamemaker.htm Gamemaker games from
The Overseas School of Colombo
http://www.epcds.org/Student%20section/Game_Maker/gamemaker_games.htm
Gamemaker games from El Paso Country Day School (K-12)
http://www.nexusresearchgroup.com/info_systems/games.htm students from Inglewood High School and New Plymouth Girls' High have been taught to create games that are fun to play while learning about programming, logic and graphics design.
http://www.cse.ohio-state.edu/~bbair/WIC/games4girls/ a workshop for 2006 Women in Science day, called "Computer Games for Girls". Seventeen girls, ages 13-14, attended the workshop
http://www.cse.ucsc.edu/classes/cmps080k/Winter06/games.html final student projects in the course, Foundations of Interactive Game Design, taught at the Univ. of California, Santa Cruz, in Winter quarter 2006
http://ontrack.ncsu.edu/SummerCamp/2005/Games/Students/ Index of /SummerCamp/2005/Games/Students
http://www.dakabinshs.qld.edu.au/Student_Activities/GMfromK/maze.htm A group of students from Kurwongbah State School traveled to Dakabin High School to use the computer program Game Maker to design and make our own computer games
http://www.bubbha.org/games/ Many of the games made by the students for this webpage were developed using "Gamemaker". Berwick Cluster of Schools is made up of Berwick Secondary School, Berwick Primary School, Berwick Lodge Primary School, Beaconsfield Primary School and Harkaway Primary School.
Stagecast
http://www.reignhead.sheffield.sch.uk/games/research_04.htm or http://www.computerclubbers.net/ Stagecast year 3 to 6 Age 7 to 11
Toontalk
http://www.ioe.ac.uk/playground/gameplace/index.html
Toontalk, children aged 4-8
http://www.dsv.su.se/research/kids/kidsprojects.htm
The Kids research group is part of K2lab at the IT-University in Kista. We are
working with groups of elementary and middle school children. (Toontalk)
Logo/Microworlds
http://www.cattanach.org/microworlds/studentwork.html
Microworlds years 4&5
http://www.csmdigital.com/Dragstar/studentwork/stdentmenu.htm
LCSI Microworlds
http://www.smm.org/lt/class/ Science Museum of Minnesota Learning Technologies Classes
Flash
http://www.flashclassroom.com Flash Classroom,
Flash resources and students' gallery
http://psweb.etr.org/gcgweb/public/games/index.html
TNT and Camp GIG (Girls Inventing Games) are two programs designed for middle school girls
to create games using Macromedia Flash MX.
http://www.amblesideprimary.com/ambleweb/numeracy.htm
Programs by pupils: (Made as independent or group work in Numeracy Hour)
http://programservices.etr.org/gcgweb/ program implemented with 126 girls by
University of California, Santa Cruz
Games Factory
http://vermontsc.vic.edu.au/gallery/computer_programming/ Year 9 & 10 The Games Factory
Squeak
http://www.taskilu.ca/ Squeak projects, Don Mills Collegiate, Toronto, animations yr9 simulations yr11
Runtime Revolution
http://homepage.mac.com/markgreenberg2/FileSharing1.html "Singularity" & "Adam's Art Game" are student made, "Stampede" is a teacher/student collaboration.
Teachers' forums
http://lyris.education.tas.gov.au:8080/read/?forum=gamemaker
The world's first forum on game creation in schools. Australian based, focus on
pedagogy, Gamemaker and Klik&Play. Interesting history.
http://www.groups.edna.edu.au/course/view.php?id=81
Game Making. Australian forum, pedagogy & game creation (currently very
active)
http://www.learningplace.com.au/deliver/content.asp?pid=24029
Games in Learning. Australian forum, covers game playing and game
creation (currently very active)
http://www.gamelearning.net/ UK based
forum, game playing and creation
http://lists.becta.org.uk/mailman/private/gamesandeducation/
UK based, mainly game playing
seriousgames@listserver.dmill.com http://www.seriousgames.org/maillist2.html Serious Games. USA, mainly game playing, strong representation from software houses (currently very active)
http://www.groups.edna.edu.au/course/view.php?id=639 Games as Pedagogy
Australian based, game playing
Gamemaker "how to"
samples
http://www.gamemaker.nl/tutorial.html
http://intranet.woodvillehs.sa.edu.au/kerrbi/g/d.htm
Bill Kerr
http://www.mindtools.tased.edu.au/gamemaker
Margaret Meijers
http://www.rupert.id.au/tutorials/gamemaker/ Rupert Russell
http://www.rupert.id.au/tutorials/gamemaker5/ Rupert Russell GM5
http://alupton.wordpress.com/learning/game-maker/
Al Upton
http://www.groups.edna.edu.au/file.php/81/moddata/forum/277/26013/Game_Examples.zip Yr 12, Ross Jardine, "examples are only meant to serve as starters for the students"
The following samples are zipped, some are made with Gamemaker V5.0 or V5.3a . About half contain code but
drag and drop actions have been used wherever possible. They are the bare bones required
to demonstrate a concept and are purposefully not complete games, leaving as much room as
possible for constructivist investigation.
How to samples
They are all in one zipfile samples1.zip 168 kB
For those without Gamemaker installed, the pseudocode listing with screendumps of drag and drop programming may be useful Pseudocode Samples1.zip 170kB
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Pick up objects and add to your inventory (GM5) " (GM6) |
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Draw a healthbar under each
object (GM5) |
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Select and move
objects
(GM5&6) " (GM6) Units may be selected by clicking on them or dragging a box round them. Click the background to give move orders |
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Purchase upgrades at a shop (GM5&6) |
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3D template see The last stand for a completed 3D game (GM5 only) | |
| Moving against a background (GM5&6) | ||
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questions.gmd | Entering data into a game (GM5&6) |
| shootbothsides.gmd | The title says it all (GM5&6) | |
| netcomms.gmd | Networked 2 player shooter (Multiplayer functions are in the unregistered version of GM5.0) | |
| range.gmd | How to calculate if within range | |
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shadow.gmd | Draw a shadow under an
object
(GM5.3a) The shadow is transparent so it just makes things darker |
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embedding.gmd | Why do things get stuck in walls? (GM5&6) |
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foreign language.gm6 | How to set up dialogue in a quest game with foreign character sets (GM6) |
| Loops can be created with drag n drop programming using the repeat and exit actions (GM6) | ||
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tilefunctions.gm6 |
Demonstrates functions which handle tiles
Left mouse key lays road, you may
need to lay twice to fix errors |
total1.gmd 66kB
strategy game: line of sight, firing range, select units, build
The following samples demonstrate the concept of persistency
persistent.gmd
Persistent rooms remember object positions
persistentobject.gmd Persistent objects remember their settings as they move
from room to room
notpersistent.gmd You can remember settings
without persistency but its harder
All in one zipfile samples2.zip 26 kB
Learning Objects -
open source
These learning objects are based on the idea that multiple representations of a concept
help understanding. They can be just run as simulations or can be modified and
experimented with by changing the source code. Putting it more simply, you can "look
at the engine and kick the tyres".
They are the endpoint of a continum from animated demonstrations which can be observed but not altered, through virtual manipulatives which can be altered in predefined ways through to open source objects which can be observed, manipulated or totally reprogrammed. For more discussion of these ideas see Multimedia Learning in Games, Simulations, and Microworlds
I have chosen to program these open source objects in Gamemaker for two reasons:
All in one zipfile samples3.zip 217 kB
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probability Demonstrates coin tossing, dice tossing, bar graph of cumulative heads and tails, approximation of a normal distribution from repeated sets of 100 tosses |
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acceleration, speed, position, sum of series, medium level violence (to frogs) 1/2 + 1/4 + 1/8 approaches 1 |
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sin, cos, tan and their uses An explanation of trigonometric functions and 4 game samples using them (GM5.3a) |
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newton - Newton's law of gravity, or newton1 - drop into lunar orbit (a bit more complicated)
Newton published his famous law of universal gravitation in his Principia Mathematica in 1687 as follows: F = G x m1 x m2 ______________________________ r² In this demonstration, an initial speed of 5 is used to escape the Earth's gravity and a further deceleration to speed 1after 40 steps is required to drop into lunar orbit. |
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Lunar lander |
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Fractals (GM5) Fractals (GM6) The Mandelbrot set is defined by the iterative recalculation of: z = z² + c where z and c are complex numbers, made up of a real part x and an imaginary part iy where i is the square root of -1. |
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Simulation genetics, natural selection and population dynamics, export to spreadsheet (GM5) " (GM6)
See how badly adapted lifeforms become extinct: The first to die are the ones that don't move Soon they are all related through one ancestor Diagonal movers take over from horizontal and vertical movers They learn to spread out Some get stuck with some food patterns and die Eventually the learn to hunt for food |
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What angle should you throw a ball to get maximum range? |
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Mass spring damper experiment with graphing function - resonant frequency, critical damping etc. (GM6)
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pythagoras.gm6 | Demonstration of Pythagoras' theorem (not a proof) drag the triangle apex with the mouse (GM6) |
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lissajous.gm6 | Lissajous curves are the family of curves described by the equations: x(t) = sin(w1 * t + d1) y(t) = sin(w2 * t + d2) Where w1 and w2 are the frequencies of the x and y axes. They were studied by Jules-Antoine Lissajous in 1857. Lissajous curves have applications in physics, astronomy, and other sciences. (GM6) |
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moire.gm6 | Demonstration of Moire Pattern from 2 circular screens. Suggestions of more things to try (GM6) |
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superball.gm6 | The demonstration is based on the conservation of energy. As
a ball rolls down a lossless ramp, it converts its potential energy (mgh)
into kinetic energy (1/2mv²). You can just have fun with this adding more levels or you can use it to investigate potential and kinetic energy. (GM6) |
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whatsinthebox.gm6 | What's in the box? A maths guessing game (GM6) Move the x lever up and down with the mouse. See what's happening to the y lever. Guess what's in the box. Press reveal when you know what's in the box. Press start to get a new puzzle. The box contains a random formula of the form y = a + b*func(x) Challenge: add new functions and constants |
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mouse.gm6 | In the mice problem, also called the beetle problem, n mice
start at the corners of a regular n-gon of unit side length, each heading
towards its closest neighboring mouse in a counterclockwise direction at
constant speed. The mice each trace out a logarithmic spiral, meet in the
center of the polygon and travel a distance dn = 1 ____________ 1-cos( 2pi/n) |
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colour.gm6 | Additive colour mixing. The colours that the human eye can
perceive can be produced by the mixture of red, green and blue light. The
eye has 3 kinds of receptors or cones sensitive to these colours. Computer
monitors produce colour by the mixture of these colours.
Click on the up/down arrows to change the colour mix Challenges: Reprogram for subtractive colour: cyan/yellow/magenta Make the colours vary with time, for example, use the sine function. Make the colours vary with music, different colours for high, mid or low tones
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triangle.gm6 | The area of a triangle is half base x height |
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speed_acceleration.gm6 |
Graphed position and velocity for
a bouncing ball Challenges: |
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fire.gm6 |
Bushfire simulation |
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rectangles.gm6
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Drag rectangles with left mouse Rotate with right mouse Drag to bin to destroy |
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seggregation.gm6 |
Demonstration of clustering by 2 populations The controller fills the room with random red and blue balls and some blank space For red and blue objects, they will stay put if they are near their own colour but not if they are near the other colour
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disease.gm6 |
The controller fills the room with one red and some blue balls and some
blank space
When an infected ball collides with another it infects it:
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scentV2.gm6 |
Demonstration of of ant scent trails
The scent trails are made stronger by the ants, the ants turn towards a scent trail Left and right side collisions are sensed by cycling the sprite: whole ant/ left feeler/ right feeler also the multi image sprite is rotated to match the direction the ant is moving Then the ant is turned depending on which feeler contacted scent |
| fission.gm6 | Nuclear fission chain reaction | |
| Nuclear decay | ||
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gaslaw.gmk (GM7) |
The ideal gas law is the equation of state of a hypothetical ideal gas, The
state of an amount of gas is determined by its pressure, volume, and
temperature according to the equation: PV = nRT where
P is the absolute pressure of the gas, V is the volume of the gas, n is the number of moles of gas, R is the universal gas constant, T is the absolute temperature. |
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diffusion.gmk (GM7) | Diffusion |
Gamemaker can do more than games
All in one zipfile samples4.zip 19 kB
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Analogue clock , good demonstration of trigonometry (GM5) " (GM6) |
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A drawing package |
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A Logo clone Its a bit complicated. The hard bit is to break up a string like "c90m10c90" and work out that it is "turn clockwise 90 degrees, move 10 steps, and turn clockwise 90 degrees" |
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Convert temperature F-C, C-F, Demonstration of the use of text strings |
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database.gm6 | The following 3 examples demonstrate how Gamemaker can
handle projects assigned in conventional year 11&12 ICT curicula. This is not how ICT should be taught because it overlooks the
gains from playful learning. Contact database, demonstrates read/write (GM6) |
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wordproc.gm6 |
GUI controls Text viewer with scrollbar (GM6) |
| Validation.gm6 | Validation of data input, valid alphanumeric data, spaces stripped, checksum calculated, see also microplanet2.gmd and temp conv.gmd for string parsing |
hello5.gmd 36 kB
Use of scanned image and recorded sound (GM5)
Educational games
(The use of computers for mathematics drill can be thought of as a
marriage of computers and mathematics to give offspring that inherit the worst features of
both: Most of what goes under the name "edutainment" reminds me of George
Bernard Shaw's response to a famous beauty who speculated on the marvelous child they
could have together: "With your brains and my looks..." He retorted, "But
what if the child had my looks and your brains?" Papert)
street maths.gmd Car racing with arithmetic drill (GM5)
street maths.gm6
"
(GM6)
1945shoot the lettersV2.gm6
Typing tutor/Battlefield 1945 aeroplane shooter
Royalty free sounds
http://www.acro.edu.au/
http://www.partnersinrhyme.com
http://www.midifiles.tk/
http://www.mididb.com/
http://www.midiarea.com/
http://net4tv.com/net4TV/music/freeloops.htm
http://www.freeplaymusic.com
http://www.flashkit.com/loops/
www.musicrobot.com
http://www.myriad-online.com Melody Assistant
runs on Macintosh (Mac OS 8.6 to Mac OS X) and Windows (95, 98, ME, 2000, NT4 or XP).
English, French, German, Spanish, Italian, Portuguese and Japanese. Shareware with no time
limit, pay US$ 20 or 20 euros only if it matches your expectations.
http://audacity.sourceforge.net/ Audacity
is free, open source software for recording and editing sounds. It is available for Mac OS
X, Microsoft Windows, GNU/Linux, and other operating systems
http://freesound.iua.upf.edu/ The Freesound Project is a collaborative database of Creative Commons licensed sounds. Freesound focusses only on sound, not songs.
www.soundsnap.com
Python
Python is an open source object oriented programming
language. Its add in Vpython gives 3D programming
capability. Vpython is greatly recommended, particularly for its suite of examples
including 3D simulations of gas kinematics and solar system formation.
tonys3dpong.py (3kb) is a simple example of how to make a 3D
game.
http://baheyeldin.com/technology/teaching-kids-programming.html Links for Pygame and other stuff
http://webusers.physics.umn.edu/~border/phys1905f02/ Learning physics through making animations and games, Python source code
http://www.well.com/~xanthian/link_pages/Programming/Languages/PL_Logo.html logo resources
http://www.microworlds.com/ LCSI Microworlds
http://en.wikipedia.org/wiki/Logo_programming_language
http://www.rupert.id.au/microworlds/index.php Rupert Russell Microworlds
http://www.rupert.id.au/microworlds-ex/examples/index.php
"
Mac, cross platform & other
languages
http://www.apple.com/macosx/bootcamp/ Boot Camp lets you install Windows XP
without moving your Mac data
http://it.coe.uga.edu/wwild/pptgames/index.html
Homemade Powerpoint games
http://www.users.bigpond.com/sagatech/yippee.xls
Excel game (just cancel the password dialogue boxes)
http://www.flightgear.org/ open source flight
simulator, maybe suitable for year 12's?
http://cube-osx.sourceforge.net/
cube_2004_05_22.tar.gz - Platform-Independent .gz - 20 Mb. Open source 3D FPS C++. (gz
archive will unzip with Winzip. Source files will compile with Visual Studio.net ), maybe
suitable for year 12's?
http://javascript.internet.com/games/
These scripts are all JavaScript games. Play the classic games Mastermind or Tic-Tac-Toe
or any one of the dozen other games.
http://www.sawbladesoftware.com/ Power Game
Factory, software for creating side scrolling action games for the Macintosh. $44 Try for
as long as you want, free of charge
http://www.klinksoftware.com/ The dim3
development application is exclusive to Mac OS X . dim3 is open source, so anybody that
wants to tinker with the actual code can do so.
http://otee.dk/ Unity is a 3D game editor with powerful
cross-platform capabilities. Download a 15 day unlimited trial version or $249, $999 pro.
http://www.blitzmax.com/ BlitzMax, a cross platform
programming language based on BASIC. Download for Windows or MacOS (30 day time limit) or
$80
http://www.garagegames.com/mg/projects/tge/ Torque Game Engine SDK Full C++ source code to
the engine $100.00 USD Windows, Macintosh, Linux
http://www.blender.org Blender is open source software for 3D
modeling. Available for all major operating systems under the GNU Public License. Has game
and physics engine.
http://www.elephantsdream.org/
Elephants Dream is the world’s first open movie, made entirely with open
source graphics software such as Blender
http://ruthless.zathras.de/facts/apps/polygonesia/index.php
Polygonesia - implementation of a low-fi 3D-engine in Cocoa (Objective C) that will run on
a G3 iMac or faster
http://www.tntbasic.com/ TNT Basic makes games for
the Macintosh. Compose graphics, sounds, music and code with simplicity and ease
http://icculus.org/LAB3D/ LAB3D/SDL is a port of
Ken's Labyrinth to modern operating systems
http://www.idevgames.com/ The Mac Game Developer
Community
Squeak http://www.squeakland.org/ is cross platform
http://soft.firstproductions.com/pstudio/download.htm
(windows) Platform Studio creates 2D platform games. It does not require any
coding, although that is among one of its many features. The standard edition is free of
charge
http://www.kidwaresoftware.com/vbgames.htm
source code of some of the popular 'text-only' BASIC language programs from the early
1980's. These are simple programs, no fancy graphics and no sound.
http://www.deitel.com/computergames/gameprogramming/ Links to: Tutorials, Articles, Pathfinding, AI, Java, Blitz, Macromedia, Mobile Games, Courses, Conferences etc.
http://www.ms-inc.net/kpl.aspx Kids Programming Language - freeware
http://activated.det.act.gov.au/learning/word/elt/3.3_kahootz.pdf Kahootz is more of a 3D animation package but the activities in this doc are equally applicable to a range of game platforms
http://members.aol.com/AlStaff/macgamecreator.html The Mac Game Creator Toolkit
http://www.tntbasic.com/download/ TNT Basic is open source and freeware. TNT Basic uses a simple programming language to allow a novice programmer to make 2D sprite based games
http://www.opencroquet.org/ Croquet supports collaboration and resource sharing among large numbers of users within the context of a large-scale distributed information system. Able to deliver 3D visualization and simulations. Croquet is built on top of Squeak.
http://c-jump.com/ Discover fundamentals of computer programming by playing a board game, US $24.95
http://www.ceebot.com/ Windows XP, 2000, ME, 98 or 95, 60 US$ or 49 EUR
http://www.alice.org/ Alice, 3D game programming
http://www.groups.edna.edu.au/file.php/81/moddata/forum/316/21841/Alice_Tuts.zip Tutorials by Rohan Dean for Alice
http://www.aliceprogramming.net/ Book: Learning to Program with Alice
http://www.iknowthat.com/com/L3?Area=L2_Engineering Web based motion programming, Botz, Widgets
http://www.biologic.com.au/bugbrain/ Bugbrain, web based programming with neural networks
http://gamesmaken.startpagina.nl/ links for game making and multimedia
http://www.andrewrussellstudios.com/wsu/ Stick Soldiers by WhiteSpaceUnlimited. Scripts can be edited with notepad, images and sound files can be edited too
http://www.geocities.com/peter_bone_uk/software.html Pivot makes it easy to create stick-figure animations. You can build your own stick figures and load your own backgrounds. The animations can be saved as animated gifs.
http://www.thinkingworlds.com Thinking Worlds™ is an educational games authoring engine which allows you to play, edit, create and share games with others. Free six month BETA trial commences May 06
http://www.baltie.com a small magican for
teaching programming not by writing text-code but using images as commands. The
educational programming tools are approved by the Czech Ministry of Education as
well as Slovak Ministry of Education for educational purposes and are
implemented in about 4.300 Czech and 2.500 Slovak primary schools.
Adventure Author a game
creation tool for children aged 10-14
Runtime Revolution Revolution Media: Adventure Game Creator Project Create a walk-through adventure game from your 2D or rendered 3D graphics
http://www.immersiveeducation.com/missionmaker/ Research and development collaboration with the Institute of Education, University of London, 3D games authoring platform .School Only Site Licence £1895 Standalone £79
http://toontalk.com/ US$24.95
http://www.pangeasoft.net/book/
Pangea Software: Ultimate Game Programming Guide for Mac OS X. This
intermediate-level programming book contains all the tricks of the trade that
you need to know to build a game engine for Mac OS X
Flash
http://www.albinoblacksheep.com/
Flash games, movies & tutorials by students and young adults, very funny too
http://www.gotoandplay.it/ Flash games,
playable games, articles and source code
http://www.levitated.net Levitated.net contains visual poetry and science fun narrated in an object oriented graphic environment, open source Flash modules
http://www.harveycartel.org/metanet/tutorials.html tutorials aimed at anyone interested in implementing 2D collision detection and response for games, or anyone interested in how we implemented various parts of N
ASCIImation & GIFs
Sorry no student's work to show but..
http://blueballfixed.ytmnd.com/
http://blueballtragedy.ytmnd.com/
http://www.asciimation.co.nz/ Star wars
in ASCII animation
http://abstract.cs.washington.edu/~renacer/ascii-matrix.html
Matrix in ASCII animation
Maths & Physics Demo's, Applets, learning objects and Virtual Manipulatives
http://mathworld.wolfram.com/topics/AnimatedGIFs.html Brilliant! Animated GIF's illustrate a large number of mathematics concepts.
http://nlvm.usu.edu/en/nav/vlibrary.html National Library of Virtual Manipulatives
http://www.fi.uu.nl/wisweb/en/welcome.html WisWeb is the website of the Freudenthal Institute for secondary education (students of 12 to 18 years old). The main focus of the site are applets; small computer programs that run over the internet
http://www.shodor.org/interactivate/activities/index.html These activities are designed for either group or individual exploration into concepts from middle school mathematics. The activities are Java applets and as such require a java-capable browser.
http://www.levitated.net Levitated.net contains visual poetry and science fun narrated in an object oriented graphic environment, open source Flash modules
http://www.crocodile-clips.com/science/ Crocodile Science player and simulations
http://science.nhmccd.edu/biol/bio1int.htm chemistry/biology simulations and animations
http://www.deviantart.com/deviation/40255643/ Linerider, physics game
http://www.armadillorun.com/ Armadillo Run is a physics-based puzzle game.
http://www.toribash.com/ Toribash, physics game
http://www.sodaplay.com/constructor/ Soda Constructor, build wireframe models with real physics, mass spring damper actuator modelling.
http://www.deviantart.com/deviation/40255643/ Linerider
Attitudes to games
Computer games are often perceived by schools and the wider community as unworthy, of
being time wasting. This perception often applies to both the making and the playing of
games despite indications of educational value for both.
Chess is held in high esteem by the community but chess can be considered the fore-runner of the computer strategy game.
Computer games are treated in the same way as all new forms of expression have been as
they have arisen as a result of technological change.
Written language is a technology which has shaped civilisation but it is not immune to
criticism. "Plato's familiar critique of written language in the Phaedrus as a
technology that will weaken our memories makes clear the dark side even of writing as a
technology." Beyond Amplification:Using the Computer to
Reorganize Mental Functioning, Roy D. Pea, Center for Children and Technology Bank Street
College of Education, http://www.stanford.edu/~roypea/RoyPDF%20folder/A26_Pea_85a.pdf
Movable type printing was invented by Gutenberg in 1436. This new technology lead to the
Renaissance in English literature. The educated middle classes could afford books and a
great range of works was published. The English language underwent rapid change as a
large number of new words entered the language. The works of Shakespeare (1564 - 1616)
appeared in this period and were a result of print technology.
In the 1700’s a new literary form, the novel, came into existence. When women started reading and writing novels, new literary forms arose which explored the realms of emotion. These novels were greeted with similar fears as are now held for computer games but the “victims” were feared to be women rather than children.
"There was a real fear that reading novels would disrupt the woman’s
duties by giving them false ideas of life and particularly made women unsuited for and
unhappy with the domestic roles for which society destined them. A woman's mind was
considered weaker than the male's and therefore some people felt that these novels would
also affect their morality. Novels, it was thought, made immoral actions seem more
interesting than virtuous ones"
History of the Novel, Kristan Whipple, Studies in the Novel, 1740-1900,
Department of English, University of Missouri-Kansas City
http://m.faculty.umkc.edu/mallinickd/romanticnovel/whipple/historya.html
Later, a new literary/artistic genre, the comic, emerged and was the subject of similar
criticism.
"crime comic books (mysteries, thrillers, horror, and police stories) were a
harmful influence on young minds. Fifty years on, the targets of Wertham’s
criticism seem relatively benign. For example, Wertham called Superman and Mighty Mouse
“crime books” and labelled Batman & Robin homosexuals."
Literature Arts and Medicine Database, Literature Annotations Wertham,
Fredric Seduction of the Innocent
http://endeavor.med.nyu.edu/lit-med/lit-med-db/webdocs/webdescrips/wertham1526-des-.html
Seducers of the Innocent, The bloody legacy of pre-code crime, Nicky
Wright. Originally published in Comic Book Marketplace #65 (December, 1998)
http://www.crimeboss.com/history02-1.html
Then, film, radio and TV came under similar criticism.
"movies were the cause of crime, delinquency and sexual misconduct among teens;
radio was charged with contributing to juvenile delinquency, providing youngsters with
both method and inspiration for criminal acts and there were accusations that television
was a prime mover in juvenile misconduct and delinquency . "
Children and Computers:New Technology—Old Concerns,Ellen A.Wartella
Nancy Jennings The Future of Children CHILDREN AND COMPUTER TECHNOLOGY Vol. 10 • No.
2 – Fall/Winter 2000 http://www.futureofchildren.org/usr_doc/vol10no2Art2.pdf
Negative attitudes to games will obviously affect the benefits from game programming.
Enthusiastic programmers can spend many hours programming for each contact hour. The
attitudes of teachers, other students and parents affect the time that the student
wants to spend or is allowed to spend programming, whether students are encouraged or
allowed to program at the school during lunchtime, after school or at home
Creating Environments for
Cognitive Transfer
As stated previously, the value of game programming is the potential
for the transfer of cognitive skills to other domains such as mathematics. In fact, the
whole of education is about skills transfer, the transfer of classroom skills to life
skills.
Educational research shows that transfer is difficult to achieve. People do not readily
recognize the same problem when presented in different contexts nor apply problem solving
skills learned in one domain to another.
The game programming teacher should engage other teachers. All teachers should attempt
to make connections between game programming concepts and mainstream subject concepts. The
game programming teacher should mention that the screen is a Cartesian plane, the
mathematics teacher should describe Cartesian co-ordinates as being like x and y in
Gamemaker.
“Using the same representation as used in other accompanying modes of mathematics
education (textbook, lectures, worksheets) will help students transfer and integrate
understanding between the different modes”
When Does The Use Of Computer Games And Other Interactive Multimedia
Software Help Students Learn Mathematics? (DRAFT June 14, 98), Maria M. Klawe, Department
of Computer Science The University of British Columbia Vancouver, Canada, V6T 1Z4
http://mathforum.org/technology/papers/papers/klawe.html
“Mediation includes helping students to forge links between computer and other
experiences”
“students may not fully generalize the variable idea as used in computer
programming to other situations”
“Effective teachers appear to plan and oversee computer programming experiences to
ensure that students reflect on and understand the mathematical concepts”
The Future of Educational Computing Research: The Case of Computer
Programming DOUGLAS H. CLEMENTS http://investigations.terc.edu/relevant/pdf/EducationalComputing.pdf
In the paper Teaching
for Transfer , Perkins and Salomon talk of "low road" and "high
road" transfer. Low road transfer reflects the automatic triggering of well-practiced
routines in circumstances where there is considerable perceptual similarity. High road
transfer occurs between unrelated disciplines where there is no obvious connection.
Furthermore, high road transfer can be forward-reaching or backward-reaching. With forward
reaching transfer, one seeks new domains where newly acquired skills could be used. With
backward reaching transfer, one finds oneself in a problem situation, abstracts key
characteristics from the situation, and reaches backward into one's experience for
matches.
They advocate "hugging” and "bridging". Hugging means that teachers make the crooss curriculum connections as discussed previously so as to facilitate low road transfer. With bridging, teachers mediate the needed processes of abstraction and connection. A concept akin to Metacognition.
If the body of knowledge is changing so rapidly that what is being taught will be irrelevant before kids leave school, then learning how to learn is a more important skill to teach. Metacognition can be described as thinking about thinking or reflecting on learning and problem solving strategies (read more at http://www.education.auckland.ac.nz/learning/tech/ict/education/it6.asp)
Metacognition is reflecting on thinking:
(a) what the strategy was,
(b) why the strategy was useful,
(c) how the strategy was used,
(d) when and where the strategy should be used and
(e) how to evaluate the use of the strategy
A major factor in acquiring metacognitive skills is said to be Cognitive Conflict.
Cognitive Conflict is when you thought you understood something but conflicting
information causes you to reassess your internally constructed model of reality.
Cognitive Conflict is why we enjoy playing games. http://logos.mind.sccs.chukyo-u.ac.jp/jcss/ICCS/99/olp/p1-57/p1-57.htm
LOGO research says "those behaviours indicative of cognitive conflict were related to scores on a measure of problem solving (higher-order thinking)." http://investigations.terc.edu/relevant/pdf/EducationalComputing.pdf
The other component of metacognitive learning is the time to reflect and generalise the metacognitive strategies that you have learnt. Class discussions and the keeping of journals could assist metacognition.
“Teachers who are skilled in methods of encouraging and promoting metacognition
will play a crucial part in helping students make use of the potential benefits which
computers may offer in schooling”
Metacognition & learning strategies for teachers using computers by
A.N.Hunt http://www.education.auckland.ac.nz/learning/tech/ict/education/it6.asp
“there is such a thing as becoming a good learner and therefore … teachers
should do a lot of learning in the presence of the children and in collaboration with
them.”
What is Logo? Who Needs It? by Seymour Papert
See "Transfer Of Declarative Knowledge In Complex Information Processing Domains " http://act-r.psy.cmu.edu/papers/Harvey_Anderson95-abs.html for another distinction, that between Decalrative and Procedural knowledge.
http://act-r.psy.cmu.edu/publications/pubinfo.php?id=330 Singley, M. K. & Anderson, J. R. (1988). A keystroke analysis of learning and transfer of text editing. Human Computer Interaction, 3, 223-274. gives a good account of how Constructionism is influenced by the (unpopular) Doctrine of Formal Discipline "transfer... is broad and takes place at a general level, sometimes spanning domains that share no content"
Internet Filtering
Schools filter a range of inappropriate web material for a number of reasons:
Often game sites are blocked because they are perceived to be "bad" for
children. Computer games are no more "bad" than are free reading, chess or
outdoor games. They are inappropriate things to be playing when other work needs to be
done but they are no more deserving of banning than free reading, chess or outdoor games.
Internet filtering is problematic, there are always inappropriate sites that slip through
and valuable sites which are banned. It seems that in the order of 20% of inappropriate
sites slip through filters and in the order of 20% of benign sites are blocked. It seems
that internet filtering is driven by the need for schools to be seen to be doing something
rather than by the benefits it gives.
To quote a few sources:
"Filtering is anti-educational in its explicit manifestation because it prevents
students from accessing certain materials that they might find important, interesting, and
relevant to their learning. Perhaps more important, filtering is anti-educational in its
implicit messages about what adults think about education; it promotes a notion of
education steeped in the importance of obedience and acquiescence, while compromising
opportunities for independent student questioning and discovery. It manifests a distrust
for students and in many cases an exaggerated sense of their vulnerability. As a result,
filtering operates counter to what students need to learn in school to discern,
discriminate, synthesize, and evaluate. How can students learn to be responsible, to make
good social and intellectual choices, if those choices are made for them by filtering the
information they can and cannot access? It is difficult to teach young people self-control
and judgment by denying them access to those things about which they need to exercise
judgment."
"Deep knowledge and understanding, creativity, critical thinking, discernment,
wisdom, and judgment are not about the accumulation of facts. They are about grasping the
relationships between ideas, information, ethics, and culture. When students search the
Internet, the sites they go to are not simply destinations; they are steps on the path to
further discovery. When one door is closed, entire hallways of further doors may be closed
off as well"
Just Give It To Me Straight: A Case Against Filtering the Internet, T. A.
Callister, Jr. Whitman College Nicholas C. Burbules University of Illinois"
http://faculty.ed.uiuc.edu/burbules/papers/straight.htm
"four popular filter programs failed to block objectionable Internet content
25% of time"
"In a study Utah public schools and libraries, ... found that the program
incorrectly blocked non-objectionable web pages 5% of the time"
"research into over-filtering has found that filters incorrectly block benign
material 21% of the time"
"The survey work and filter effectiveness studies I have just cited, lead me to
conclude that software filters and Internet content rating systems, at least as they are
currently configured, are not the optimal solution for protecting children from harmful
Internet material. Filters and Internet rating systems are a seductively simple solution
which promise to solve a long standing problem by simply installing a piece of software.
It is my contention however that complex social problems can not be reduced to lines of
code. Rather, social problems call for social solutions, and in my mind the most effective
and contextually sensitive filtering and rating system ever devised is a concerned parent
taking the time to surf the Internet with his/her child."
http://www.cse.ogi.edu/~mpj/ifc/ifcReport.pdf the appendix,
Christopher D. Hunter's testimony to the COPA Commission :
"Most of the schools that the committee visited had installed filters, and many
libraries had done so as well. However, when asked what benefit filters offered their
schools and libraries, teachers and librarians invariably pointed to the political and
management benefits--not a single teacher or librarian said that his or her students or
patrons were better off with filters in place"
http://books.nap.edu/html/youth_internet/
"filter programs meant to block pornographic content on public computers
blocked as much as 25% of health-related web sites when the filter was set to its most
restrictive setting"
http://oncampus.richmond.edu/connect/issues/health/health-gen.html
"we believe that ... Employ(ing) Minimal/Zero Filtering System and Use(ing)
Comprehensive Curriculum/Educational Materials Dealing with Digital Conduct (e.g.,
slander, copyright, spamming, flaming, hate groups, pornographic materials) deserves ...
highest consideration"
http://coe.ksu.edu/bailey/filterpaper.pdf
nonscholae.org is a site devoted to the responsible use of blogs, photosharing, podcasts, web hosting, educational games, instant messaging and other social software in schools. Our students want to be web authors, create content and take part in distributed conversations, not just web consumers. Non scholae sed vitae discimus We learn, not for school, but for life - Seneca, Epistulae We believe that these tools and resources should not be blocked or banned from schools.
Research Links
Conference proceedings
http://www.gamelearning.edu.au/conference_sep05.htm
The inaugural Australian Game Programming in Schools Conference. Margaret Meijers, "Game
making and Asperger's disorder", Bill Kerr, "Reflections on 3.5 years of
teaching Game Maker". Al Upton, "Game Maker templates", Tony
Forster, "Constructivist learning in an unstructured environment"
Literature reviews
http://www.lsda.org.uk/files/PDF/1529.pdf
The use of computer and video games for learning A review of the literature, Alice
Mitchell and Carol Savill-Smith, Ultralab, 2004
http://www.idemployee.id.tue.nl/g.w.m.rauterberg/references-ec.html
References in Entertainment Computing
ttp://www.nestafuturelab.org/research/reviews/08_01.htm
Literature Review inGames and Learning REPORT 8: NESTA FUTURELAB SERIES
http://www.idemployee.id.tue.nl/g.w.m.rauterberg/publications/LiteratureStudy2004.pdf
ENTERTAINMENT TECHNOLOGY AND HUMAN
BEHAVIOUR: LITERATURE STUDY Matthias Rauterberg Department of Industrial Design Technical
University Eindhoven (The Netherlands)
http://lp.noe-kaleidoscope.org/outcomes/litrev/ learning patterns for the design and deployment of mathematical games, a collaboration between the Universities of Athens, Dublin, Göteborg, London, Utrecht and Warwick and Il Consiglio Nazionale delle Ricerche
http://www.fas.org/main/content.jsp?formAction=297&contentId=475 Games for Learning Resources, Federation of American Scientists (FAS)
http://projects.ict.usc.edu/itgs/papers/Oneil05LearningOutcomes.pdf Classification of learning outcomes: evidence from the computer games literature Harold F. O’Neil, Richard Wainess and Eva L. Baker
http://stinet.dtic.mil/cgi-bin/GetTRDoc?AD=ADA441935&Location=U2&doc=GetTRDoc.pdf
THE EFFECTIVENESS OF INSTRUCTIONAL GAMES: A LITERATURE REVIEW AND DISCUSSION
NOVEMBER 2005 Robert T. Hays Naval Air Warfare Center Training Systems Division
Cognitive transfer
http://www.papert.org/works.html
Works by Seymour Papert, Ph.D.
Implicit in much of Papert's work on LOGO, (and often anecdotal), is the assertion that
young children are learning transferable skills
http://scil.stanford.edu/about/staff/bios/PDF/Cog_Effects_Prog
ON THE COGNITIVE EFFECTS OF LEARNING COMPUTER PROGRAMMING
ROY D. PEA and D. MIDIAN KURLAND
Pea's challenge to the (often untested) assumption that LOGO skills were transferable
http://www.papert.org/articles/ComputerCriticismVsTechnocentric.html
Computer Criticism vs. Technocentric Thinking By Seymour Papert
Papert's refutation of Pea's work
The following documents relate to cognitive transfer from computer programming, games
and computers. They are generally dated later than the above links.
http://cognitivedaily.com/?p=21 Cognitive
Daily » Video games can improve performance in vision tasks
http://investigations.terc.edu/relevant/ComputersSupport.html
Computers Support Algebraic ThinkingDouglas H. Clements and Julie Sarama
http://www.psych.ucsb.edu/~mayer/fifth_dim_website/HTML/res_reports/final_report.html
The Fifth Dimension Cognitive Evaluation, Final Report
I think, a significant document. The study found "evidence across three different
sites and using a collection of cognitive outcome measures that participation in the Fifth
Dimension resulted in improvements in children's literacy". The study concentrated on
literacy, not the normally expected mathematical and logical skills. Detailed testing
methodology is given.
http://wac.colostate.edu/aw/teaching/barber2000/carmen_writing.html
"Improving Second Language Writing Skills with Problem Solving Computer Games"
(Writing Skills)by John F. Barber, Ph. D
http://www.educationau.edu.au/archives/CP/REFS/wing.htm
Learning with computers and instructional strategies Peter Beamish and Wing Au University
of Newcastle
http://www.vanguard.edu/faculty/ddegelman/logo.pdf
EFFECTS OF LOGO EXPERIENCE AND GRADE ON CONCEPT LEARNING AND CREATIVITY Douglas Degelman
Ellen J. Brokaw John U. Free Eastern Nazarene College
http://scs.une.edu.au/Units/CurricSt/CSIT513/573/573Menu
Multimedia in Education Tony Brown Created: 25.6.97 The University of New England, NSW,
Australia
http://cerme4.crm.es/Papers%20definitius/9/pittalis.pdf
INTEGRATING TECHNOLOGY IN A MATHEMATICS COGNITIVE INTERVENTION PROGRAM Marios Pittalis,
Nicholas Mousoulides and Constantinos Christou Department of Education, University of
Cyprus
http://www.ioe.ac.uk/playground/About/program.htm
Why teach children programming? Playground Project
http://calico.org/journalarticles/Volume5/vol5-4/Wyatt.pdf
The Logo Syndrome David Wyatt Trinity College
http://otec.uoregon.edu/virtual_manipulatives.htm
Virtual Manipulatives
http://mathforum.org/technology/papers/papers/klawe.html
When Does The Use Of Computer Games And Other Interactive Multimedia Software Help
Students Learn Mathematics?(DRAFT June 14, 98)Maria M. Klawe
http://www-jime.open.ac.uk/2002/2/boyle-02-2-01.html
Boyle, T. Towards a theoretical base for educational multimedia design Journal of
Interactive Media in Education, 2002
http://archive.cs.uu.nl/pub/RUU/CS/techreps/CS-2004/2004-056.pdf
GAME DESIGN IN EDUCATION Mark Overmars Institute of Information and Computing Sciences
http://www.becta.org.uk/page_documents/research/cge/aspects.pdf
Computer Games in Education Project BECTA What aspects of games may contribute to
education?
http://www.tsof.edu.au/Projects/PLICT/Grants/Reports03/holmes.asp
The interrelationship between higher order thinking skills in student learning and the
pedagogy of Robotics across the curriculum.
http://www.edutopia.org/ The George Lucas
Educational Foundation (GLEF) is a nonprofit operating foundation that documents and
disseminates information about exemplary programs in K-12 schools to help these practices
spread nationwide.
http://www.ncsu.edu/meridian/jan98/feat_1/kiddesigner.html
Each game was designed by a team of students with an adult assigned to support them and
facilitate the design process. The actual programming of the games was done by the
University of Georgia personnel using Authorware, a multimedia authoring tool by
Macromedia
http://www.lookstein.org/integration/curriculum_transfer.htm
Teaching for Transfer, D. N. Perkins and Gavriel Salomon, The Lookstein Centre .
http://act-r.psy.cmu.edu/papers/Harvey_Anderson95-abs.html Transfer Of
Declarative Knowledge In Complex Information Processing Domains
Gender
http://www.cs.ubc.ca/labs/imager/tr/pdf/inkpen.1995a.pdf Playing Together Beats Playing Apart, Especially for Girls Kori Inkpen
http://www.edgelab.ca/publications/jcmst94.pdf “We Have Never-Forgetful Flowers In Our Garden:”Girls’ Responses To Electronic Games. 1994. K. Inkpen, R. Upitis, M. Klawe, J. Lawry, A. Anderson, M. Ndunda, K. Sedighian, S. Leroux, and D.Hsu
http://www.innovateonline.info/index.php?view=article&id=209&action=article Using Games to Promote Girls' Positive Attitudes Toward Technology by Richard Van Eck
Games Facts
http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverpage.html
Crawford, The Art of Computer Game Design
http://gamemaker.nl/tutorials/goodgame.zip
Tutorial: What is a good game? Copyright 2003-2004, Mark Overmars
http://www.theesa.com/files/EF2003.pdf
Essential Facts About the Computer and Video Game Industry - 2003
http://www.gdaa.asn.au/about/gdaaindustryfactsheetoct2003.pdf
GAME DEVELOPERS’ ASSOCIATION OF AUSTRALIA GAME INDUSTRY FACT SHEET 2003
http://portal.newman.wa.edu.au/technology/10cap/html/TopTwenty.htm
Top Twenty Games Publishers
Games - Good or Bad?
http://www.uta.fi/~tlilma/Ermi_Mayra_Power_and_Control_of_Games.pdf
Power and Control of Games: Children as the Actors of Game Cultures Laura Ermi & Frans
Mäyrä
http://web.mit.edu/21fms/www/faculty/henry3/children.htm
CHILDREN'S CULTURE
http://www.idemployee.id.tue.nl/g.w.m.rauterberg/publications/IFIPWCC2004paper.pdf
Rauterberg, M. (2004). Positive effects of entertainment technology on human behaviour
http://www.ci.minneapolis.mn.us/dhfs/docs/MSSsportsbrief.pdf
Benefits Associated with Participation in School Sports and Other Extracurricular
Activities in Adolescence
http://switch.sjsu.edu/v7n1/articles/cindy02.html
Online Game communities are social in nature By Cindy Ahuna
http://www.futureofchildren.org/usr_doc/vol10no2Art2.pdf
Children and Computers:New Technology—Old Concerns Ellen A.Wartella Nancy Jennings
http://www.futureofchildren.org/usr_doc/vol10no2Art6.pdf
The Impact of Home Computer Use on Children’s Activities and Development Kaveri
Subrahmanyam Robert E. Kraut Patricia M. Greenfield Elisheva F. Gross
http://www.districtadministration.com/page.cfm?p=358
EDITOR'S LETTER Knot in My Class!by Gary StagerDistrict Administration magazine April 2003
http://www.allianceforchildhood.net/projects/computers/computers_reports_fools_gold_download.htm
Alliance for Childhood - Fool's Gold A Critical Look at Computers in Childhood
http://www.theory.org.uk/david/effects.htm
Ten things wrong with the "effects" model. This essay sets out ten reasons why
'effects research' as we have seen it so far seems to be fundamentally flawed and is often
surprisingly poor. This leads to the conclusion, that media influences are something that
we still know very little about, because the research hasn't been very good or
imaginative... and so, therefore, it's still an open question.
http://www.uh.edu/engines/indiana.htm WHAT PEOPLE SAID ABOUT BOOKS IN 1498
Making Games
http://www.eecs.umich.edu/~soar/Classes/494/talks/Game-timeline.pdf
Game Production TimeLine, John Laird, University of Michigan
http://www.gamedev.net/reference/articles/article261.asp
OK! What Do I Do Before Starting to Write a Game?
Playing Games
http://www-2.cs.cmu.edu/~smrobert/tucson/~WRL4099.tmp
Video Games as an Education Tool, Scott M. Robertson
http://www.silversprite.com/papers/42.pdf
Use of Computer and Video Games in the Classroom, John Kirriemuir Professor Angela
McFarlane
http://www.bris.ac.uk/education/research/networks/gern/gdc05.ppt
A survey of COTS games used in education, John Kirriemuir
http://www.silversprite.com/games/resources/ Resources relevant to the use
of commercial or "pure" computer and video games in education, teaching and
learning
http://aaim.org/game_resources.htm
Interactive Software and Game Techniques to Enhance Teaching and Learning, Association for
Applied Interactive Media
http://edufrag.blogspot.com/ Educational Gaming
at Drexel University, using Unreal Tournament 2004. Developers can upload maps here and
testers can provide feedback
http://www.ifets.info/journals/8_2/5.pdf
VR-ENGAGE is similar to that of the popular game called “DOOM” (ID-Software
1993) which has many virtual theme worlds with castles and dragons that the player has to
navigate through and achieve the goal of reaching the exit
http://www.timrylands.com/ The approaches
he uses are innovative and imaginative, in particular his use of games software.
Delivering via an interactive whiteboard, he edits then shows high multimedia content
computer games to stimulate discussion between pupils in the literacy hour.
http://www.minkhollow.ca/KB/ Serious games , pedagogy in COTS games, instructional games design, cultural preservation through game technology, teaching CS using games
Machinima
Using game systems to make movies
http://www.acmi.net.au/essay_playing_movies.htm "playing the movies" Helen Stuckey, ACMI
http://www.machinima.org/machinima-faq.html
http://www.ictlic.eq.edu.au/IGL2006/program/vincent_trundle.html
Other stuff
http://www.pixeled.org.au/index.htm
PixelEd is a non-profit organisation that offers support to teachers and students in
multimedia
http://gamelearning.wikispaces.com/ Games programming Wiki
"The mind is not a vessel to be filled but a fire to be kindled." Plutarch (46 - 127)
"We cannot teach people anything; we can only help them discover it within themselves". - Galileo Galilei (1564-1642)
"It is not that students cannot learn, it is that they do not wish to" Mihaly Csikszentmihalyi
"Education is an admirable thing. But it is well to remember that nothing that is worth knowing can be taught." Oscar Wilde
Copyright Tony Forster, reproduction for academic purposes with acknowledgement is
permitted
Contact:
Tony Forster, Melbourne, Australia
forster at ozonline dot com dot au
Skype or
+61 3 9796 8161
