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Global Conflicts: Palestine |
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Written by Dick Davies
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Tuesday, 11 July 2006 |
Global Conflicts: Palestine takes students to the Israeli-Palestinian conflict, where they as a journalist have to navigate the unsafe waters in the region to get their story. As the students progress they realize that keeping an open mind is not easy and the conflict have at least two sides to it.
The students complete the game missions by exploring the game universe building up trust with relevant sources through dialogue. The game does not work in a vacuum but is combined with teacher lectures, group discussions, background material, primary sources and journalistic writing to create rich learning experiences for all students.
The initial tests in schools are promising with 60% of the students finding they learn more than in a traditional course. Up to 90% of the students find the course to be interesting and would like to have a similar course again.
Global Conflicts: Palestine grows out of the leading game centre at the IT-university of Copenhagen. The game is based on extensive collaboration between researchers, game developers, subject matter experts and teachers to provide a game experience that lives up to an educational agenda without losing the gameness.
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Teaching Economics Using Serious Games |
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Written by Dick Davies
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Wednesday, 05 July 2006 |
The UNCG Division of Continual Learning is developing a video game for college credit that takes online instruction into new frontiers. Called ECON 201, the game teaches the principles of microeconomics by following an alien species that must learn how to survive after crash-landing on a futuristic, post-apocalyptic earth.
“Regardless of how skilled the instructor, it can be a challenge to teach complex concepts in a traditional classroom using standard lecture techniques,” said Dr. Robert Brown, dean of the Division of Continual Learning. “That’s certainly true of economics, which is a highly theoretical subject. Online gaming techniques can bring that theory to life.”
Course content is delivered through a series of problem-solving tasks that are part of the overarching game narrative. To evaluate progress, students must prove they firmly grasp the information covered as they move from level to level within the game – answering questions and making decisions that indicate they can apply what they’ve learned in a variety of situations. From Uni.of North Carolina site via Serious Games Source
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Le Jeu Cyber-Budget |
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Written by Sarah Sniderman
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Thursday, 22 June 2006 |
Le jeu Cyber-Budget propose à tout Internaute d’approfondir ses connaissances relatives à la gestion des finances publiques d’une façon à la fois interactive et pédagogique.
Amené, le temps du jeu, à remplacer le ministre du Budget, vous devez accomplir successivement trois missions en conformité avec le calendrier budgétaire : la préparation du budget, sa programmation et sa gestion.
Durant chacune des deux premières missions (préparation et programmation), une série d’épreuves ludiques propose de développer votre connaissance de l’environnement budgétaire (ordres de grandeurs, structure, négociations etc.).
Vous devrez par exemple montrer votre capacité à manœuvrer entre les contraintes du déficit et de la croissance économique (cf. jeu de la Montgolfière budgétaire).
La troisième mission vous plonge au coeur de la gestion budgétaire puisqu’il s’agit de prendre les commandes du budget de la France en assurant l'équilibre des finances publiques.
Au bout de cette aventure budgétaire, vous ferez le bilan de vos résultats et une surprise attend les meilleurs
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