Course Outline
Code: SGD200
Title: Game-Based Learning
Faculty of Arts and Business
School of Communication and Creative Industries
Teaching Session: Semester 1
Year: 2017
Course Coordinator:
Dakoda Barker
Email:
[email protected]
1.
What is this course about?
1.1
Course description
This course examines games through the lens of learning theories, and explores ways that both learning games
and entertainment games can teach and inform players. You will learn to design learning games that are
entertaining, but also grounded in theory. You will play, analyse, and evaluate games, as well as develop a
concept and prototype for a digital game or design learning experiences around an existing game. This course is
useful for those who wish to design games to persuade, inform, teach or change behaviour. It is also useful for
those who wish to use games for teaching or training purposes.
1.2
Course content
The state of game-based learning, learning theory, fun and play, child vs. adult audiences, market for gamebased learning, evaluation of game-based learning, game-based learning design models, new technologies
2.
12 units
Unit value
Page 2
Course Outline: SGD200 Game-Based Learning
3.
How does this course contribute to my learning?
Specific Learning Outcomes
On successful completion of this
course you should be able to:
Assessment Tasks
You will be assessed on the
learning outcome in task/s:
Graduate Qualities
Completing these tasks successfully will
contribute to you becoming:
Demonstrate knowledge of
learning theories and game
design mechanics and how they
integrate to form learning
games.
1, 2 and 3
Knowledgeable.
Critically analyse games through
given frameworks and learning
theories.
1, 2 and 3
Creative and critical thinkers.
Design and create a prototype of 3
an educational game based on
learning theory, game design
principles, and entertainment
elements which demonstrates a
new contribution to the field.
4.
Am I eligible to enrol in this course?
4.1
Enrolment restrictions
Engaged.
Refer to the Coursework Programs and Awards - Academic Policy for definitions of “pre-requisites, co-requisites
and anti-requisites”
Nil
4.2
Pre-requisites
SGD100 or SGD103 or SGD210
4.3
Co-requisites
Nil
4.4
Anti-requisites
Nil
4.5
Specific assumed prior knowledge and skills
Not applicable
5.
How am I going to be assessed?
5.1
Grading scale
Standard – High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)
Page 3
Course Outline: SGD200 Game-Based Learning
5.2
Assessment tasks
Task Assessment Tasks
No.
Individual
or Group
Weighting
%
What is the
duration /
length?
When should I
submit?
Where
should I
submit it?
1
Critical Personal
Reflection
Individual
25%
1000 words
Friday, Week 7
Blackboard
2
Game Evaluation
Group
35%
1500 words
Friday, Week 10
Blackboard
3
Learning Game
Prototype
Group
40%
2500 words
Pitch: During
tutorial, Week 4
Report: Friday,
Week 13
Presentation:
Scheduled
during exam
block
Blackboard
100%
Assessment Task 1: Critical Personal Reflection
Goal:
This task requires you to demonstrate critical thinking and analysis skills in relation to a game
that you have personally played and learned from, even if the game was not initially designed
for game-based learning. The outcome of this task should demonstrate your understanding
of the implementation and effectiveness of learning theory within games.
Product:
Critical personal reflection document
Format:
Essay format.
You will recount an instance of your own learning through a game (whether the game was
designed for learning or not) and reflect on what you learned, which learning theory
principles you have found within the game, and how that contributed to your learning from
the game. In essence, what did I learn from this game, and how did it teach me?
Criteria
This task is assessed according to level of achievement in the following. Students will:
- Critically analyse game design principles and discuss in relation to interactive media using
appropriate terminology
- Critically analyse relevant aspects of learning theories and discuss in relation to interactive
media using appropriate terminology
- Discuss and reflect upon personal experience in the context of game-based learning
- Develop a clear, cohesive argument supported by effective use of structure, language, and
formatting
- Include an accurate list of references, including all works cited
Generic skill assessed
Skill assessment level
Communication
Developing
Information Literacy
Developing
Page 4
Course Outline: SGD200 Game-Based Learning
Assessment Task 2: Game Evaluation
Goal:
This task requires you to identify learning outcomes in games designed for game-based
learning. You should also develop and implement effective evaluation techniques, and
analyse and clearly communicate the results of this process.
Product:
Game evaluation report
Format:
Report format.
Report should contain: an explanation of the game’s intended learning outcome/s; a detailed
summary of the testing process; justification of testing procedures and exploration of
alternative testing methods; a summary of findings; and a list of recommendations for
alterations and improvement.
Criteria
This task is assessed according to level of achievement in the following. Students will:
- Identify and discuss accurate learning outcome/s
- Select and correctly implement appropriate evaluation methods
- Collect and present data in a useful manner
- Provide valuable and justified recommendations
- Use appropriate communication for a scholarly audience, and include comprehensive
references
Generic skill assessed
Skill assessment level
Problem solving
Developing
Communication
Developing
Assessment Task 3: Learning Game Prototype
Goal:
This task requires you to show a comprehensive understanding of game-based learning by
presenting appropriate design concepts, considering and discussing the implementation of
these concepts, and applying them to appropriate learning contexts. You are also required to
demonstrate clear, concise verbal and written communication skills relevant to the game
industry.
Product:
Idea pitch, written report, and group presentation / prototype demonstration.
Format:
Idea pitch
- Presentation format for an audience of peers / colleagues
- Short pitch (3-5 minutes) with additional time for questions
- Should address the general idea, learning outcome, intended audience, and required game
development skills
Report
- Report format (2500 words)
- Report should contain: game title; log line; detailed overview; game medium and platform;
target audience; game innovation; player objective/s; game mechanics and procedures; game
premise and story; audio-visual components; game design principles; learning context; and
theoretical basis
Page 5
Course Outline: SGD200 Game-Based Learning
Prototype presentation
- Presentation format for an industry audience, designed to ‘sell’ your idea
- 15-minute presentation with additional time for questions
- Presentation should: explain and justify learning outcome and learning context; provide
examples of how your game achieves its goals; and include a demonstration of your
prototype.
Criteria
Idea pitch
This task is assessed according to level of achievement in the following. Students will:
- Demonstrate an understanding of game-based learning
- Identify appropriate audience and relevant game development skills
- Use appropriate verbal and non-verbal communication for audience of peers / colleagues
Report
This task is assessed according to level of achievement in the following. Students will:
- Critically analyse game design principles and discuss in relation to interactive media using
appropriate terminology
- Critically analyse relevant aspects of learning theories and discuss in relation to interactive
media using appropriate terminology
- Develop a clear, cohesive document that uses structure, language, and formatting
effectively
- Include an accurate list of references, including all works cited
Prototype presentation
This task is assessed according to level of achievement in the following. Students will:
- Explain and justify learning outcome and learning context
- Explain and justify how design decisions relate to the learning outcome and learning context
- Demonstrate key features of the game in a functional prototype
- Use appropriate verbal and non-verbal communication for industry audience
Generic skill assessed
Skill assessment level
Applying technologies
Developing
Collaboration
Developing
5.3
Additional assessment requirements
SafeAssign
In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment
tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made
between your submitted assessment item and all other work that SafeAssign has access to. If required, details
of how to submit via SafeAssign will be provided on the Blackboard site of the course.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a)
The final mark is in the percentage range 47% to 49.4%
b) The course is graded using the Standard Grading scale
c) You have not failed an assessment task in the course due to academic misconduct
Page 6
Course Outline: SGD200 Game-Based Learning
5.4
Submission penalties
Late submission of assessment tasks will be penalised at the following maximum rate:
• 5% (of the assessment task’s identified value) per day for the first two days from the date identified as
the due date for the assessment task.
• 10% (of the assessment task’s identified value) for the third day
• 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and
including seven days from the date identified as the due date for the assessment task.
• A result of zero is awarded for an assessment task submitted after seven days from the date identified
as the due date for the assessment task.
Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact
your course coordinator to negotiate an outcome.
6.
How is the course offered?
6.1 Directed study hours
On campus workshop: 3 hours per week
6.2 Teaching semester/session(s) offered
Semester 1 each year
6.3
Course activities
Teaching
Week /
Module
What key concepts/content will I
learn?
What activities will I engage in to learn the
concepts/content?
Directed Study
Activities
Independent Study
Activities
1
Contextualising game-based learning
Workshop
No readings
2
How learners have changed
Workshop
Chapters 2 and 3
3
Traditional education and game-based
learning
Workshop
No readings
4
Idea pitches are being presented in this
tutorial
Workshop
Chapter 4
5
Fun, play, and engagement: Gamedesign principles and gamification
Workshop
Chapter 5
Additional reading on
Blackboard
6
How to combine games and learning
Workshop
Chapter 6
Mid Semester Break
Page 7
Course Outline: SGD200 Game-Based Learning
7
Monday,
17th April,
Public
Holiday
Game-based learning for children and
adults
Workshop
Chapters 7 and 8
8
Tuesday,
25th April,
Public
Holiday
Evaluating learning games
Workshop
Chapter 14
9
Monday,
1st May,
Public
Holiday
Game-based learning in real world
examples and contexts for application
Workshop
Chapter 9, 11, and 12
10
Market for of game-based learning
Workshop
Chapter 13
11
The Prensky Model
Workshop
Chapter 15
12
Other game-based learning models
Workshop
Additional reading on
Blackboard
13
The future of game-based learning
Workshop
Chapter 16
Please note that the course activities may be subject to variation.
7.
What resources do I need to undertake this course?
7.1
Prescribed text(s)
Please note that you need to have regular access to the resource(s) listed below:
Author
Year
Title
Publisher
Marc Prensky
2007
Digital Game-Based Learning
Paragon House
7.2
Required and recommended readings
Lists of required and recommended readings may be found for this course on its Blackboard site. These
materials/readings will assist you in preparing for tutorials and assignments, and will provide further
information regarding particular aspects of your course.
7.3
Nil
Specific requirements
Page 8
Course Outline: SGD200 Game-Based Learning
7.4
Risk management
8.
How can I obtain help with my studies?
Health and safety risks have been assessed as low. It is your responsibility to research and understand risks of
specific courses and to review the USC’s health and safety principles by viewing the online induction training for
students.
In the first instance you should contact your tutor, then the Course Coordinator. Additional assistance is
provided to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an
appointment. To book: Tel: +61 7 5430 2890 or Email: student [email protected]
9. Links to relevant University policies and procedures
For more information on Academic Learning & Teaching categories including:
• Assessment: Courses and Coursework Programs
• Review of Assessment and Final Grades
• Supplementary Assessment
• Administration of Central Examinations
• Deferred Examinations
• Student Academic Misconduct
• Students with a Disability
http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learning-andteaching
10. General enquiries
In person:
• Sippy Downs - Student Central, Ground Floor, Building C
• USC SouthBank - Student Central, Building B, Ground floor (level 1)
• USC Gympie - Student Central, 71 Cartwright Road, Gympie
• USC Fraser Coast - Student Central, Building A
Tel: +61 7 5430 2890
Email: [email protected]