1 00:00:00,820 --> 00:00:05,400 Good evening everyone, this is Alex Salas-López from the Catholic University of Ávila 2 00:00:05,400 --> 00:00:11,019 and I am going to talk to you about game-based learning applied to virtual environments. 3 00:00:11,960 --> 00:00:16,879 To start with, I am going to briefly describe some of the most frequently reported beneficial effects 4 00:00:16,879 --> 00:00:20,280 of game-based learning applied to teaching environments. 5 00:00:21,000 --> 00:00:27,839 First of all, games are the perfect icebreakers by allowing students to present themselves in a relaxed scenario. 6 00:00:28,719 --> 00:00:33,520 This translates to every other teaching activity by helping students to assimilate, 7 00:00:33,520 --> 00:00:36,880 understand and accept better their failures and successes. 8 00:00:38,240 --> 00:00:43,679 This is particularly relevant while simulating real-life scenarios that may be otherwise 9 00:00:43,679 --> 00:00:47,840 hard to exemplify in a classroom or even be dangerous. 10 00:00:49,439 --> 00:00:55,520 Another great example are role-playing games, dynamics that are perfect for problem-solving 11 00:00:55,520 --> 00:01:00,880 by engaging students to adopt a different position than the one that they will be 12 00:01:00,880 --> 00:01:07,799 generally defending in their own lives. The aims of this lecture are introducing you to 13 00:01:07,799 --> 00:01:13,000 game-based learning and gamification. These are actually two sides of the same coin. 14 00:01:14,120 --> 00:01:18,840 By doing this we will learn how to adapt different games according to the learning 15 00:01:18,840 --> 00:01:24,439 characteristics of our group. This depends on the size of the group but also the length of 16 00:01:24,439 --> 00:01:29,439 the program and the objectives. There are many types of games and each of them 17 00:01:29,439 --> 00:01:35,180 will be perfect to a particular objective. So I was saying before every 18 00:01:35,180 --> 00:01:40,159 game must be adapted to its specific purpose and environment. Let's just 19 00:01:40,159 --> 00:01:46,340 imagine a classic game like Hotel. It is important to decide if we want the game 20 00:01:46,340 --> 00:01:53,159 to look like the situation that we are describing or if we want it to feel like 21 00:01:53,159 --> 00:02:02,519 we are doing that specific task the hotel game all the elements reminded us to hotels but when 22 00:02:02,519 --> 00:02:09,539 we were playing it we didn't feel like we were managing a real hotel that translated not in the 23 00:02:09,539 --> 00:02:17,620 mechanics of the system so we really have to think how the elements look but also if every mechanic 24 00:02:17,620 --> 00:02:24,099 in the game is actually learning it's actually helping the students to learn how it works 25 00:02:26,490 --> 00:02:35,770 here i provide a frequent list of games that are used in e-learning processes forums can be used 26 00:02:35,770 --> 00:02:41,610 to allow students to participate keep their opinion even when they are not participating 27 00:02:41,610 --> 00:02:49,030 synchronically to end up this lecture i will present the different applications and resources 28 00:02:49,030 --> 00:02:53,750 that you may use to implement the games according to your teaching objectives. 29 00:02:55,430 --> 00:03:01,909 Don't forget your webcam will be a perfect ally allowing students to interact more directly 30 00:03:01,909 --> 00:03:08,949 possible. We can even split students in different rooms if this is something that is required to 31 00:03:08,949 --> 00:03:17,740 have a smaller group arrangement. As to recall the most important concepts we can always use 32 00:03:17,740 --> 00:03:22,699 memory flashcards this can be implemented with different applications like for example 33 00:03:22,699 --> 00:03:31,340 brain scape also we can provide questions with kahoot this gives you the opportunity to create 34 00:03:31,340 --> 00:03:37,259 quizzes with the most relevant aspects of your lecture in a funny way and with different 35 00:03:37,259 --> 00:03:46,139 backgrounds we can create different prices and badges using credly and also we can engage our 36 00:03:46,139 --> 00:03:55,340 students into a more dynamic activity using a survival environment where every answer can mean 37 00:03:55,340 --> 00:04:02,620 that they will be split out of a group for a brief period of time this can be displayed with just 38 00:04:02,620 --> 00:04:09,259 your webcam and a presentation like this one or using other more developed applications like 39 00:04:09,259 --> 00:04:17,980 google sites google slides etc finally if we if you really have time to create a whole new 40 00:04:17,980 --> 00:04:25,420 environment you can use minecraft this allows you to develop a whole world where students will be 41 00:04:25,420 --> 00:04:32,860 interacting between each other and also with many different environments that we will be creating 42 00:04:32,860 --> 00:04:38,740 inside of this world. Thank you very much for your attention. I hope that you will 43 00:04:38,740 --> 00:04:43,600 be using many of these different resources with your students just to 44 00:04:43,600 --> 00:04:48,639 help them to engage on the different lectures and optimize your learning 45 00:04:48,639 --> 00:04:51,180 processes.