by
Roel Cantada
I would like to share my project report for my
master's degree in distance education at the
University of the Philippines Open University (UPOU).
Downloads
Report
http://www.mediafire.com/file/ei3fb2b9haja388/CantadaProjectReportEbook.pdf (4.57 mb)
WIP OARs of the game
http://www.mediafire.com/file/qlew0zm3ws3v2pp/phgame1_2-8-2011.oar (15.22 mb)
http://www.mediafire.com/file/qb2377nriczm66s/phgame2_2-8-2011.oar (5 mb)
http://www.mediafire.com/file/cb7coc47ao29ydc/phgame3_2-8-2011.oar (10.44 mb)
Moodle backup (Updated Dec. 19, 2011
)
http://www.mediafire.com/file/zj5155md34ml0ot/backup-19thcent-20111219-1452.zip (955 kb)
You may need to edit the presenter slides url after restoring this moodle backup. Click on the presenter link->edit tab->hand icon->paste new url. (The new url should come from the course files->briefing folder. Right click and copy link to get the url.) Then save.
Abstract
The project explores the design and development of a prototype video game for a distance education course in Philippine history. The project seeks to answer these questions:
- What are the affordable learning actions and constraints of educational games in general and games for learning history in particular?
- What production pipeline of design and development of educational games is appropriate for distance education teachers of Philippine history with meagre resources?
The rationale for the project is the following:
- There is little study on courses as games in distance education.
- In the context of connectivist learning theory there is no study of games as hubs for a personal learning environment (PLE).
- There is no available off the shelf game for teaching Philippine history.
Open Simulator, a Multi-user Virtual Environment (MUVE) was used to create a prototype game. Formative research methods were adopted in the design and development of the game.
It has been found that the game affords the adoption of a wide range of learning theories and methods. As a PLE hub it has weak and strong affordances. In learning history it affords the following:
- It affords the linking and finding of historical sources.
- It affords role playing of historical characters.
- It affords reconstruction of history in multimedia.
- It affords the linking of game play with history.
It has also been found that teachers may impose a minimal amount of constraint on the learning path through quests and virtual objects that serve as obstacles. Items may be hidden from view (to delay use) or pointed out by Non-Player Characters. These constraints may help learners recognize affordable learning actions in the game. It may also scaffold the experience of novice players who are unfamiliar with the 3D environment.
In conclusion, series of steps and guidelines are suggested for developing educational games. It is recommended that teachers exploit the tools of the game for collaborative design and development as well as the production of reusable virtual world archives.
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