BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| MOLECULAR BIOLOGY AND GENETICS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| CET3054 | Game Based Learning | Fall | 3 | 0 | 3 | 6 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Basic information
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
| Recommended Optional Program Components: | There is no recommended optional program component. |
| Course Objectives: | Our primary goals will be as follows: • Analyze educational games to explain a range of potential learning applications • Decide what type of game would be an appropriate medium of instruction, given a set of objectives and a description of a learner group and context • Discuss the implications of different models, theories, topics and tools related to learning through digital games • Use, where appropriate, selected psychological theories to describe motivational and affective aspects of instruction, possible models being: Csikszentmihalyi's flow model, and Gee’s semiotics and identity • Explore the design and use of non-commercial and Commercial Off the Shelf (COTS) games in classrooms. • Describe and explain selected issues, people, concepts, and principles involved in the design of educational games • Explore the characteristics of effective digital game media, both designed for instructional use, and for entertainment. • Design and document an educational game storyboard or prototype, identifying target users, objectives, outcomes, and issues • Reflect on and explain the design processes you use in creating motivating educational games • Examine the potential and limitations of game based learning • Practice effective game-based teaching and learning |
Learning Outcomes
|
The students who have succeeded in this course; • Demonstrate reflective and critical thought about the value of game based learning • Design, and develop games in the context of education and document its rules, attributes, context of use, and rationale • Analyze the learning potential in a completed game or proposed design to determine whether or not it might be suitable for use in an educational setting. • Locate and assess appropriate resources for gathering information about the efficacy of GBL |
Course Content
| Most recently, the study of computer games and digital games for education has become a major focus among teachers, scholars, practitioners, and developers. Therefore, this course is designed as an introduction to the use of computer games and digital games for instruction and learning. Although the study of games has been around for over fifty years, it has only been of late that richly designed digital applications have garnered such attention among educators, researchers, and policy makers. Thus, in this course we will critically examine the adoption and use of games for education. Besides, students will explore the theories; possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. Throughout the course, we will ask questions to include: • What makes games interesting or fun? • How can we maximize enjoyment without sacrificing instructional quality? • What can be learned from games and how do we evaluate this? These questions seek to uncover psychological and sociological effects of games and play. |
Weekly Detailed Course Contents
| Week | Subject | Related Preparation |
| 1) | Required reading: No required reading for the first week | 1. Review syllabus, course web site, & game titles and equipment |
| 2) | Reading: 1. Schell (2008) Chapter 25 Prototyping, playtesting. 2. Prensky (2001) Chapter 16. Future of educational games | |
| 3) | Reading: Game elements for best learning -Learning theories -What is GBL? -What makes games engaging? (Prensky, 2001, Chapter 5&7) | 1. Analyze educational games -Find at least 10 different educational games according to your interest -Analyze them and find commonalities -Among those games, decide which games might be appropriate medium of instruction for the target level and content. -Try to think about how you can use them in the real classroom setting. -Be ready to discuss these issues in classroom |
| 4) | 1. Prensky (2001) Chapter 12 Game-based instruction 2. Schell (2008) Chapter 10: -Game Genres -Some elements are game mechanics | 1. Do some research on game genres and game mechanics 2. Summarize your research 3. Create a presentation on game genres and game mechanics 4. Be ready to present it to your classmates in 10 minutes |
| 5) | Reading: Incorporating Educational Games into classrooms -How to use it -Learning models -Powerpoint games -Examples | Identifying -target users, -learning objectives, -learning methods, -choice of game and purpose -procedures -timing -methods used for assessment and evaluation -outcomes |
| 6) | Presentations of the game based learning classes/training modules by the students in groups | Identifying -target users, -learning objectives, -learning methods, -choice of game and purpose -procedures -timing -methods used for assessment and evaluation -outcomes |
| 7) | Presentations of the game based learning classes/training modules by the students in groups | Identifying -target users, -learning objectives, -learning methods, -choice of game and purpose -procedures -timing -methods used for assessment and evaluation -outcomes |
| 8) | 1. History of games in education 2. Prensky (2001) Chapter 1-2 3. Have learners changed? 4. 21st century skills | 1. Do research on educational games 2. What is a game? 3. What is a digital game? 4. What is an educational game? 5. Read the first chapter of Schell’s book |
| 9) | Reading: Schell (2008) Chapter 23 Instructional design vs. Game design Game design models | 1. Do research on various game design models 2. Prepare a presentation for the game design models you find 3. Create your own game design model 4. Be ready to present your own game design model to your classmates |
| 10) | Reading: Schell (2008) Chapter 24 Game Design Documents | 1. If you have an educational game idea, be ready to present it to your classmates so that you can create a team 2. Present and advertise your idea to the classmates and build groups to work with 3. Do research on game design documents and find at least 3 different game design documents 4. Be ready to present the game design documents you find 5. Focus on the salient points/elements of the game design documents you find |
| 11) | Reading: Objectives, Rules, Challenges, Assessments | Building an educational game 1. Do research on some of the specific game elements that you might use in your game 2. Be ready to present those elements in the class as a group. -Story (presenting story, cut scene, flashback, lecture, video, story line, bullet point…etc) -Game elements (graphics, award, beauty, competition, fantasy, hero, jeopardy, mastering, mystery, poll, scoring/grading, setting, timer…etc) -Pedagogical elements (cues, guide, mentor, noise, difficulty, speed, alert, feedback, tasks, replay, save, scaffolding, walk-through, illustration, strategies...etc) |
| 12) | Various game examples from various types of platforms and contexts Augmented reality, mobile games, computer games, game platform titles, simulations…etc. | |
| 13) | Presentations of your game design | -Reflect on and explain the educational game design processes -Discuss other groups’ game designs |
| 14) | Presentations of your game design | -Reflect on and explain the educational game design processes -Discuss other groups’ game designs |
Sources
| Course Notes / Textbooks: | Prensky, M. (2001). Digital Game-Based Learning. McGraw Hill. URL: http://www.amazon.com/Digital-Game-Based-Learning-Marc-Prensky/dp/0071454004 |
| References: | Schell, J. (2008). The Art of Game Design: A Book Lenses URL: http://www.amazon.com/Art-Game-Design-book-lenses/dp/0123694965 • Ito, M. et al., (2009). Hanging Out, Messing Around, and Geeking Out URL: http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11889 • Salen, K. (2007). The Ecology of Games: Connecting Youth, Games, and Learning. MIT Press. • Gee, J.P. (2007). What Video Games Have to Teach Us About Learning and Literacy: Revised and Updated Edition. Palgrave Macmillan. |
Evaluation System
| Semester Requirements | Number of Activities | Level of Contribution |
| Project | 1 | % 70 |
| Midterms | 1 | % 10 |
| Final | 1 | % 20 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 10 | |
| PERCENTAGE OF FINAL WORK | % 90 | |
| Total | % 100 | |
ECTS / Workload Table
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 1 | 80 | 80 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 20 | 20 |
| Total Workload | 162 | ||
Contribution of Learning Outcomes to Programme Outcomes
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Utilize the wealth of information stored in computer databases to answer basic biological questions and solve problems such as diagnosis and treatment of diseases. | 3 |
| 2) | Acquire an ability to compile and analyze biological information, clearly present and discuss the conclusions, the inferred knowledge and the arguments behind them both in oral and written format. | 4 |
| 3) | Develop critical, creative and analytical thinking skills. | 5 |
| 4) | Develop effective communication skills and have competence in scientific speaking, reading and writing abilities in English and Turkish. | 3 |
| 5) | Gain knowledge of different techniques and methods used in genetics and acquire the relevant laboratory skills. | 4 |
| 6) | Detect biological problems, learn to make hypothesis and solve the hypothesis by using variety of experimental and observational methods. | 4 |
| 7) | Gain knowledge of methods for collecting quantitative and qualitative data and obtain the related skills. | 3 |
| 8) | Conduct research through paying attention to ethics, human values and rights. Pay special attention to confidentiality of information while working with human subjects. | 5 |
| 9) | Obtain basic concepts used in theory and practices of molecular biology and genetics and establish associations between them. | 4 |
| 10) | Search and use literature to improve himself/herself and follow recent developments in science and technology. | 5 |
| 11) | Be aware of the national and international problems in the field and search for solutions. | 4 |