The challenge is
to find some effective ways of getting teachers to realize and
reflect upon the value of gaming in the classroom so that they can consider
ways to embed valuable educational games and some of the game features in their
future teaching.
2011年6月19日 星期日
2010年3月16日 星期二
CERO - Japanese Game Ratings
http://www.cero.gr.jp/
http://www.ign.com/cero.html
Current CERO Ratings
Prior CERO Ratings
(discontinued March 1st, 2006)
CERO Content Descriptors
NOTE: The degree of content included in any category will be factored into the CERO Rating.
http://www.ign.com/cero.html
Current CERO Ratings
CERO - A
Titles rated A have been assessed to be suitable for gamers of all ages. CERO - B
Titles rated B have been assessed to be suitable for gamers ages 12 and up. CERO - C
Titles rated C have been assessed to be suitable for gamers ages 15 and up. CERO - D
Titles rated D have been assessed to be suitable for gamers ages 17 and up. CERO - Z
Titles rated A have been assessed to be suitable only for gamers ages 18 and up. These titles contain explicit content and are banned for sale to any person under the age of 18. CERO - Statistical
Titles with this mark are Statictical software releases and have not been reviewed under the typical terms of CERO. Programs rated in this manner may or may not be appropriate for all ages. CERO - Sampler
Titles rated with this mark are Trial Versions of software. Programs rated in this manner may or may not be appropriate for all ages, and they also may not contain all of the content that will be considered for the CERO rating of the final game release. CERO - Rating Pending
Titles rated with this mark have not yet been rated, as they are not yet complete in production and have not yet been evaluated by CERO. Programs marked in this manner may or may not be appropriate for all ages. Please check back for the final rating at a later date. Prior CERO Ratings
(discontinued March 1st, 2006)
CERO - All
Titles rated with the original All rating have been assessed to be suitable for gamers of all ages. CERO - 12
Titles rated with the original 12 rating have been assessed to be suitable for gamers ages 12 and up. CERO - 15
Titles rated with the original 15 rating have been assessed to be suitable for gamers ages 15 and up. CERO - 18
Titles rated with the original 18 rating have been assessed to be suitable only for gamers ages 18 and up. CERO Content Descriptors
NOTE: The degree of content included in any category will be factored into the CERO Rating.
Romance
Contains expressions of romance or love. (Possibly includes kissing, hugging, dating, and other expressions of romantic desire or relations.) Sexuality
Contains expressions of sexual relations and/or sexual activity. (Possibly includes swimwear or suggestive outfits, exposure of underwear, nudity, suggestive behavior, immoral thoughts, prostitution, sexual contact and/or activities, and other sexual content.) Violence
Contains violent activity. (Possibly includes fighting, bodily harm and wounding, killing, dismemberment, depiction of corpses, blood and gore, and other violent content.) Fright
Contains frightful or horror elements. (Possibly includes traditional horror characters such as ghosts, zombies, vampires, or other elements of the occult, as well as moments designed to frighten. Usually used to designate games that may scare children, the Fright icon might not be found on frightening games outside of lower age ratings, even in games that fall into the Horror genre.) Drinking & Smoking
Contains depiction or references to the consumption of alcohol and/or cigarette or cigar smoking. Gambling
Contains gambling activities, either by depiction or in interactive form. Crime
Contains criminal activity, either by depiction or in interactive form. (Possibly includes illegal activity, dangerous and unlawful behavior, abusive behavior, prostitution, rape, organized crime, and other criminal acts.) Drugs
Contains depiction or references to the use of drugs and illegal narcotics. Language
Contains profane, derogatory or bigoted language. PEGI Pan European Game Information
PEGI Pan European Game Information
What do the labels mean?
The PEGI labels appear on front and back of the packaging indicating one of the following age levels: 3, 7, 12, 16 and 18. They provide a reliable indication of the suitability of the game content in terms of protection of minors. The age rating does not take into account the difficulty level or skills required to play a game.
PEGI 3
The content of games given this rating is considered suitable for all age groups. Some violence in a comical context (typically Bugs Bunny or Tom & Jerry cartoon-like forms of violence) is acceptable. The child should not be able to associate the character on the screen with real life characters, they should be totally fantasy. The game should not contain any sounds or pictures that are likely to scare or frighten young children. No bad language should be heard and there should be no scenes containing nudity nor any reference to sexual activity.
The content of games given this rating is considered suitable for all age groups. Some violence in a comical context (typically Bugs Bunny or Tom & Jerry cartoon-like forms of violence) is acceptable. The child should not be able to associate the character on the screen with real life characters, they should be totally fantasy. The game should not contain any sounds or pictures that are likely to scare or frighten young children. No bad language should be heard and there should be no scenes containing nudity nor any reference to sexual activity.
PEGI 7
Any game that would normally be rated at 3 but contains some possibly frightening scenes or sounds may be considered suitable in this category. Some scenes of partial nudity may be permitted but never in a sexual context.
Any game that would normally be rated at 3 but contains some possibly frightening scenes or sounds may be considered suitable in this category. Some scenes of partial nudity may be permitted but never in a sexual context.
PEGI 12
Videogames that show violence of a slightly more graphic nature towards fantasy character and/or non graphic violence towards human-looking characters or recognisable animals, as well as videogames that show nudity of a slightly more graphic nature would fall in this age category. Any bad language in this category must be mild and fall short of sexual expletives.
Videogames that show violence of a slightly more graphic nature towards fantasy character and/or non graphic violence towards human-looking characters or recognisable animals, as well as videogames that show nudity of a slightly more graphic nature would fall in this age category. Any bad language in this category must be mild and fall short of sexual expletives.
PEGI 16
This rating is applied once the depiction of violence (or sexual activity) reaches a stage that looks the same as would be expected in real life. More extreme bad language, the concept of the use of tobacco and drugs and the depiction of criminal activities can be content of games that are rated 16.
This rating is applied once the depiction of violence (or sexual activity) reaches a stage that looks the same as would be expected in real life. More extreme bad language, the concept of the use of tobacco and drugs and the depiction of criminal activities can be content of games that are rated 16.
PEGI 18
The adult classification is applied when the level of violence reaches a stage where it becomes a depiction of gross violence and/or includes elements of specific types of violence. Gross violence is the most difficult to define since it can be very subjective in many cases, but in general terms it can be classed as the depictions of violence that would make the viewer feel a sense of revulsion.
The adult classification is applied when the level of violence reaches a stage where it becomes a depiction of gross violence and/or includes elements of specific types of violence. Gross violence is the most difficult to define since it can be very subjective in many cases, but in general terms it can be classed as the depictions of violence that would make the viewer feel a sense of revulsion.
Descriptors shown on the back of the packaging indicate the main reasons why a game has received a particular age rating. There are eight such descriptors: violence, bad language, fear, drugs, sexual, discrimination, gambling and online gameplay with other people.
Bad Language
Game contains bad language
Game contains bad language
Discrimination
Game contains depictions of, or material which may encourage, discrimination
Game contains depictions of, or material which may encourage, discrimination
Drugs
Game refers to or depicts the use of drugs
Game refers to or depicts the use of drugs
Fear
Game may be frightening or scary for young children
Game may be frightening or scary for young children
Gambling
Games that encourage or teach gambling
Games that encourage or teach gambling
Sex
Game depicts nudity and/or sexual behaviour or sexual references
Game depicts nudity and/or sexual behaviour or sexual references
Violence
Game contains depictions of violence
Game contains depictions of violence
Online gameplay
Game can be played online
Extended Consumer Advice
This is specific information explaining why a game received its classification. A number of examples are listed below:
Contains: extreme violence, criminal techniques, glamorisation of crime, strong language
Contains: comic violence
Contains: nudity, strong language, unrealistic violence
Game can be played online
Extended Consumer Advice
This is specific information explaining why a game received its classification. A number of examples are listed below:
Contains: extreme violence, criminal techniques, glamorisation of crime, strong language
Contains: comic violence
Contains: nudity, strong language, unrealistic violence
Media in the Lives of 8- to 18-Year-Olds
A national survey by the Kaiser Family Foundation found that with technology allowing nearly 24-hour media access as children and teens go about their daily lives, the amount of time young people spend with entertainment media has risen dramatically, especially among minority youth. Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week). And because they spend so much of that time 'media multitasking' (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes (10:45) worth of media content into those 7½ hours.
Generation M2: Media in the Lives of 8- to 18-Year-Olds is the third in a series of large-scale, nationally representative surveys by the Foundation about young people's media use. It includes data from all three waves of the study (1999, 2004, and 2009), and is among the largest and most comprehensive publicly available sources of information about media use among American youth.
The report was released on Wednesday, January 20, 2010, at a forum in Washington, D.C., that featured the chairman of the Federal Communications Commission, media executives, and child development experts.News Release
Report: Generation M2: Media in the Lives of 8- to 18-Year-Olds
Webcast of the event
Agenda (.pdf)
2010年3月9日 星期二
Gamers
Gamers (generations) by K. M. Kapp, 2007
Traits of Gamers
(in K. M. Kapp 2007,from J Beck & M Wade)
Attributes of Gamers
(by K Dini, psychiatrist, 2008)
- Gamer 1.0 (birth 1961-1970, gaming 1971-1980, game: Pong)
- Gamer 2.0 (birth 1971-1980, gaming 1981-1990, game: Pac-Man, Spac Invaders, Battlezone, Super Mario Brothers, Tetris)
- Gamer 3.0 (birth 1981-1990, gaming 1991-2000, Myst, Zelda, Tomb Raider, Diablo, EverQuest, Super Mario 64)
- Gamer 4.0 (birth 1991-2000, gaming 2001-2010, SimCity, The Sims, Halo, World of Warcraft, America’s Army, Grand Theft Auto 3)
Traits of Gamers
(in K. M. Kapp 2007,from J Beck & M Wade)
- Problem solvers
- Multitasking
- Competitive
- Resilient
- Confident
- Sociable
Attributes of Gamers
(by K Dini, psychiatrist, 2008)
- Gamers are more autonomous
- Gamers believe there are various routes to success
- Gamers attempt to work with what they have instead of waiting until situations are perfect
- Gamers use trial-and-error methods
- Gamers are more likely to ask for advice when needed
- Gamers adapt
- Gamers often feel that people can succeed with hard work
- Gamers believe there are benefits to risks
- Gamers recognize the benefit to following a grand strategy
- Gamers believe in personal responsibility (e.g. in MMORPG)
- Gamers recognize the benefits to functioning in a group (e.g. in MMORPG)
- Gamers learn leadership skill (e.g. in MMORPG)
2009年8月27日 星期四
Game Literacy
Game Literacy - Only a Game ("Hah," She thought, "Here shall be a new game.")
What is Videogame Literacy?
to be continue .....
What is Videogame Literacy?
to be continue .....
2009年8月7日 星期五
2009年7月14日 星期二
Game-Based Learning
http://serc.carleton.edu/introgeo/games/
his module is written to assist faculty who want to start using games to help
them teach.
his module is written to assist faculty who want to start using games to help
them teach.
- The big challenge is to make your learning objective integral to game
play. - Once you've done that, you can use games to:
- Make learning fun
- Liven up your classroom
- Motivate your students to learn outside the classroom
What Is Game-based Learning?
Features of game-based learning (GBL):
- GBL uses competitive exercises, either pitting the students against each
other or getting them to challenge themselves in order to motivate them to
learn better. - Games often have a fantasy element that engages players in a learning
activity through a storyline. - In order to create a truly educational game, the instructor needs to
make sure that learning the material is essential to scoring and winning.Learn
more here.
Categories of games that can be adapted for learning include:
- Video Games (Digital Game-Based Learning)
- Board and Card Games: with descriptions of geoscience games
Why Use Game-based Learning?
Not only does the integration of learning with gaming make science more fun;
it also:
- Motivates students to learn
- Immerses them in the material so they learn more effectively
- Encourages them to learn from their mistakes.
How to Teach with Games
To integrate learning and game play:
- Work out how to give students points for accomplishing certain goals in
a lesson plan - Decide on rewards for the victors
- Create game pieces
- Test your game before you run it
Learn more here.
Some important concerns include:
Geoscience Examples
References
A bibliography of essays and articles dealing with the use of games in education.
2009年6月11日 星期四
Kurt Squire "Designing Game - Based Learning Environments"
Dr. Kurt D. Squire (born July 10, 1972 in Valparaiso, Indiana) is an associate professor at University of Wisconsin-Madison, and Director of the Games, Learning & Society Initiative, best known for his research into game design for education.
He writes a regular column for Computer Games magazine, and has been interviewed for many periodicals and media outlets, from PBS to wired.com.
K u r t
S q u i r e ' s H o m e p a g e
Kurt's Research
Designing Game - Based Learning Environments
Videogames have emerged as an important new medium, shaping how we play, interact, and learn. Games push the boundaries of consumer-grade simulation, interactive narrative, the design of virtual communities, and the formation of a global media culture. Games make it possible to lead virtual civilizations, be an international fiancier, or even explore an electric field from the perspective of a charged particle. My research interest is in how such gaming technologies can be used to support learning in educational settings. This work has three overlapping components: (1) Researching learning through participation in game-based learning environments, (2) The analysis of games and game cultures in naturally occurring contexts, and (3) The design of original game-based media for learning.
He writes a regular column for Computer Games magazine, and has been interviewed for many periodicals and media outlets, from PBS to wired.com.
K u r t
S q u i r e ' s H o m e p a g e Kurt's Research
Designing Game - Based Learning Environments
Videogames have emerged as an important new medium, shaping how we play, interact, and learn. Games push the boundaries of consumer-grade simulation, interactive narrative, the design of virtual communities, and the formation of a global media culture. Games make it possible to lead virtual civilizations, be an international fiancier, or even explore an electric field from the perspective of a charged particle. My research interest is in how such gaming technologies can be used to support learning in educational settings. This work has three overlapping components: (1) Researching learning through participation in game-based learning environments, (2) The analysis of games and game cultures in naturally occurring contexts, and (3) The design of original game-based media for learning.
- Learning in game-based environments
- Analyses of games and games culture
- Designing digital games for learning
- Previous research
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