Main Content
Syllabus
LDT 401: Gaming2Learn
Gaming2Learn is a course focused on the integration of gaming into learning environment design. The focus is not on designing new educational games but rather on thinking deeply about the issues associated with learning from games and how that can work within integrated educational environments.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
This course looks at the impact of gaming on learning at many levels in different contexts. The course begins with a discussion of traditional educational gaming followed by a careful exploration of the theoretical foundations of gaming in learning such as work by Katie Salen, James Gee, and Mark Prensky. This is accompanied by a discussion of video gaming, specifically, as an educational tool and the various difficulties or obstacles with employing games in classrooms. Commercial off the shelf (COTS) games are then explored as a learning tool followed by an in-depth examination of the integration of gaming in the classroom.
Gaming2Learn is a course focused on the application of gaming for the purpose of learning. It is not a game design course but rather a course focused on the application of gaming to learning contexts including K–12, corporate, nonprofit, informal, and nonformal learning. This course looks at the impact of gaming on learning at many levels in different contexts. The course discusses both traditional educational gaming and commercial off the shelf (COTS) gaming as learning tools. The course explores the theoretical foundations of gaming in learning as well as the concerns expressed toward video gaming as an educational tool and the various difficulties with employing games in classrooms. The ultimate goal of the course is to help teachers and instructors understand more deeply how to integrate games into learning in an effective, efficient, and fun fashion.
Course Objectives
In this course, you will learn to describe the impact of gaming and discuss traditional educational gaming in K–12, corporate, and informal learning contexts. You will gain a strong theoretical foundation in gaming for learning and describe and apply video gaming as an educational tool. You will identify obstacles to using games and learn about the use of commercial off the shelf (COTS) games in learning environments. You will also have the opportunity to work with role plays, simulations, and educational gaming as learning tools. You will describe ways that games can be used in traditional and non-traditional learning environments for learner engagement, and you will link these ideas to learning theories and best practices.
Course Materials
The required readings, video content, and other materials are all provided. No separate textbooks need to be purchased.
Besides the readings listed in the Course Schedule, there are additional resources for different interests and emphasis areas:
Resources for Designing Lesson Plans
There is no one way to design a lesson plan, but there are core features and concept areas that each plan should have. Some resources to help you design lesson plans include:- Strategies for Effective Lesson Planning
- K-12 & Teacher education lesson plans on the NEA Foundation website (Updated from prior link on NEA, now broken):
- Creative Lessons to Open Classrooms & Minds To The World
- The NEA Foundation Lesson Plans
- Resources and lesson plans on the New Hampshire Bureau of Adult Education web site.
- Resources and lesson plans on the US Department of Labor:
- Individualized learning plans & other resources for youth: https://www.dol.gov/agencies/odep/program-areas/individuals/youth/individualized-learning-plan
- Apprenticeship and other resources: https://www.dol.gov/agencies/odep/topics/youth/policymakers
- Lesson plans for career and technical fields including finance, business, training, law enforcement and many others at Texas CTE (look under Career Cluster Pages):
Core Supplemental Readings for All Students:
- Steinkuehler, C., & Squire, K. (2014). Videogames and learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (2nd ed., 377–396). Cambridge University Press.
- Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58.
Resources for Those Focusing on Workforce Development or Informal Learning Environments (Core Readings & Resources):
- Rogoff, B., Callanan, M., Gutierrez, K. D., & Erickson, F. (2016). Chapter 11: The organization of informal learning. Review of Research in Education, 40(1), 356–401.
Resources for Those Focusing on Primary Education:
- Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202–223.
Resources for Those Focusing on Secondary Education:
- Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., ... & Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192.
Resources for Those Focusing on Special Education:
- Durkin, K., Boyle, J., Hunter, S., & Conti-Ramsden, G. (2015). Video games for children and adolescents with special educational needs. Zeitschrift für Psychologie, 221(2), 79–89.
Resources for Those Focusing on Adult Learners:
- Alonso-Díaz, L., Yuste-Tosina, R., & Mendo-Lázaro, S. (2019). Adults video gaming: Key competences for a globalised society. Computers & Education, 141, 103616.
Resources for Those Focusing on Out-Of-School/Informal Learning:
- Steinkuehler, C. (2007). Massively multiplayer online gaming as a constellation of literacy practices. In E-Learning and Digital Media, 4(3), (297–318).
Resources for Those Focusing on Learning Through Esports/Competitive Play:
- Richard, G. T., McKinley, Z. A., & Ashley, R. W. (2019). Collegiate Esports as learning ecologies: Investigating collaboration, reflection, and cognition during competitions. Transactions of the Digital Games Research Association (ToDIGRA Journal), 4(3), 1–41.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
| Lesson | Assessment | Type | Points | % of Grade |
|---|---|---|---|---|
| 2 | Potential of Gaming | Discussion Forum | 2 | 2 |
| 4 | Gamestar Mechanics Paper | Assignment | 20 | 20 |
| 5 | Watching Gamers Play | Discussion Forum | 5 | 5 |
| 6 | Playing with Gamers | Discussion Forum | 5 | 5 |
| 6 | Webliography Sign-up | Discussion Forum | 5 | 5 |
| 7 | COTS Game for Integration Project | Discussion Forum | 1 | 1 |
| 8 | Webliography, Part 1 | Discussion Forum | 5 | 5 |
| 9 | Webliography, Part 2 | Discussion Forum | 5 | 5 |
| 10 | Webliography Reflections | Assignment | 5 | 5 |
| 10 | Games for Integration Plan | Discussion Forum | 1 | 1 |
| 11 | Alignment With Standards | Discussion Forum | 2 | 2 |
| 13 | Integration Plan Draft | Discussion Forum | 2 | 2 |
| 15 | Defend Position on Gaming | Discussion Forum | 2 | 2 |
| 15 | Final Integration Paper | Assignment | 40 | 40 |
| Total | 100 | 100% |
| % of Points | Letter Grade |
|---|---|
|
93–100
| A |
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90–92.9
| A− |
|
86–89.9
| B+ |
| 83–85.9 | B |
|
80–82.9
| B− |
| 77–79.9 | C+ |
| 70–76.9 | C |
| 60–69.9 | D |
| 0–59.9 | F |
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames, readings, and activities.
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.