Trickery: Non-Educational Video Games for Education 

Primary Presenter: Amanda McAndrew

Co-Presenters: Kathryn Hamm, Grant Matheny, and Brandon Poulliot

Organization: University of Colorado Boulder

Role: Sr. Teaching and Learning Consultant

Track: Discussion

Level: Cutting Edge

Abstract: What do students want? Let's listen to them. This panel will be made up of 2 instructional support professionals, 1 graduate student and 2 undergraduate students. Opening remarks will provide references to ECAR's National Study of Undergraduate Students and Information Technology, 2011 and student perceptions of technology use in higher education. We'll then dialogue with students about how video games not necessarily intended for educational purposes can provide a rich educational virtual environment.

Bio: Amanda McAndrew has worked as an instructional technologist for the past several years providing various levels of training, consultation and leadership in both small and large institutions. She has a Masters in Educational Media from Appalachian State University and her professional interests include finding ways to encourage student interaction and engagement in the classroom through the use of technology as well as other “unplugged” options. She has experience in using course management systems, clickers, and social media both as a faculty member and as an administrator.

Description: We'll provide a few opening remarks related to ECAR's National Study of Undergraduate Students and Information Technology, 2011 as a place to start the panel discussion. Then we'll hear brief statements from students' perspectives on how using video games not necessarily intended for educational purposes can provide a highly educational virtual environment. Students' ideas and reflections will provide a different kind of experience rarely seen in conference settings. Instructors often make changes in their teaching styles only when students request it. Providing a panel of students at COLTT could be a catalyst for new endeavors for some instructors. At the very least, students' viewpoints will bring a welcome insight and presence to our discourse on innovative teaching and learning practices.