We found 44 results that contain "game development"
Posted on: PREP Matrix
Developing Support Systems
This playlist begins with resources about developing a community both inside and outside of grad school, moves into discussions of relationships, families, and spirituality, then provides resources specific to grad students with children, and ends with official entities like GEU and COGS.
NAVIGATING CONTEXT
Posted on: PREP Matrix
Developing Teaching Skills
This playlist begins with an intro to being a TA, moves into resources related to course design, then MSU-specific student feedback, and ends with a technology overview
NAVIGATING CONTEXT
Posted on: #iteachmsu
Educator Development Opportunities
This playlist includes information about various educator development opportunities across the university. This includes tools and technology workshops from IT Services, workshops from MSU Libraries, and pedagogical design workshops from the Teaching, Learning and Innovation team.
note: this is not an all-inclusive list. If you have an article you'd like added to this playlist, let us know at iteach@msu.edu!
note: this is not an all-inclusive list. If you have an article you'd like added to this playlist, let us know at iteach@msu.edu!
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Given the COVID-19 pandemic, educators from many fields have looked to representations of pandemics to help students study topics the pandemic has accentuated. In the history of science, educators have explored inequalities in medicine, trust in experts, and responses to uncertainty. To help make these issues digestible, some educators have turned to the cooperative board game, Pandemic Legacy. Small groups work together to avert a global health crisis by managing disease. Teams play the game multiple times, but actions in one game have consequences for the next and rules change and develop as the game progresses. The game's development introduces students to new concepts at a manageable pace while giving them new problems to solve. While the game effectively introduced students to topics in the history of science, this study sought to know whether it promoted cognitive and interpersonal skills. It focused on team adaptive performance, which is linked to problem-solving and communication skills. Data was collected using three surveys. Variation in teams' responses was analyzed using the Median test. The Friedman test was used to analyze each team's adaptive performance at each of the three timesteps. All teams were initially quite confident in their ability to creatively deal with unexpected events and reported that they adapted well to new tasks. As they encountered novel situations, some teams reported that their confidence decreased. They were newly aware that they did not have creative solutions to unexpected problems. Teams aware of their limitations performed better than those who maintained their initial confidence.To access a PDF of the "Studying Team Adaptive Performance using the Board Game Pandemic Legacy" poster, click here.Description of the Poster
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Research Goal
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015).
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation.
Research Hypothesis
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability
Research Methods
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.
Questions to evaluate adaptability included:
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled.
Q8: We search and develop new competences to deal with difficult situations.
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938.
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome)
Research Results: Success Measure
The success measure results of number of wins are displayed in a bar chart.
The success measure results of number of outbreaks are displayed in a bar chart.
Research Results: Adaptability Measure
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030).
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8.
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8.
Research Findings
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes.
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time.
Acknowledgments
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School.
References
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60.
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65.
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.
Studying Team Adaptive Performance using the Board Game Pandemic Legacy
Research Goal
This study examined how team adaptive performance evolves over time. Adaptative performance is understood as a process that more effectively moves a team towards its objectives. The team must recognize deviations from expected action and readjust actions to obtain the best outcome (Salas, Sims, Burke 2005; Priest et al. 2002; Marques-Quinteiro et al. 2015).
While previous studies have examined team adaptive performance in singular events, this study aimed to measure the evolution of team adaptive performance over time. Using a cooperative boardgame that changes as teams play, the study measured how well teams performed in response to three major deviations in game play that necessitated adaptation.
Research Hypothesis
Teams with higher perceived levels of adaptability will have better outcomes (the success measure) over time than teams with lower levels of adaptability
Research Methods
A total of 16 participants were divided into four teams. Each team played the cooperative board game, Pandemic Legacy (Figure 1), nine times throughout the study. Each participant completed a team adaptive performance questionnaire three times during the study, once after each major disruption in the board game. The questionnaire was designed to assess perceptions of team performance, based on Marques Quinteiro et al. 2015. It consisted of control questions about participants’ demographics as well as a 10-item Likert scale team performance questions broken down into categories assessing satisfaction, creativity, adjustability, adaptability, and positivity.
Questions to evaluate adaptability included:
Q7:We update technical and interpersonal competences as a way to better perform the tasks in which we are enrolled.
Q8: We search and develop new competences to deal with difficult situations.
Reliability Analysis showed that Cronbach alpha for Q7 and Q8 is 0.938.
Team outcomes were assessed by a success measure that evaluated each team’s number of wins (where > wins = better outcome) and number of outbreaks (where < outbreaks = better outcome)
Research Results: Success Measure
The success measure results of number of wins are displayed in a bar chart.
The success measure results of number of outbreaks are displayed in a bar chart.
Research Results: Adaptability Measure
Differences in the median score of teams’ responses to each question was calculated using the Median Test. Team 3 responded differently than at least one of the other teams to Q8 after Survey 1. Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, revealing a statistically significant difference between Team 3 and Team 1 (p =.030), and Team 3 and Team 2 (p =.030).
Using the above method revealed no significant results after Survey 2. After Survey 3, there was a significant difference between Team 4 and Team 2 (p=.049) for Q7 and Team 1 and Team 2 (p=.049) for Q8.
A Friedman Test was performed to determine if responses to the questions changed over time. There was a statistically significant difference in Team 3’s response to Q8 (X2(2)= 6.500, p= .039). Post-hoc analysis with pairwise comparison tests was conducted with a Bonferroni correction applied, resulting in a significance difference between Team 3’s first and third survey for Q8.
Research Findings
The initial analysis suggests that teams, such as Team 3, that develop higher perceptions of their adaptability will have better outcomes once the higher perceptions are achieved. Teams, such as Team 1, that begin with high perceived levels of adaptability but did not alter their approach when the success measures indicate adaptation is needed will have poorer outcomes. Teams, such as Team 2, that report high perceptions of adaptability throughout and that correspond with the success measure, will maintain good outcomes.
Analysis of the satisfaction, creativity, adjustability, and positivity data is needed to determine if these affect the success measure or adaptability over time.
Acknowledgments
Funding provided by the MSU SUTL Fellows program, a collaboration between the Lyman Briggs College and the MSU Graduate School.
References
Marques-Quinteiro, P. et al. 2015. “Measuring adaptive performance in individuals and teams.” Team Performance Management 21, 7/8: 339-60.
Priest, H.A. et al. 2002. “Understanding team adaptability: Initial theoretical and practical considerations.” Proceedings of the Human Factors and Ergonomics Society 46: 561-65.
Salas, E. D.E. Sims, C.S. Burke. 2005. “Is there a ‘Big Five’ in Teamwork?” Small Group Research 36, 5: 555-99.
Authored by: Melissa Charenko
Pedagogical Design
Posted on: PREP Matrix
Pedagogy and Professional Development Wiki
The Graduate Employees Union at MSU provides this wiki for teaching assistants to share classroom experiences, best practices, and professional advice.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Aligning Educator Development for Enhanced Student Success
In the beginning, there was a graduate-student-led effort called Inside Teaching MSU (ITMSU) that originated out of the MSU Graduate School. ITMSU was an effort dedicated to promoting teaching excellence through conversation and sharing practices for graduate teaching assistants. The goal also was to create a platform for individuals to share their experience and best practices across disciplinary and institutional silos.
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”.
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu.
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU.
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.
ITMSU used three primary social software platforms to build digital community around teaching and learning: microblogs (Twitter), Facebook, and a university hosted blog. Through its user-generated blog, ITMSU also aimed to challenge the conventional ideas of who is an educator and where learning takes place. Any member of the institutional community was encouraged to submit an idea related to teaching and learning for the blog and educators across levels and roles took up this opportunity. This is also where the hashtag “#iteachmsu” was born and continues to this day to be not only a way to digitally tag post and build community, but also serves as a rally cry of sorts. Users who post with the hashtag are stating “I teach MSU”.
On such a large campus, it can be difficult to fully recognize and leverage the MSU community’s teaching and learning contributions, especially when so much of our institution is decentralized - leaving colleges, departments, and units to manage their own educator development. After seeing the success of the ITMSU effort, other institutional partners joined in collaboration to strategize how an initiative like ITMSU could be launched institutionally to better align educator professional development across roles on campus, create a space to amplify the great work already happening to support student success on campus, and help individuals connect with one another. The result is the #iteachmsu Commons at iteach.msu.edu.
The #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. The site has been in development led by a team of administrators, staff, graduate students, and undergraduate students with regular feedback and insights provided by a similarly diverse Advisory Group of staff, students, and faculty. This is congruent with ITMSU’s original aim to challenge traditional conceptions around who teaches. The founding partners of the #iteachmsu Commons, Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, Teaching Assistants, Undergraduate Learning Assistants, instructional designers, academic advisors, librarians, coaches, et al.) helps learning happen at MSU.
The site is now live, so if you contribute to the teaching and learning, and thus student success, mission of Michigan State University we hope you consider joining the community at iteach.msu.edu. To do so, visit iteach.msu.edu and click the “Log in” button in the upper right-hand corner. Use your MSU netID to log on with Single Sign-On. Now you have full access to contribute to the Commons! Build your bio. Share updates, questions, and celebrations via posts. Add to articles with your practical insights or scholarly work. Connect with others! Right now, anyone can visit the Commons and consume content, but only members of the MSU community with a netID can log in and contribute at this time.
Authored by: Makena Neal
Posted on: The MSU Graduate Le...
Leadership Training and Development Website 2013-2014
The Leadership Development group of the 2013-2014 Academy cohort created a website with resources for leadership development at both the department/lab level, the college/university level, and the community/volunteer level. This group also sought to house a graduate leadershipn forum where students could connect virtually about leadership development principles and events. This project is significant because as some of the first Academy cohort members, this group offers a window into the thinking and motivations behind the Academy during its conception. Further, the website offers specific and thoughtful advice on how to identify and navigate leadership resources within your different networks.
Resources:
Leadership Training & Development Website
Resources:
Leadership Training & Development Website
Posted by: Emma Dodd
Navigating Context
Posted on: PREP Matrix
Individual Development Plans
The American Association for the Advancement of Science offers this tool for students in STEM and biomedical fields to define short- and long-term professional goals.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Research Development Framework
This website from Vitae in the UK helps researchers think about their professional development, strengthen the skills that will help them in their career, and communicate with potential employers about what they have to offer.
Posted by: Admin
Navigating Context
Posted on: The MSU Graduate Le...
Developing the Peer Mentoring Toolkit
As a returning fellow, Alex continued the work of his 2017-18 fellows project, the “peer mentoring toolkit”. In addition to consulting with groups on the implementation of the toolkit, Alex worked with one of the 2019 Leadership Academy participants to develop a reference tool for the TGS mentoring working group on methods and modes of evaluating mentoring relationships.View Alex's completed project from 2019-2020
Authored by: Alex Wright
Navigating Context
Posted on: #iteachmsu
Join the Educator Developers Network
Join the Educator Developers NetworkAnnouncing the 2023 relaunch of the Educator Developers Network (formerly “The ID Network)! A collaborative space for anyone passionate about improving teaching through effective design, pedagogy, and technology. Here, anyone with an interest in enhancing education can come together, share their experiences, and mutually learn from one another.We meet synchronously and asynchronously and have regular virtual meetings where people can share their department’s work, ask for advice, or celebrate success. Much of the discussion occurs in Microsoft Team, where we have an initial structure of channels for members to explore MSU’s Learning Management System (D2L - Brightspace), discuss course design, or seek out technology recommendations and tips. Ultimately, the Educator Developers Network is a place to source answers to your questions or ask for help, be in the community with others, and share what you know!
The ID Network has existed for many years on campus and has historically been a great resource for many. It has provided a community to share ideas and resources, with excellent participants contributing to its existence. The relaunch and rename only reflect a desire to create a broader, more inclusive community.
The initial design of the Educator Developers Network came from a committee of current ID Network community members, and the planning and organization of the Educator Developers Network will continue with volunteers, most of whom were active participants in the ID Network. Thank you to those who helped with the initial design of the new network. That committee was made up of:
James Bender
David Goodrich
Andy Gregor
Kevin Henly
Mathew Koss
Jay Loftus
Meghan Loughlin-Krusky
Ellie Louson
Makena Neal
Nick Noel
Megan Patrick
Chris Shaltry
Looking for a place to share your work? Part of a faculty learning community or other professional development activity? Then join the network!
Join the Educator Developers Network
The ID Network has existed for many years on campus and has historically been a great resource for many. It has provided a community to share ideas and resources, with excellent participants contributing to its existence. The relaunch and rename only reflect a desire to create a broader, more inclusive community.
The initial design of the Educator Developers Network came from a committee of current ID Network community members, and the planning and organization of the Educator Developers Network will continue with volunteers, most of whom were active participants in the ID Network. Thank you to those who helped with the initial design of the new network. That committee was made up of:
James Bender
David Goodrich
Andy Gregor
Kevin Henly
Mathew Koss
Jay Loftus
Meghan Loughlin-Krusky
Ellie Louson
Makena Neal
Nick Noel
Megan Patrick
Chris Shaltry
Looking for a place to share your work? Part of a faculty learning community or other professional development activity? Then join the network!
Join the Educator Developers Network
Posted by: Nick Noel
Navigating Context
Posted on: PREP Matrix
Developing Your Support System
Resources from the University of Buffalo's School of Social Work on developing your support system, including specific practical advice on things you can do to sustain your current relationships/community.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Developing Support Systems - Next Steps
What's next to learn? If you're interested in learning more about support systems, try the "Sustaining Support Systems" playlist.
If you're interested in more resources about planning and wellness, try the "Creating a Wellness Plan" playlist or the "Setting Expectations" playlist.
If you want to consider a totally different facet of grad life, try the "Building Professional Networks" playlist or the "Identifying Career Goals" playlist.
If you're interested in more resources about planning and wellness, try the "Creating a Wellness Plan" playlist or the "Setting Expectations" playlist.
If you want to consider a totally different facet of grad life, try the "Building Professional Networks" playlist or the "Identifying Career Goals" playlist.
Posted by: Jessica Kane
Navigating Context
Posted on: #iteachmsu
DEI in Action: Developing, Planning and Facilitating Educational Programs and Events
MSU Extension has developed a three-part document to guide employees in creating and delivering educational materials and programs as well as event planning in a way that reflects our values and commitment to diversity, equity and inclusion.
The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.
An appendix of useful sites is also included, including a section on sources for diverse images. This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events
The first section focuses on considerations and strategies for facilitating, or delivering, programming.
The second section focuses on the development of educational materials, or products.
The last section focuses on event planning considerations.
An appendix of useful sites is also included, including a section on sources for diverse images. This document can also serve to help outside trainers and contractors understand our values and how we expect them to play out in educational programming. https://www.canr.msu.edu/resources/dei-in-action-developing-planning-and-facilitating-educational-programs-and-events
Authored by: Anne Baker
Pedagogical Design
Posted on: #iteachmsu
Developing and Sustaining Community: NSSC Pathway Programs
Topic Area: Student Success
Presented by: Perry Fittrer, Jonglim Han, Christina Bridges, Dominique Devereaux
Abstract:
This session will present how three different student success programs maintained student sense of belonging and community in a virtual setting. The Detroit MADE Scholars, Dow STEM Scholars and TRIO Student Support Services programs are all cohort based student support programs housed within the Neighborhood Student Success Collaborative unit. Each program strives to close opportunity gaps for a variety of underserved student populations. Through the pandemic each program has utilized creative and unique forms of student engagement to keep students connected to MSU and program communities. This session will explore the importance of community, sense of belonging, and identity to student success while providing examples of program specific and collaborative efforts to provide these elements virtually.
Session Resources:
Developing and Sustaining Community-NSSC Path (PDF)
Presented by: Perry Fittrer, Jonglim Han, Christina Bridges, Dominique Devereaux
Abstract:
This session will present how three different student success programs maintained student sense of belonging and community in a virtual setting. The Detroit MADE Scholars, Dow STEM Scholars and TRIO Student Support Services programs are all cohort based student support programs housed within the Neighborhood Student Success Collaborative unit. Each program strives to close opportunity gaps for a variety of underserved student populations. Through the pandemic each program has utilized creative and unique forms of student engagement to keep students connected to MSU and program communities. This session will explore the importance of community, sense of belonging, and identity to student success while providing examples of program specific and collaborative efforts to provide these elements virtually.
Session Resources:
Developing and Sustaining Community-NSSC Path (PDF)
Authored by: Perry Fittrer, Jonglim Han, Christina Bridges, Dominique Devereaux
Navigating Context
Posted on: #iteachmsu
If you are interested in civic, social studies, gamified learning, or coding - you may be interested in this opportunity!
CTLI received a note that the Library of Congress is sponsoring a challenge to help improve public knowledge of civics – that is, the rights and responsibilities of citizens - by asking video game developers to create fun, lightweight video games related to civics that incorporate Library of Congress resources. The Library will award cash prizes to the winners and the games will be hosted on the Library's site for use by the public. The deadline for entries is 11/27/23.
You can find details on the rules and information on how to enter here: https://blogs.loc.gov/law/2023/06/help-the-library-of-congress-create-video-games-that-improve-public-knowledge-of-civics/
CTLI received a note that the Library of Congress is sponsoring a challenge to help improve public knowledge of civics – that is, the rights and responsibilities of citizens - by asking video game developers to create fun, lightweight video games related to civics that incorporate Library of Congress resources. The Library will award cash prizes to the winners and the games will be hosted on the Library's site for use by the public. The deadline for entries is 11/27/23.
You can find details on the rules and information on how to enter here: https://blogs.loc.gov/law/2023/06/help-the-library-of-congress-create-video-games-that-improve-public-knowledge-of-civics/
Posted by: Makena Neal
Host: MSU Libraries
Game Day!: Video Game History
It’s Finals Week. Take a few minutes to pause the panic and hit play with us! We’re partnering with the Gerald M. Kline Digital Media Center to bring you gaming consoles along with a selection of vintage gaming magazines and guides. We won’t offer cheat codes to help with exams, but if you need to reset, stop by.
Navigating Context