Digital Games as Tools for Designing and Implementing Pedagogical Innovations

University of PiraeusDepartment of Digital Systems

Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)

Digital Games @ Onassis Culture Center, 17 Oct 2012

Advanced Digital Systems and Services for Education and Learning (ASK)

1/32D. G. Sampson

Digital Games as Tools for Designing and Implementing Pedagogical Innovations

This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan

Abbott Way, Stanford, California 94305, USA.

Demetrios G. SampsonSenior Member IEEE

Department of Digital Systems, University of Piraeus &Information Technologies Institute, Centre for Research and Technology Hellas

http://creativecommons.org/licenses/by-nd/2.0/





2/32D. G. Sampson

“Digital Games – New Skills and Educational Tools”Onassis Culture Center, Athens, Greece

October 17th, 2012

Jesper Juul (Visiting Professor at the NYU Game Center) Tim Luft (Serious Game Institute, UK / Director Serious Games International) Katie Salen (Professor of Design and Technology at Parsons the New School for

Design, USA / Director Institute of Play)Demetrios G Sampson (Professor of Digital Systems in Education and Learning,

University of Piraeus)

http://www.sgt.gr/gr/programme/event/808






3/32D. G. Sampson

Presentation Outline Emerging Challenges for Pedagogical Innovations in

Higher Education Digital Games as Tools for Designing and

Implementing Pedagogical Innovations Digital Games Research @ Dept Digital Systems,

Univ Piraeus Conclusions






4/32D. G. Sampson

#1Emerging Challenges for Pedagogical

Innovations in Higher Education






5/32D. G. Sampson

Challenges: Student Learning in a Globally Interconnected WorldRe-think and Re-Define

• Learning Outcomes – Targeted Competences (Personal Development – Global Citizenship – Professional Qualifications)

• Methods of Teaching and Learning (Active Student-centered)

• Methods of Assessment (Authentic Real-life Situations – Portofolios)






6/32D. G. Sampson

Challenge #1: Learning Outcomes – Targeted Competences

Move from reproduction-directed learning objectives (memorize externally regulated knowledge) to meaning-directed learning objectives (deep understanding – self-regulated knowledge construction based on personal interests and responsibility) and application-based objectives (dynamic use knowledge in real life context aware conditions)






7/32D. G. Sampson

Challenge #2: Teaching to Foster Quality Student Learning

Move from traditional lecture-based teaching to problem-based and project-based learning stimulating active student participation combined with work-based learning.

Connect the University with the World outside the classroom.






8/32D. G. Sampson

Challenge #3: Align Assessment Methods to Learning Objectives

• Move from traditional exam papers to multiple, integrated means of assessment preferably supported by technology – individual students and groups portofolios.

• Build powerful learning assessment tools that foster motivation, engagement, self-confidence, reflective thinking.






9/32D. G. Sampson

#2Digital Games as Tools for

Designing and Implementing Pedagogical Innovations






10/32D. G. Sampson

Defining (Digital) Games

Nicola Whitton (2009), Learning with Digital Games: a Practical Guide to Engaging Students in Higher Education, Routledge

Characteristics Definition

Competition The goal is to achieve an outcome that is superior to others

Challenge Tasks require effort and are non-trivial

Exploration There is a context-sensitive environment that can be investigated

Fantasy Existence of a make-believe environment, characters or narrative

Goals The are explicit aims and objectives

Interaction An action will change the state of play and generate feedback

Outcome There are measurable results from game play (e.g. scoring)

People Other individuals take part

Rules The activity is bounded by artificial constraints

Safety The activity has no direct consequence in the real world






11/32D. G. Sampson

Why Digital Game-based Learning?• The increasing popularity of digital games.

(ISFE, 2010)

• Structural characteristics and affordances of digital games that make them motivating and engaging. More specifically, digital games: are rule-based and goal-oriented have rich narrative elements and storyboards present players with challenges allow for interaction offer players with opportunities to experience the outcomes of their

performed actions

(Klopfer, 2008; Prensky, 2007)

Interactive Software Federation of Europe (2010). Video Gamers in Europe 2010: Prepared for the Interactive Software Federation of Europe (ISFE) by GAmeVision Europe. Retrieved May 12, 2012 from http://www.isfe.eu/content/video-gamers-europe-2010-gamevision-study.

Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press

Prensky, M. (2007). Digital Game-Based Learning. Minnesota: Paragon House

http://www.isfe.eu/content/video-gamers-europe-2010-gamevision-study






12/32D. G. Sampson

Digital games as facilitators of active learning processesThe “probe, hypothesize, reprobe, rethink cycle” The player: explores the game world formulates a hypothesis as a result of reflection tests the validity of the formulated hypothesis accepts or rejects the hypothesis” and re-engages

in this sequence of actions

The “Input-Process-Output Game Model” Making judgements about the game world Undertaking specific actions as manifested by observable behaviour Refinement of judgements and actions with the help of provided

feedback

Gee, J.P. (2007), What videogames have to teach us about learning and literacy. New York: Palgrave McMillan

Garris, R., Ahlers, R. & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4)






13/32D. G. Sampson

How can learning take place with the support of digital games?

digital games

Learners are presented with complex and ill-defined problems. (Gee, 2007; Prensky, 2007; Whitton, 2010)

Learners can:• adopt different roles • interact with virtual objects• discuss and negotiate with other (virtual)

characters• investigate cause and effect relations • resolve conflicts• search for relevant information• make decisions with respect to the

problem at hand (Gee, 2007; Kim, Park, & Baek, 2009)

By applying trial-and-error approaches, users are able to

experiment and learn from their mistakes.

(Prensky, 2007)

Digital games can be considered as environments for “safe”

experimentation since performed actions have no real-life

consequences.

(Kirriemuir & McFarlane, 2004, Whitton, 2010)

Kim, B., Park, H. & Baek, Y. (2009). Not just fun but using strategies: Using meta-cognitive strategies in game-based learning. Computers and Education, 52(4)

Kirriemuir, J. & McFarlane, A. (2004). Literature review in games and learning. Bristol: Futurelab.






14/32D. G. Sampson

The rise of serious games

Serious games are defined as games “in which education -in its various forms- is the primary goal, rather than entertainment” Michael & Chen (2006, p. 10)

Serious games target at providing users with interactive learning environments within which there is potential for developing a range of higher-order cognitive skills and applying knowledge related to a number of disciplines. Klopfer (2008)

Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press

.Michael, D.R. & Chen S.L. (2006). Serious Games: Games that Educate, Train and Inform.

Cincinnati, Ohio: Muska & Lipman/ Premier-Trade.






15/32D. G. Sampson

Aims of provided education at different educational levelsthe context of higher education

Provide both general education and career-specific targeted education.

Help students develop ethical values and competences that will allow them to: exercise active citizenship, be able to respond to changing conditions, be able to respond to professional demands, to become lifelong learners.

Facilitate the acquisition of skills, competences and abilities for: communication, analysis and evaluation, independent thinking, team working in multicultural contexts.

UNESCO (1998). World Declaration on Higher Education for the Twenty-First Century: Vision and Action/ Framework for Priority Action for Change and Development in

Higher Education.

the context of secondary education Impart in a holistic way the knowledge, skills and

attitudes that will enable young people to be effective in life and work.

Provide effective preparation for those proceeding to post-secondary education or entering the world of work.

Balance between academic disciplines and generic practical and social skills.

Consolidate literacy, numeracy, life skills and learning-to-learn skills.

UNESCO (2005). Secondary Education Reform: Towards a convergence of knowledge acquisition and skills development

the context of technical & vocational education & training Employment is the immediate goal.

Integral component of lifelong learning. Help individuals and countries to achieve sustainable

development and social cohesion. UNESCO (2002). Technical and Vocational Education and Training in the 21st

Century: New Roles and Challenges for Guidance and Counseling






16/32D. G. Sampson

Utilizing digital games at different educational levelsthe context of higher education

Use of digital games should target at facilitating the development of higher-order cognitive skills.

Need to see the real-world relevance of digital games.

Greater flexibility in the employment of assessment methods.

The use of digital games should become accepted by all the involved stakeholders need for a clear pedagogical rationale.

Appropriateness of the digital game as perceived by the game users.

Motivation is not the main reason for introducing digital games in higher education contexts. Whitton (2010)

the context of secondary education Need for alignment between the content of the digital game

and the curriculum. Focus on the achievement of subject-specific educational

objectives. The use of games should fit to existing time scheduling and

constraints. Assessment of produced outcomes should be immediate

and easy to be conducted. Motivation is one of the main reasons for introducing digital

games. (Ulicsak & Wright, 2010)

the context of technical and vocational education and training

Focus on learning procedures (not content). Used for training employees. Used as part of blended-learning approaches.

(Ulicsak & Wright, 2010)

Ulicsak, M. & Wright, M. (2010). Games in Education – Serious games: A Futurelab literature review. Futurelab, Bristol, UK.






17/32D. G. Sampson

Alignment of digital game types with potential learning outcomes Learning objective Description of objective Game types

Memory, repetition, retention Factual knowledge Drill and practice gamesQuiz games, Puzzle games

Applying concepts, rulesApply knowledge into new contexts. Using information, methods, concepts, and theoriesin new situations.

Sport gamesAction gamesDriving gamesDrill and practice

Decision making, devising strategies and problem- solving

Evaluation of existing knowledge, making predictions,drawing conclusions, making choices and develop reasoned arguments.

Strategic gamesAdventure gamesRole-playing gamesSimulation games

Social interaction, values, cultures

Understanding the social environment

Strategic gamesRole play gamesSimulation games

Dondi, C. & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3)






18/32D. G. Sampson

Game-based learning efforts in higher education contexts (1/3) Game: “Marketplace” (web-based game)

Context of use: a university marketing course

Educational activities: engagement in group work with the aim to establish virtual companies, undertake actions related to performing market analysis, devising marketing strategies, and designing appropriate products for development.

Assessment: through presentations held by students, worksheets and individual assignments

What students reported: opportunity to apply theoretical concepts to a real-life situation, immediate feedback on performed actions, limited feedback that did not facilitate links between actions and consequences. (Whitton, 2010)

The “Marketplace” gamehttp://www.marketplace-simulation.com/






19/32D. G. Sampson

Game-based learning efforts in higher education contexts (2/3)

The “Retail Game”http://www.retail-game.com/

Game: The “Retail Game” (web-based game)

Context of use: a university retail marketing course

Educational activities: adopting roles, handling data regarding a virtual store’s status and market needs, make decisions with respect to their store’s management, and provide a rationale for each of their decisions.

Assessment: game output, short reports and oral presentations

Learning potential: opportunities to develop an understanding of marketing principles and retail operational issues, as well as apply communication and interpersonal skills.

(Whitton, 2010)






20/32D. G. Sampson

Game-based learning efforts in higher education contexts (3/3)

“PeaceMaker” http://www.peacemakergame.com/

Game: “PeaceMaker”

Context of use: a university course on politics and international relations

Educational activities: adopting the role of either the Israeli Prime Minister or the Palestinian President, investigating the interplay between ethical concerns and international politics, and becoming familiar with the Israeli-Palestinian problem.

Assessment: through presentations and reflection activities

Learning potential: a deeper understanding of the problem at hand, with the students seeming to be able to understand the complexities of the issue and the barriers to finding a final solution. (Whitton, 2010)






21/32D. G. Sampson

#3Digital Games Research @ Dept Digital Systems, University Piraeus






22/32D. G. Sampson

PhD StudentsHercules Panoutsopoulos

Game-based Learning in School Education Sofia Mysirlaki

Simulation Games as Digital Tools for Supporting School Education






23/32D. G. Sampson

An experimental study in school math education Game employed: “Sims 2 – Open for Business”

Context of study: secondary education

Aim of study: Investigate the effectiveness of the game with respect to: achieving learning objectives related to the subject of

Mathematics, achieving general learning objectives related to the upper

levels of Bloom’ s taxonomy, developing (more) positive attitudes toward the subject of

Mathematics.

Users adopted the role of a business manager and got engaged in activities requiring data monitoring, strategic thinking, decision making, planning, and performing actions related to keeping customers satisfied.

Panoutsopoulos & Sampson (2010; 2012)






24/32D. G. Sampson

Implementation of the game-based learning activities






25/32D. G. Sampson

Enhancing entrepreneurship education with the support of digital games

Entrepreneurship is considered as one of the key competences for “personal fulfillment and development, active citizenship, social inclusion and employment”.

(Commission of the European Communities, 2005, p. 18)

Digital games constitute an example of a technological facilitator that has the potential to enhance entrepreneurship education.

business simulation games Offer opportunities for developing theoretical understandings and establishing

connections between theory and its application . Offer opportunities for learning by doing in an authentic management

situation. Facilitate the development of analytical decision making skills.

Ben-Zvi, T. (2007). The efficacy of business simulation games in creating Decision Support Systems: An experimental investigation. Decision Support Systems, 49(1), 61–69.






26/32D. G. Sampson

The context of our currently conducted research The purpose of our currently conducted research is to investigate the effectiveness of digital games as learning tools that can enhance entrepreneurship education.

More specifically what we intend to do is to:

Investigate the impact of digital games on achieving learning outcomes and developing (more) positive attitudes toward entrepreneurship.

Focus on specific affordances that games provide and can potentially affect their learning effectiveness.

Define indicators for evaluating the effectiveness of digital games based on the proposed game affordances.

Measure the effect of the proposed game affordances on the achievement of reported results. Panoutsopoulos, Lykourentzou, & Sampson (2011)






27/32D. G. Sampson

• I. Panoutsopoulos, D. Sampson and A. Mikropoulos, "Digital Games as Tools for Designing and Implementing Innovative Pedagogical Approaches: A Review of Literature", in Maree Gosper and Dirk Ifenthaler (Eds), Models for the 21st Century. Using Learning Technologies in Higher Education, Springer, October 2012

• I. Panoutsopoulos and D. Sampson, "A Study on Exploiting Commercial Digital Games into School Context", Educational Technology & Society Journal (ISSN 1436-4522), vol. 15(1), January 2012

• I. Panoutsopoulos, M. A. Lykourentzou and D. Sampson, "Business Simulation Games as Digital Tools for Supporting School Entrepreneurship Education", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society (ISBN:9781612842097), 6-8, July 2011

• I. Panoutsopoulos and D. Sampson, "Integrating Digital Games into School Curriculum: a field experiment in math education", in Proc. of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara, Romania, IADIS Press (ISBN 978-972-8939-28-1), 15-17, October 2010

Related Publications

http://www.ifets.info/journals/15_1/3.pdf






28/32D. G. Sampson

#4Conclusions






29/32D. G. Sampson

Current Research Trends in TeL (1/3)

One Year or Less Mobile Apps Tablet Computing

Two to Three Years Game-Based Learning Learning Analytics

Four to Five Years Gesture-Based Computing Internet of Things

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium






30/32D. G. Sampson


User Modeling Mobile Tools Networking Tools Serious Games Intelligent Environments Educational Data Mining Rich Interfaces

Woolf, B. P., Shute, V. J., VanLehn, K., Burleson, W., King, J., Suthers, D., Bredeweg, B., Luckin, R., & Tonkin, E. (2010). A roadmap for education technology. Computing Community Consortium, Washington, DC






31/32D. G. Sampson


Cloud Computing Mobile Learning Technologies Game-based Learning (GBL) eBooks Learning Analytics Context-sensitive Services Augmented Reality Gesture Recognition

Learning Frontiers (2012), TEL-Map Coordination and Support Action. Available at: http://www.learningfrontiers.eu/?q=page/emerging-technologies

http://www.learningfrontiers.eu/?q=page/emerging-technologies






32/32D. G. Sampson

Can Digital Games offer a suitable environment to teachers for students' continuous assessment that facilitate identification of problems and misunderstandings and, thus, support re-design learning activities so as to achieve well-defined intended learning outcomes ?

Investigate which Digital Games’ affordances can be used in game-based assessment particularly in assessing complex problem-solving processes and outcomes in a digital game-based learning environment, through the continuous monitoring and analysis of meaningful learner game activities by the teacher.

Digital Games as a facilitator for Learning Analytics.

Issues for further Research and Investigation


Documents

Digital Games as Tools for Designing and Implementing Pedagogical Innovations