Serious Gaming, Gamification and

Game making:

new avenues towards learning

innovation?

Michela Ott

Istituto Tecnologie Didattiche

Consiglio Nazionale delle Ricerche

Framing the concept of

Learning Innovation

Following OECD- CERI* Learning innovation should be regarded as:

“any dynamic change intended to add value to the

educational process and resulting in measurable

outcomes, be that in terms of stakeholders satisfaction

or educational performance”

*OECD/CERI (2010) Inspired by Technology, Driven by Pedagogy: a systemic approach to technology-based school innovations, educational research and innovation (Paris,

OECD Publishing). 4-6/12/2013 Online Educa 2

Framing the concept of

Learning Innovation

New tools

New approaches

Learning innovation

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Learning more…

Learning more easily…

Learning more in depth…

X Y

Z

Change Observable outcomes

New tools = Games

Games of different types

(role play, virtual worlds, exercises,

simulations…)

used in combination with

A variety of (new) Educational Approaches

(collaboration, discovery learning, learning by

doing, problem solving…)

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3 different experiences

in game-based learning

Serious Gaming LOGIVALI [Italian national project]

Gamification

eSG [LLP- Erasmus FEXI]

Game making MAGICAL [LLP- KA3]

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Serious Gaming

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Defining Serious Gaming

Serious Gaming

The project LOGIVALI

The games adopted (puzzles, brain teasers, mind games)

The objective trigger and sustain reasoning and problem solving abilities

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Serious Gaming

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The results

Gamification

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Defining Gamification

Gamification is the use of game design elements in non-game contexts.

Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke (2011).

From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference. pp. 9–15

In the field of education, gamification is used in applications and processes to improve learning

Bellotti F., Berta R., De Gloria A., Lavagnino E., Dagnino F., Ott M., Romero M., Usart M., Mayer I. S., "Designing a Course for Stimulating Entrepreneurship in Higher Education

through Serious Games", 4th Int.l Conference on Games and Virtual Worlds for Serious Applications, VS-Games 2012, Genova, October 2012.

Gamification

The project eSG (stimulating Entrpreneurship through Serious Games)

The games adopted (Business Games)

The objective

Supporting the development of entrepreneurial mindset and develop some related skills

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Gamification

The results

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Game Making

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Defining Game Making

Game making refers to the design, development & implementation of digital games

In the field of education, game making is adopted as an educational strategy where students are engaged in building (instead of simply using) digital games

Kiili K., Kiili C., Ott M. and Jönkkäri T. (2012)Towards Creative Pedagogy: Empowering Students to Develop Games proceedings ECGBL 2012 Academic Conferences

.

Game Making

The project MAGICAL (LLP-KA3)

The games adopted (built on purpose game environment MAGOS)

The objective support the development of children’s ICT Literacy + transversal skills + creativity

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Game Making

entailed abilities

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Adapted fromVoogt, J. & Pareja Roblin, N. (2010). 21st Century Skills – Discussion Paper. Enschede (The Netherlands): University of Twente. Retrieved 25 July 2012 from http://onderzoek.kennisnet.nl/onderzoeken-totaal/21stecentury

Game Making

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The results

Game Making

entailed abilities

In particular:

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Designing and building games means possessing:

• all those abilities required to reach the solution during the traditional playing sessions (problem solving)

• the ability to embed them

effectively within a specific game format (critical thinking)

Game Making

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The MAGICAL results

X= increased motivation and engagement Y= enhancement of collaborative attitudes Z= space and support for personal and group creativity

Concluding…

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Learning Innovation

Game Making

Serious Gaming

Gam..

ification

Game-based learning

REFERENCES

• Bottino, R. M., Ott, M., & Tavella, M. (2008). The impact of mind game playing on children's reasoning abilities: reflections

from an experience. In: Proceedings of the 2nd European Conference on game based learning (ECGBL), (pp.51-57)

Academic Conferences-Academic Publishing International, Reading, UK

• Bottino, R. M., Ott, M., & Benigno, V. (2009) Digital mind games: experience-based reflections on design and interface

features supporting the development of reasoning skills In Pivec, M (ed.) Proceedings of the 3rd European Conference on

game based learning (ECGBL) pp. 53-61. Academic Conferences-Academic Publishing International, Reading, UK

• F. Bellotti, R. Berta, A. De Gloria, E. Lavagnino, F. Dagnino, M. Ott, M. Romero, M. Usart, I.S. Mayer (2012) Designing a

Course for Stimulating Entrepreneurship in Higher Education through Serious Games. Procedia Computer Science, Volume

15, pp. 174-186.

• Bellotti, F.; Berta, R.; De Gloria, A.; Lavagnino, E.; Dagnino, F.M.; Antonaci, A.; Ott, M. (2013). A Gamified Short Course for

Promoting Entrepreneurship among ICT Engineering Students. Advanced Learning Technologies (ICALT), 2013 IEEE 13th

International Conference. pp.31,32.

• Bottino, R. M., Earp, J., & Ott, M. (2012). MAGICAL: Collaborative Game Building as a Means to Foster Reasoning Abilities

and Creativity. In Advanced Learning Technologies (ICALT), 2012 IEEE 12th International Conference (pp. 744-745). IEEE.

• Bermingham S, Charlier N., Dagnino F.M., Duggan J., Earp J., Kiili K., Luts E., Van Der Stock L., Whitten N. (2013),

Approaches to Collaborative Game making for fostering 21° Century skills In: Carlos Vaz de Carvalho, Paula Escudeiro,

Proceedings of the 7th European Conference on Games-Based Learning, 8, Academic Publishing International, Reading

(Regno Unito),

• Earp J. , Dagnino F. , Ott M. (2012). Investigating the “MAGICAL” effects of game building on the development of the 21st

Century Skills. ICERI2012 Proceedings, pp. 57

• Ott, M., & Pozzi, F. (2012). Digital games as creativity enablers for children. Behaviour & Information Technology, 31(10),

1011-1019.

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