isg4competence.comisg4competence.com/assets/io4-trainers_-manual-v7---final-en.docx · Web vieweducational purposes is that educators “start with learning goals, and gaming media

IO4– Trainers’ ManualISG4 competence - 2015-1-TR01-KA201-022247

“ISG4competence”“Intelligent Serious Games for Social

and Cognitive Competence”

Trainers’ Manual

IO number 4Title Trainers’ ManualStatus FinalVersion V7-ENProject start date 01/09/2015Project duration 36 monthsAuthor ZGURA-M BulgariaContribution: All partners

For further information related to the ISG For Competence project please visit:the project website (http:// i sg4competence.eu )

Facebook page (facebook.com/ISG4competence)This project (Intelligent Serious Games for Social and Cognitive Competence - 2015-1-TR01-KA201-022247) has

been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information

contained therein.

May 2017 1 Learn more at: http://isg4competence.eu

http://isg4competence.eu/

http://facebook.com/ISG4competence



Table of content:“ISG4competence”...............................................................................................1

Trainers’ Manual......................................................................................................................................................1

I. Purpose of the manual....................................................................................................4II. Game based learning and its impact on the inclusive education of students with learning difficulties................................................................................................................................. 62.1 Social context................................................................................................................. 82.2 Educational context........................................................................................................92.3 Organisational context.................................................................................................102.4 Technical context.........................................................................................................122.4.1 AndMath Game.............................................................................................................132.4.1.1 System requirements for AndMath Game..................................................................132.4.1.2 Installation guide for AndMath Game.........................................................................132.4.2 Cars Racing Game.........................................................................................................142.4.2.1 System requirements for Cars Racing Game.............................................................142.4.2.2 Installation guide for Cars Racing Game....................................................................142.4.3. Labyrinth Game...........................................................................................................152.4.3.1 System requirements for Labyrinth Game.................................................................152.4.3.2 Installation guide for Labyrinth Game........................................................................162.4.4 “Manage Yourself” Game..............................................................................................172.4.4.1 System requirements for “Manage Yourself” Game...................................................172.4.4.2 Installation guide for “Manage Yourself” Game.........................................................172.4.5. Card Pairing Memory Game.........................................................................................172.4.5.1 System requirements for Card Pairing Memory Game...............................................182.4.5.2 Installation guide for Card Pairing Memory Game......................................................182.4.6 VR Shop......................................................................................................................... 192.4.6.1 System requirements for VR Shop.............................................................................192.4.6.2 Installation guide for VR Shop....................................................................................192.4.7 Weekend Wonderland...................................................................................................202.4.7.1 System requirements for Weekend Wonderland........................................................202.4.7.2 Installation guide for Weekend Wonderland Game....................................................202.4.8 Into the Forest Game....................................................................................................212.4.8.1 System requirements for Into the Forest Game.........................................................212.4.8.2 Installation guide for Into the Forest Game................................................................21




2.4.9 Minecraft Game.............................................................................................................222.4.9.1 System requirements for Minecraft Game.................................................................222.4.9.2 Installation guide for Minecraft based learning Game................................................222.4.10 Sequence Game..........................................................................................................222.4.10.1 System requirements for Sequence Game...............................................................222.4.10.2 Installation guide for Sequence Game.....................................................................232.4.11 Memory Game.............................................................................................................232.4.11.1 System requirements for Memory Game.................................................................232.4.11.2 Installation guide for Memory based learning Game..........................................23III. ISG4Competence curriculum for support acquisition of social and cognitive competences and its implementation..........................................................................................................24IV. Measurement impact tools................................................................................................274.1 Recording sheet per student............................................................................................274.2 Impact assessment questionnaire for current status of social and cognitive competences of the student with learning difficulty....................................................................................294.2.1 Communication skills....................................................................................................294.2.2 Cooperation................................................................................................................... 304.2.3 Conflict resolution.........................................................................................................314.2.4 Self-esteem................................................................................................................... 314.2.5 Self-control.................................................................................................................... 324.2.6 Assertiveness................................................................................................................ 324.2.7 Post-test Likert scale questionnaire..............................................................................33V. Consent forms.................................................................................................................... 375.1 Ethics............................................................................................................................... 375.1.1 Parent/Teacher/Trainer Information Sheet....................................................................385.1.2 Participant Information Sheet/Script and Consent........................................................395.1.3 Teacher/Trainer consent...............................................................................................405.1.4 Parent/Guardian Statement of Consent for the student................................................42




I. Purpose of the manual

The 3-year project “Intelligent Serious Games for Social and Cognitive Competence” targets children and youth with disabilities, teaching them on creativity and social competencies, using serious desktop and mobile games.

The intellectual output (IO) 4 “Trainers manual” is based on the results and conclusions from desktop and survey findings from IO1 Scoping Report, the curriculum and learning scenarios of IO2 Suite of serious game on accessible learning objects (learning content creation) and IO3 Interactive games for mobile learning which can be reviewed/downloaded from the official project website www.isg4competence.com . This manual:

describes the hardware / software requirements that our suite of games requires; guides the trainers/teachers/pedagogical staff on the implementation of the

pedagogical methodology implemented during the development and implementation of the games scenarios (reference to IO2);

provides guidance on the used instructional approach for practical implementation of the serious games at classroom settings;

guides trainers, teachers and pedagogical staff on how novel ICT solutions such as serious educational games are to be used in combination with and complementary to existing teaching practices and materials, so as to form a complete learning experience;

provides ethics and consent forms which must be used during the pilot implementation phase;

provides pre- and post- assessment forms in terms of acquisition of social and cognitive competences as well as post-assessment via a feedback questionnaire (Likert scale).

Target users of this manual are: Professionals (mainly pedagogical staff) involved in education - Public teachers

(resource teacher, speech therapist, etc.); Private teachers (resource teacher, speech therapist, etc.); Professionals working with people with disabilities; Educational



http://www.isg4competence.com/


planning/methodology experts (evaluates the curriculum for schools and suggest changes); Headmasters/principals.

Educational/Training centres – in the context of mainstream inclusive education; Academicians - (Special) pedagogy; Psychology; ICT / gaming /Assistive technology

etc. Training staff from non-governmental organisations / Unions / Associations of

people with disabilitiesAdditional beneficiaries of the content of the manual are:

Families of children/youth with disabilities – family members of children/youth with (moderate) learning difficulties (dyslexia, dyscalculia, …); (moderate) learning disabilities (ADHD, autism spectrum); low social skills / deviant (actions or behaviours that violate social norms) behaviour;

Intermediaries - Health care organisations; Social care organisations; Development agencies, etc.

Policy makers – Ministry of education and science, educational directorates, etc. The manual can be used by any of the above mentioned target users who would like to introduce the serious educational games into following educational settings:

Schools – mainstream, vocational education & training (VET) Special care centres Education and training providers (including those in non-formal area) Public sector organizations dealing with inclusive education Public sector – health and social care providers that offer e.g. basic soft skills

trainingsThe target groups who may take benefit from ISG4Competence serious game are:

Students with mild learning disabilities (slow rate of maturation, reduced learning capacity and inadequate social adjustment)

Students with sensory impairments Students with low level social skills Students with specific learning difficulties (dyslexia, dyspraxia, autism spectrum

disorder, Attention-deficit/hyperactivity disorder (ADHD))II. Game based learning and its impact on the inclusive education of students with learning difficulties




Game based learning is a method that will enhance the classroom learning environment by increasing motivation, increasing opportunities to develop a decision making process that forces analysing and implementing solutions, and will allow these skills to transfer to other aspects of life.

Game based teaching and learning can be quite effective if understood what it is and how it can be implemented to enhance instruction and learning. During the last decade there are many examples (see IO1 Scoping report) which prove their effectiveness towards inclusive education of students with learning difficulties.

According to (McGonigal 2011), serious educational games have four key ingredients: Goal: a game has to have a desired outcome. Rules: in order to achieve the goal there has to be some parameters put into place that

eliminate or make it difficult to achieve the goal. Feedback system: this is a process whereby the player knows where they are in the

system to achieve the goal. Voluntary participation: this means that everyone involved in the game understands the

rules, has a clear sense of the goal, and how to receive feedback.

When we discuss games for learning it is essential that teachers/ trainers/ educators see a benefit to the use of the game. Once they recognise this, and realise that a particular game can motivate students to learn, is fairly simple to implement, and can support learning targets, standards, and distinct goals can be met, then a game has great potential to actually be used in the classroom. One fundamental difference between gaming for fun vs. gaming for educational purposes is that educators “start with learning goals, and gaming media choices will be made based on the games potential to meet those goals.” (Dikkers 2015)1

The power of game based learning lies in the fact that a teacher not only can teach content, but s/he can also incorporate 21st century skills2 easily. Through collaborative gameplay, 1 Dikkers, Seann. 2015. TeacherCraft: How Teachers Learn to Use MineCraft in Their Classrooms. Lulu.com.2 http://edglossary.org/21st-century-skills/



http://edglossary.org/21st-century-skills/


building, problem solving, communication, and networking, students with learning difficulties could develop the necessary social and cognitive competences that will prove vital to their future. Education slowly understands that it is not the content that matters as much anymore, but the ability to use the necessary content to solve real problems.When using games in your classroom, the teacher needs to remember that the game is not the teacher, but s/he is. The game is just an activity. As a teacher/trainer when using games, s/he should avoid intervening when students are figuring something out. This offers students the opportunity to play with games as systems.

In the context of the ISG4Competence project, following social and cognitive competences are trained through the usage of serious educational games:

Self-esteem and self-confidence Motivation Managing anger and stress Team working Communication Improving own learning Problem solving

2.1 Social context

The ISG4Competence project produced games targeted towards students with learning difficulties.

The potential benefits, in terms of the social context, that result from these games include:• giving students (with disabilities and their peers without disabilities) ownership of their

learning3

3 Pavlus, John (2010). "The Game of Life". Scientific American. 303: 43–44. doi:10.1038/scientificamerican1210-43.




• opportunities for identity school activities/ work through taking on alternate point of view as a role play model4

• freedom to fail and try again without negative consequences5

• chances to increase fun and joy in the classroom6

• opportunities for differentiated instructions7

• making learning visible8

• providing a manageable set of tasks and subtasks• inspiring students to discover intrinsic motivators for learning9

• motivating and engaging more into the learning process of students with learning difficulties 10

2.2 Educational context

The development of digital teaching and learning products has focused on didactics. With the educational design concept, we primarily investigate didactics within contemporary traditions operating with a broad definition of didactics as theories and reflections on purpose, objective, content, planning, organization and evaluation of teaching and learning11.

4 Klopfer, E.; Osterweil, S.; Salen, K. (2009). Moving learning games forward (PDF) (Report). The Education Arcade / Massachusetts Institute of Technology. Retrieved 26 April 2017.5 Pavlus, John (2010). "The Game of Life". Scientific American. 303: 43–44. doi:10.1038/scientificamerican1210-43.6 Lee, J.; Hammer, J. (2011). "Gamification in education: What, how, why bother?" (PDF). Academic Exchange Quarterly. 15 (2). Retrieved 26 April 20177 Lee, J.; Hammer, J. (2011). "Gamification in education: What, how, why bother?" (PDF). Academic Exchange Quarterly. 15 (2). Retrieved 26 April 20178 Lee, J.; Hammer, J. (2011). "Gamification in education: What, how, why bother?" (PDF). Academic Exchange Quarterly. 15 (2). Retrieved 26 April 20179 Li, Cen; Dong, Zhijang; Untch, Roland H.; Chasteen, Michael (2013). "Engaging computer science students through gamification in an online social network based collaborative learning environment". International Journal of Information and Education Technology. 3 (1): 72–n/a.10 Gooch, Daniel; Vasalou, Asimina; Benton, Laura; Khaled, Rilla (2016-01-01). Using Gamification to Motivate Students with Dyslexia. CHI Conference on Human Factors in Computing Systems. CHI '16. New York: ACM. pp. 969–980.11 http://vbn.aau.dk/files/61314614/278-282.pdf



http://vbn.aau.dk/files/61314614/278-282.pdf


A fundamental potential of change in teaching is digitalization and the Internet, which imply essential changes in the learning and teaching processes. For many decades, the printed book has been the central learning artefact, but, during the last decade, an increasing competition has emerged from digitalized teaching and learning artefacts.

As such, it is necessary to have a keen look at the influence of the learning artefacts and the learning potential they possesses, how they are didactically devised, how they could be applied in the classroom and which significance they will have on students’ learning.

Serious educational games are learning artefacts which represents a big challenge for the didactic field, as games break away from a large number of teaching and learning approaches in a school context.

The concept of didactic design also draws on different pedagogical approaches such as Computer Supported Collaborative Learning (CSCL).

During their peer cooperation the students with disabilities and their peers without disability are in the explorative dialogue, whereby they can propose hypotheses explore and discuss, and the progression of their work is based on a common acceptance of the different opinions and proposals which are facilitated by the teacher/trainer.

When ISG4Competence games are applied in the classroom, such theory becomes important, especially for the design of dialogues in the game and the game’s content. In the dialogues embedded in some of the games, the teacher becomes an important actor by encouraging the development of the explorative dialogue.

The ISG4Competences games generate dynamic learning opportunities, engaging students in productive classroom discussions by forcing the students to be engaged, to argue and reflect upon the learning goals.




The ISG4competence serious games are applicable to support the education and training in the following educational settings:

Classrooms in mainstreaming schools: used as additional approach to fulfil the learning outcomes of a particular learning subject

Extracurricular activities in the schools: used as possible alternative approach for the acquisition of basic and key competencies which cannot be effectively covered during regular activities at schools

Private lessons: used as an alternative educational approach for students who cannot attend mainstream courses

Private sessions with resource tutors, psychologist or speech therapist: use as a training method for the acquisition/improvement of basic and key competencies.

Activities of youth volunteering informal groups: used as a media where peer learning support could be facilitated.

Some of the games could equally be used in kindergarten settings (Kitten, Labyrinth, Cars race)

2.3 Organisational context

Basically, serious educational games can be utilised in two types of situations: Education & Training: as a part of an educational initiative for example as a single-

day course or group of students as part of an ongoing educational programme. Focus of the games is on the development of social and cognitive competences on the individual level.

As part of a strategic initiative: for example, an organisational change. Focus is on running the game at the organisational level i.e. emphasising and training goals, room for actions and success criteria in relation to a concrete change initiative. The purpose of the game is to support a change of perspective, culture, competences and focus in for example a group of learners – for example in peer learning context where a peer without disability is supporting student with learning difficulties.




Below is the list of characteristic features in the ISG4Competence games (games feature all or some of these characteristics) that are of special interest from a learning perspective: Interactivity– Interaction between the player and the interface and between the players

(peer learning). Customization – allows different ways of learning – learning as participant, learning as

observer, learning from others experience. Strong identities – the identity is connected with a specific virtual character – the

identity is clearly associated with the sorts of functions, skills, and goals one has to carry out in the virtual world.

Well-ordered problems – problems in a good game is well-ordered – this is a part of good level design (see IO2 where we described learning goals, learning outcomes etc.).

Games are pleasantly frustrating – ISG4Competence games adjust challenges and give feedback in such a way that the different sort of players feels the game is challenging – they get feedback about the sort of the progress they are making

Deep and fair – in the context of ISG4Competence games the play elements seem simple and easy to learn – and become more and more complex through levels of difficulty – and fair when it is challenging, but set up in a way that leads to success.

During the implementation process it will be beneficial and effective for the process of inclusion of serious educational games into the educational activities if following aspects are considered:

Training the pedagogical staff who will be involved in the serious games implementation.

Considering a technical person from the school team who will support the use of desktop computers, smartphones and tabs during the implementation phase.

Consider (if possible) a second teacher or a member from the pedagogical staff who can make (written) observations during the session.

Set up a group of 4-6 students (mixed with and without disabilities) that could implement a collaborative session.

Consider average of time for a session with serous games between 8-12 minutes. Exceeding that time is not useful for educational purposes.

Consider environment (classroom) with average lighting in order to have a better visibility of the screens of computers, tabs and smartphones.




Avoid noisy environment which will distract the students.

2.4 Technical context

Before starting the implementation phase please consider the technical manuals attached to each of the ISG serious educational games.

Consider equipment which is compatible with the technical requirements for each game.

Ensure that the batteries of smartphones and tabs are fully charged before the sessions.

Be careful with the unattended provision of equipment to the students (especially minors because they could easily destroy it).

Make a try-out with each game by yourself to ensure that the game is properly installed and that there are no bugs which may demotivate the students’ participation.




2.4.1 AndMath Game2.4.1.1 System requirements for AndMath GameName of the game AndMath gamePlatform AndroidVersion (optimal) 4.4 or aboveVersion (minimum) 4.1Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) --Remark

2.4.1.2 Installation guide for AndMath GameIf you are using Google Play just download the application and your phone will automatically install it for you.If you got the apk file as an email attachment or other way, download or save it onto your device. After downloading just tap it with your finger and your phone will install it for you.Starting the application:After the installation the application will be available in the menu of your phone. Tap it with your finger to start the application.Default language:The game analyses the default language of the phone/tablet: If it is English then the application will start in English. The same applies to the other languages of the ISG4 Competence project.Main menu:The user can choose from four options:

Start Gameo The goal of the game is to complete the mathematical operations and press OK

within the time limit. Settings

o The user can set the number of exercises and the mathematical operation. Ranking

o The user can see the high scores in this menu. Exit

o The exit button closes the game.

2.4.2 Cars Racing Game




2.4.2.1 System requirements for Cars Racing Game

Name of the game Cars Racing gamePlatform AndroidVersion (optimal) 4.4 or aboveVersion (minimum) 4.1Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) --Remark

2.4.2.2 Installation guide for Cars Racing GameIf you are using Google Play just download the application and your phone will automatically install it for you.If you got the apk file as an email attachment or other way, download or save it onto your device. After downloading just tap it with your finger and your phone will install it for you.Starting the application:After the installation the application will be available in the menu of your phone. Tap it with your finger to start the application.Default language:The game analyses the default language of the phone/tablet: If it is English then the application will start in English. The same applies to the other languages of the ISG4 Competence project.The user can choose from five options.

Playo After the user presses the Play button the level selection screen becomes

available. The user can choose from 16 levels. The levels become available after completing the preceding one.

Bonuso After the user presses the Bonus button the bonus level selection screen

becomes available. There are eight levels to choose from. Each level is a memory card game.

Options




o In the Options menu there are three things the player can choose from. The user can turn off/on the sound or the music. Lastly, the user can erase his/her statistics.

Languageo In the Language menu the user can select a different language for the

application. There are five languages: English, Turkish, Hungarian, Bulgarian, Dutch and Slovenian.

Exito The exit button closes the game.

The game:The game can be controlled with one hand. If the user holds his/her finger on the screen the car accelerates. If the user swipes his/her finger upwards the car jumps. The goal is to get to the end of the level with the highest score possible.

2.4.3. Labyrinth Game2.4.3.1 System requirements for Labyrinth Game

Name of the game Labyrinth gamePlatform AndroidVersion (optimal) 4.4 or aboveVersion (minimum) 4.1Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) --Remark

2.4.3.2 Installation guide for Labyrinth Game

If you are using Google Play just download the application and your phone will automatically install it for you.If you got the apk file as an email attachment or other way, download or save it onto your device. After downloading just tap it with your finger and your phone will install it for you.




Starting the application:After the installation the application will be available in the menu of your phone. Tap it with your finger to start the application.Default language:The game analyses the default language of the phone/tablet: If it is English then the application will start in English. The same applies to the other languages of the ISG4 Competence project.Main menu:The user can choose from seven options.

Start Gameo After the user presses the Start Game button the game mode screen becomes

available. The player can choose from three types of games: Arcade game, word guessing game with 4 or 5 letters.

Inside the arcade game you can select the levels. The goal of the arcade game is to guide the little head to the finish

flag using the gyroscope of the phone. In the word guessing game mode scrambled words will start falling from

the top of the screen to the bottom of the screen. The goal is to guess the words.

Optionso In the options menu the user can:

Select the difficulty level Turn on and off the vibration effects of the phone Change the style of navigation Change the navigation sensitivity Turn the volume up or down Delete the level timers Change the language into English, Turkish, Hungarian, Bulgarian, Dutch or

Slovenian. Level Times

o The player can view his/her level completion times inside this menu. Help

o Inside the help menu the player can view the digital user manual of the game. Music on/off

o The user can turn the music on or off. Sound on/off

o The user can turn the sound on or off. Exit

o The exit button closes the game.

2.4.4 “Manage Yourself” Game2.4.4.1 System requirements for “Manage Yourself” Game




Name of the game “Manage yourself” gamePlatform AndroidVersion (optimal) 4.4 or aboveVersion (minimum) 4.1Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) --Remark

2.4.4.2 Installation guide for “Manage Yourself” GameIf you are using Google Play just download the application and your phone will automatically install it for you.If you got the apk file as an email attachment or other way, download or save it onto your device. After downloading just tap it with your finger and your phone will install it for you.Starting the application:After the installation the application will be available in the menu of your phone. Tap it with your finger to start the application.Default language:The game analyses the default language of the phone/tablet: If it is English then the application will start in English. The same applies to the other languages of the ISG4 Competence project.

2.4.5. Card Pairing Memory Game2.4.5.1 System requirements for Card Pairing Memory Game

Name of the game Card Pairing memory GamePlatform AndroidVersion (optimal) 4.4 or aboveVersion (minimum) 4.1




Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) --Remark

2.4.5.2 Installation guide for Card Pairing Memory Game

If you are using Google Play just download the application and your phone will automatically install it for you.If you got the apk file as an email attachment or other way, download or save it onto your device. After downloading just tap it with your finger and your phone will install it for you.The installation of the application:The installation needs only an Android device (version 4.1 or newer) and the apk file. The installation contains only four steps:1. Connect the device to the computer which contains the apk file.2. Copy the apk file to the device.3. Run the apk file on the device.4. Start the installation, and accept the questions about the installation.

The start-up of the applicationAfter the install you can see the PrePair icon among the other installed applications. You can start the application by clicking on its icon.Starting the application:After the installation the application will be available in the menu of your phone. Tap it with your finger to start the application.After the first launch the application makes a directory called PrePair on your device. Your lessons can be copied without closing the application. It is enough to push the home button, and make the transfer in the background.When the trainer successfully adds the lessons to the game, he/she can launch the application.Default language:The game analyses the default language of the phone/tablet: If it is English then the application will start in English. The same applies to the other languages of the ISG4 Competence project.The limitation of adding lessonsTo prevent incorrect behaviour, the application has some limitation to adding lessons.




The limitations to the properties of the adding lessons:- The inserted lessons have to be in picture file formats (jpg, bmp, gif, etc.)- The recommended aspect ratio is 8:11, it can be differing a bit, but if it differs too much, the displayed images may be distorted! Examples for the pictures deimensions:750x1050 pixel, 350x480 pixel.The limitation to the name of the adding lessons:- The created pairs must have the same name except the last character!Example: “image1a.jpg”and “image1b.jpg”, or “image2a.jpg” and “image2b.jpg” or “number-five_0.jpg” and “number_five_1.jpg”.

2.4.6 VR Shop2.4.6.1 System requirements for VR Shop Name of the game VR ShopPlatform Any web browser with Flash playerVersion (optimal) N/AVersion (minimum) N/AProcessor(Number of cores, Freq.) at least 1GHz Memory (Mb) 512 Mb min.Licence required? NoLicence fee ( EUR) --Remark 1024*768 px display resolution

2.4.6.2 Installation guide for VR Shop System requirements

IBM compatible system At least 1 GHz CPU 512 MB RAM At least 1024*768 display resolution Pointer device with at least one button

Software requirementsWindows projector (.exe) version

Windows 9x/NT/XP/Vista operating systemInstallation

The program does not need installation. (May require unpacking from archived file.)




Copying to hard drive will require 10 MB.Starting the game

The application can be started by running the file VirtualStore.exe.

2.4.7 Weekend Wonderland2.4.7.1 System requirements for Weekend Wonderland

Name of the game Weekend WonderlandPlatform IOS, Android, Os x, WindowsVersion (optimal) IOS 10, Android 7, Os x 10.10, Windows 10Version (minimum) IOS 7, Android 4.4, Os x 10.8 Windows 8

Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) Free

2.4.7.2 Installation guide for Weekend Wonderland GameDownload the game from store (Appstore/Google Play) and your device will automaticallyinstall it for you.ONLY FOR ANDROID : If you got the apk file as an email attachment or other way, downloador save it onto your device. After downloading just tap it with your finger and your phone willinstall it for you.The installation of the application:The installation needs only an Android device (version 4.1 or newer) and the apk file. Theinstallation contains only four steps:1. Connect the device to the computer which contains the apk file.2. Copy the apk file to the device.3. Run the apk file on the device.4. Start the installation, and accept the questions about the installation.

The start-up of the application




After the install you can see the WW’s logo on your device just click or touch the icon to startthe game.

2.4.8 Into the Forest Game2.4.8.1 System requirements for Into the Forest Game

Name Into the ForestPlatform iOSVersion (optimal) OSX El CapitanoVersion (minimum) 10.7.1Processor(Number of cores, Freq.) 2Memory (Mb) 4 GGLicence required? NoLicence fee ( EUR) freeRemark

2.4.8.2 Installation guide for Into the Forest GameThe game runs by itself by double clicking on the icon and it needs no installation.

2.4.9 Minecraft Game2.4.9.1 System requirements for Minecraft Game

Name of the game MineCraft based learning gamePlatform WindowsVersion (optimal) Windows 10 + JavaVersion (minimum) Windows 7 SP1 + JavaProcessor(Number of cores, Freq.) 1GHZMemory (Mb) 1 GBLicence required? YESLicence fee ( EUR) 5$Remark

2.4.9.2 Installation guide for Minecraft based learning Game




Minecraft: Education Edition is available to purchase for $5 per user, per year, or through a district-wide licensing model. It also offers a free trial where users will have a limited number of logins – 25 for teachers and 10 for students – before a paid license will be required to continue playing.Minecraft: Education Edition is available for purchase by schools, libraries, museums, and participants in nationally recognized home-school organizations.Minecraft EDU can be bought through Microsoft Office 365 Education license.More about installation see IO3 Appendix_1: MineCraft_manual.2.4.10 Sequence Game2.4.10.1 System requirements for Sequence Game

Name of the game Sequence GamePlatform Windows, PCVersion (optimal) Windows 8Version (minimum) Windows 7Processor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR)Remark

2.4.10.2 Installation guide for Sequence GameSimply the game need no installation, it runs by itself as an executable file by simply double clicking on the icon.

Starting the application:Since there were 2 versions of the game, they follow some little different ways to start. The LAN version of the game needs a PC to be a host (parent), then the other users should be connecting to it as clients (children) using the host IP address. The internet version of the game is simpler, while the players they connect to a room which is created by the game master beforehand.

Default language:The application will start in English.

2.4.11 Memory Game




2.4.11.1 System requirements for Memory Game

Name of the game Memory GamePlatform Any web browserVersion (optimal) N/AVersion (minimum) N/AProcessor(Number of cores, Freq.) N/AMemory (Mb) N/ALicence required? NoLicence fee ( EUR) --Remark

2.4.11.2 Installation guide for Memory based learning Game

The game will run on any web browser. Simply, installing any preferred web browser will do.III. ISG4Competence curriculum for support acquisition of social and cognitive competences and its implementation.

The social competences are a complex, multidimensional concept consisting of social, emotional, cognitive, and behavioural skills, as well as motivational and expectancy sets needed for successful social adaptation. Social competence also reflects having an ability to take another's perspective concerning a situation, learn from past experiences, and apply that learning to the changes in social interactions. Social competence is the foundation upon which expectations for future interaction with others are built, and upon which individuals develop perceptions of their own behaviour. Often, the concept of social competence frequently encompasses additional constructs such as social skills, social communication, and interpersonal communication. 12

If we now fine-tune on the core target of the cognitive competences, then we consider those competences through which people can operate their personal experiences and organize and adapt their thoughts to guide their behaviour (e.g. creative thinking, reasoning, 12 Semrud-Clikeman, M. (2007). Social competence in children. New York, NY: Springer Science+Business Media.




problem solving and information processing, decision making, time management, managing resources, orientation, etc.). According to Piaget, cognitive competence constitutes the cyclical processes of assimilation and accommodation, which indicates that people can manipulate their personal experiences as well as organize and adapt their thoughts to guide their behaviour. Similarly, Fry pointed out that cognitive competence comprises three interwoven and interdependent components: cognitive structures, cognitive processes, and overt behaviours. Among them, “cognitive processes”, such as metacognition, cognitive styles of self-regulation, and cognitive skills of thinking, reasoning, analysing problems, and information processing, can affect one’s “behaviours” like task performance, problem solving, and decision making, as well as “cognitive structures,” such as self-schemas and goal orientation.13

The ISG4Competence curriculum which stays behind the content of the ISG4Competence serious educational games is aiming to achieve14:

• the sense of wonder and natural curiosity of students with mild learning difficulties as a primary motivating factor;

• the student as an active agent in his or her lifelong learning and improvement of his/her social and creativity competences;

• improvement of social and creativity competences is developmental in its nature;• social and emotional dimensions as important factors in learning;• skills that facilitate the transfer of learning should be fostered;• active listening, understanding instructions, problem-solving and observational skills

that could be developed;• collaborative learning as a feature in the learning process;• the range of individual differences could be taken into account in the learning process;• assessment of the impact and progress of the student with mild learning difficulties is

an integral part of process.

13 As mentioned in “The Scientific World Journal, Volume 2012 (2012), Article ID 210953, 7 pages, http://dx.doi.org/10.1100/2012/210953, Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review, Rachel C. F. Sun and Eadaoin K. P. Hui, Faculty of Education, The University of Hong Kong, Hong Kong.14 http://games4competence.eu/wp-content/uploads/2013/02/SGSCC-CURRICULUM_final.docx.



http://games4competence.eu/wp-content/uploads/2013/02/SGSCC-CURRICULUM_final.docx


In all partners’ countries, the cognitive competencies students should obtain/enhance during their school years (7-18) are identical and should therefore guide the project partners to the following domains:

Self-esteem and self-confidence Managing anxiety and stress Team working Communication Problem solving Improvement of own learning Time management

The learning challenges which children & youth with learning difficulties face are almost everywhere the same on an educational and social level, with especially basic & key competences skills (on educational level), task management skills, social learning skills, self-presentation skills. The creative thinking is a competence which will be considered throughout all domains mentioned in above. Therefore the creativity unit will be considered as part of each of the 7 domains (for reference see IO115).

15 http://www.isg4competence.com/assets/io1_scopingreport_executive-summary.pdf



http://www.isg4competence.com/assets/io1_scopingreport_executive-summary.pdf


IV. Measurement impact toolsFollowing tools will assist in measuring the impact during the implementation phase of the ISG4Competence serious games.

4.1 Recording sheet per studentThe following recording sheet should be used for every session of an individual student with learning difficulties, and be provided back to the local coordinating team. Please try to be as detailed as possible.

Gathering impact of the ISG4Competence serious educational games for acquisition of social and cognitive competences

StudentID

Gender M F

Age:

………….

Type: Mild learning difficulties (slow rate of

maturation, reduced learning capacity and inadequate social adjustment)

Sensory impairments Low level social skills Students with specific learning difficulties

(dyslexia, dyspraxia, autism spectrum disorder, ADHD

Other, please specify:…………………………………………………………………..

Subject Specific subject

…………………………….. Without specific subject

Teachers/ TrainersID

Gender M F

Age:

………….

Trainers profile: Public teachers (resource teacher, speech

therapist, etc.); Private teachers (resource teacher, speech

therapist, etc.); Professionals working with people with

disabilities; Educational planning/methodology experts

(evaluates the curriculum for schools and suggest changes);

Other, please specify:……………………………………………………………………

Overall learning




objective …………………………………………………………………………………

Used game Math game Pair cards Labyrinth Cars race VR shop Kitten game Team working and team building (“Minecraft”) Following the instruction to solve the problem (“Minecraft”) Sequence Into the forest Memory Weekend wonderland

What was the specific goal for this session?How would you rate his/her progress towards today’s learning goal?

0 1 2 3

No progress Small amount of progress

Good progress but goal not achieved

Achieved today’s goal

How would you rate his/her level of engagement during the session?

0 1 2 3 4

No focus Low and minimal levels – emerging / fleeting

Partly sustained

Mostly sustained

Fully sustained

How much did you have to help the student (show them what to do, tell them what to do next?)

0 1 2 3

Couldn’t do any part of the task without help

Some physical intervention

Prompting but not any physical intervention

No help needed

Any changes you want to make before the next session?

Any other comments you wish to record?

4.2 Impact assessment questionnaire for current status of social and cognitive competences of the student with learning difficulty




(to be completed by the teacher/trainer at the beginning and at the end of the pilot implementation phase)

The following is a list of statements describing a person in six broad categories: communication skills, cooperation, conflict resolution, self-control, self-esteem, assertiveness. Please complete all items on this instrument for each participant (student) by circling the response number that best indicates how frequently he/she exhibits the behaviour described in a particular item.

The response numbers indicate the following:0) I can’t assess the behaviour described by the item.1) The student never exhibits the behaviour described by the item.2) The student rarely exhibits the behaviour described by the item.3) The student sometimes exhibits the behaviour described by the item.4) The student frequently or usually exhibits the behaviour described by the item.5) The student always exhibits the behaviour described by the item. 4.2.1 Communication skills

Can’t asses

sNever Rarel

y Sometimes Frequently/ usually

Always

1 Maintains eye contact with the speaker 0 1 2 3 4 5

2 Nods/smiles/says “Yes” to show s/he is listening 0 1 2 3 4 5

3 Asks clarifying questions 0 1 2 3 4 54 Retells or paraphrases to show

s/he is listening 0 1 2 3 4 55 Doesn’t interrupt the speaker 0 1 2 3 4 56 Initiates conversations 0 1 2 3 4 57 Shares facts from his/hers life 0 1 2 3 4 58 Shares thoughts, feelings and

needs 0 1 2 3 4 59 Shows empathy toward

others/recognizes needs of others 0 1 2 3 4 510 Expresses trust in relationship

with classmates 0 1 2 3 4 5

4.2.2 Cooperation




Can’t assess Never Rarely Sometimes Frequently/

usually Always

1. Expresses gratitude when it’s appropriate 0 1 2 3 4 5

2. Recognizes achievement and merits of his/her classmates (peers)

0 1 2 3 4 5

3. Shows support and encouragement to classmates (peers)

0 1 2 3 4 5

4. Participates in collaborative problem solving

0 1 2 3 4 5

5. Tries to understand how his/hers friends feel when they are angry, upset or sad

0 1 2 3 4 5

6. Attends to instruction 0 1 2 3 4 57. Complies with directions 0 1 2 3 4 5

8. Listens to ideas of his/hers classmates 0 1 2 3 4 5

4.2.3 Conflict resolutionThis subgroup of questions is answered only for behaviours observed in conflicts.How often when conflict occurs he/she…


usually Always

1 Shows s/he cares for the needs of other person 0 1 2 3 4 5





usually Always

2 Explains his/her side (needs) 0 1 2 3 4 5

3 Doesn’t insist on his/her solution 0 1 2 3 4 5

4 Shows respect to other person 0 1 2 3 4 5

5 Suggests solution which satisfies the needs of both parties 0 1 2 3 4 5

6 Agrees to try other's point of view/ solution 0 1 2 3 4 5

4.2.4 Self-esteem


usually Always

1 He/she shows that he/she feels happy about him/herself.

0 1 2 3 4 5

2 Compares with those who are similar to himself/herself 0 1 2 3 4 5

3 Recognizes his/hers own strengths 0 1 2 3 4 5

4 Expects to succeed on the task he/she just started doing

0 1 2 3 4 5

5 Links success with his/hers own abilities and efforts. 0 1 2 3 4 5

4.2.5 Self-control


usuallyAlway

s

1 Persists in tasks which require effort 0 1 2 3 4 5





usuallyAlway

s

2 Resists temptations/instant gratifications when solving task

0 1 2 3 4 5

3 Keeps his/her anxiety/fear under control 0 1 2 3 4 5

4 Controls anger/quickly calms down when s/he is angry

0 1 2 3 4 5

5 Uses strategies to improve self-control 0 1 2 3 4 5

4.2.6 Assertiveness


usually Always

1Deals with a pressure from his/her peers in an assertive way

0 1 2 3 4 5

2Reacts aggressively when his/her needs are not satisfied

0 1 2 3 4 5

3Makes demands on behaviour of classmates (peers)

0 1 2 3 4 5

4 Expresses feelings when wronged 0 1 2 3 4 5

5 Questions unfair rules 0 1 2 3 4 56 Tells you when treated

unfairly 0 1 2 3 4 5

7

Reacts passively when his/her needs are not satisfied (unclear speech, looking down, using phrases “I do not know", "I am not sure", "I should not say this, but.... ")

0 1 2 3 4 5




4.2.7 Post-test Likert scale questionnaireAll questions in post-test questionnaire are closed-end questions, using 5 point Likert Scale for answers.

1 – Strongly Disagree2 – Disagree3 – I do not know 4 – Agree5 – Strongly Agree

Possible comment section is provided at the end of each question. It could be completed by the teacher/trainer during conversation with the student with learning difficulty.Please mark which of the games have been played:

Math game Pair cards Labyrinth Cars race VR shop Kitten game Team working and team building (“Minecraft”) Following the instruction to solve the problem (“Minecraft”) Sequence Into the forest Memory Weekend wonderland

How engaging are the ISG4Competence serious educational games?

Strongly

Disagree

Disagree

I do not know Agree

Strongly

Agree

Using the games was tiring

The content of the games was engaging.

Playing with the games was boring.





Strongly

Disagree

Disagree

I do not know Agree

Strongly

Agree

The games were easy to play.

Activities in game play were predictable.

I used the game willingly.

Questions regarding the usability of ISG4Competence serious educational games?

Strongly

Disagree

Disagree

I do not know Agree

Strongly

Agree

The games displays realistic situations

The presented situations were relevant and important

Using the game was easy

Questions regarding the game’s manageability

Strongly

Disagree

Disagree

I do not know Agree

Strongly

Agree

There is sufficient opportunity to understand the responses given by the games The content areas between levels are distinct

It was easy to follow the activities in the games

The noises or music used in the games were disturbing

The speech (audio) used was clear and understandable





Strongly

Disagree

Disagree

I do not know Agree

Strongly

Agree

Failures were typically results of disorientation

Starting of game was an easy process

Closing the game / Quitting at the end of the game was easy

Questions regarding the graphicsStrongly

Disagree

Disagree

I do not know Agree

Strongly

Agree

The games look is realistic

The games look is likable

The games look was appropriate to its aim

The pictures were easy to recognize

The illustrations and background used were helpful




The connection between the pictures and the actions rendered to them were unambiguous Failures were typically results of not being able to recognize pictures

Failures were typically results of not understanding instructions

The game was rich in (visual and audio) content




V. Consent forms5.1 Ethics

The ethics permission should follow the national legislation and defined procedures. The consent forms templates provided here, should be used before piloting takes place.

If in your country, there is no legal regulations and procedure for the ethics permission at national level then you should follow those at your school/institution.

The general rule for testing or implementing any method/techniques/application/course material involving children, is to have written and signed permission from parents.

It is important also to have the parents’ consent on any recording of the session – via photos, video snapshots, etc. Such videos are important for research purposes only of our project, and should not be made available elsewhere.

The consent forms provided might be used/adopted/simplified according to the needs of the local institution policies.




5.1.1 Parent/Teacher/Trainer Information Sheet Parent/Teacher/Trainer Information Sheet about the Pilot Implementation Entitled:Gathering impact of the ISG4Competence serious educational games for acquisition

of social and cognitive competences

Brief Introduction: The ISG4Competence project aims to examine the potential positive effects of developing and implementing serious educational games in the teaching process of Special Education Needs (SEN) learners (in particular those with learning difficulties mainly). Learning scenarios have been developed to engage students that may find typical teaching methods inaccessible to cover a particular learning goal/outcome. This study seeks to explore and verify the efficacy of such technology as a teaching tool in this important area. Study Requirements: Each participant will be take part in multiple teaching sessions with the use of serious games over a period of 6 months. These will be around 8-12 minutes in length each and will be as a supplement to the “typical” teaching sessions. Location: All sessions will take place during school hours within the usual school environment. A teacher will present at all times during data collection. Testing Protocol: Each session will be recorded (via observation sheets, photos, videos upon your consent) and resulting recordings will be used for research purposes internally. Measures of learning achievement, engagement and teacher assistance will be made.This recording data will be securely stored and only accessible to the research team unless consent for further dissemination is provided.Potential Benefits to You/the Learner: Methods derived from this study could provide effective means of allowing previously difficult to reach student groups to participate in learning to a greater degree than before. This will ensure the full implementation of the inclusive learning. Potential Risks to the Learner: there are no notable risks to the learner. At any time if there is an issue that the learner disagrees to continue the teacher will call a stop to the session.

If at any point you decide to withdraw from the study your data will be destroyed.Contacts:[Please add the contact details of the local coordinator]




5.1.2 Participant Information Sheet/Script and ConsentParticipant Information Sheet/Script and Consent to Participate in the Pilot

Implementation Entitled:Gathering impact of the ISG4Competence serious educational games for acquisition


An overview of the study and the participants’ involvement should be given verbally and the below from should be completed in conjunction with the participants and guardian.

We want to know if the serious educational games make learning fun and would like for you / your pupil to learn in school by using the ISG4Competence games in the classroom.

The time you /your pupil spend with the serious educational games might be recorded so it can be watched again later to obtain as much as possible impact by the project researchers.

If you do not like to continue or become uncomfortable during the session you are allowed to tell the teacher and s/he will stop the session.

Title of study: Gathering impact of the ISG4Competence serious educational games for acquisition of social and cognitive competences

Name of Researcher:

Name of Participant / or on behalf of participant:

I confirm that I have understood the reasons for the study which have been explained to me and have had the opportunity to ask questions.

I understand that my participation / the participation of my family member is voluntary and that I am / s/he is free to stop at any time, without giving any reason.

I understand that all personal details will be kept confidential. I understand that I will be observed in the session I agree to take part in the above study.

______________________ ______________ ____________________Name of participant Date Signature_____________________ ______________ ____________________Name of person taking consent Date Signature

5.1.3 Teacher/Trainer consentTeacher/Trainer Statement of Consent to Participate in the Pilot Implementation

Entitled:


Please initial the box:



Gathering impact of the ISG4Competence serious educational games for acquisition of social and cognitive competences

1) I, [name of teacher/trainer] agree to take part as a participant in the above study.

2) I understand from the participant information sheet, which I have read in full and from my discussion with [name of researcher /local coordinator] that this will involve me taking part in teaching sessions involving the use of ISG4Competence serious educational games. These sessions, as well as sample teaching sessions, might be recorded for further analysis. I also consent to participating in post session interviews/case studies.

Please select from the following to indicate your level of consent with regard to how this data will be used:

I agree that the recording data (including recording sheet, photos, video capturing) will be used qualitatively and quantitatively for the purposes of the ISG4Competence project only where the anonymised data will be utilised for the project purposes.

I agree to the above and allow for recorded data to be presented at conferences where is anonymised (i.e. no names) but with visible faces.

I agree to all of the above and allow for video data to be used for teaching purposes also.

3) It has also been explained to me by [name of representative of the coordinating institution] that the risks and side effects which may result from my participation are as follows: potential distress caused by the novelty of the serious educational games for the learners in the classroom.

4) I confirm that I have had the opportunity to ask questions about the study and, where I have asked questions, these have been answered to my satisfaction.

5) I undertake to abide by institution’s regulations regarding safety.

6) I am aware that I can withdraw my consent to participate in the procedure at any time and for any reason, without having to explain my withdrawal and that my personal data will be destroyed.

7) I understand that any personal information regarding me, gained through my participation in this study, will be treated as confidential and only handled by individuals relevant to the performance of the study and the storing of information thereafter. Where information concerning myself appears within published material, my identity will be kept anonymous.

8) I confirm that I have had my institutions’ policy relating to the storage and subsequent destruction of sensitive information explained to me. I understand that sensitive information I have provided through my participation in this study, in the form of video footage, post experiment qualitative and quantitative data will be handled in accordance with this policy.




Participant signature: Date:

Coordinating piloting representative signature: Date:




5.1.4 Parent/Guardian Statement of Consent for the studentParent/Guardian Statement of Consent to Participate in the Pilot Implementation

Entitled:Gathering impact of the ISG4Competence serious educational games for acquisition


1) I, [name of parent/guardian] agree for my child/dependent, [name of participant] to partake as a participant in the above study.

2) I understand from the participant information sheet, which I have read in full, and from my discussion(s) with [researcher /local coordinator] that this will involve my child/dependent taking part in teaching sessions involving an educational serious games developed under ISG4Competence project. These sessions, as well as a sample of typical teaching sessions, are to be recorded for video analysis.

Please select from the following to indicate your level of consent with regard to how this data will be used:

I agree that the photo/video data will be used qualitatively and quantitatively for the purposes of research only, where the anonymised data will be utilised for the project purposes only.

I agree to the above and allow for recorded data to be presented at conferences where is anonymised (i.e. no names) but with visible faces.

I agree to all of the above and allow for video data to be used for teaching purposes also.

3) It has also been explained to me by [researcher /local coordinator] that the risks and side effects which may result from my child/dependent’s participation are as follows: potential distress caused by the novelty of the serious educational games.

4) I confirm that the study has been explained to me and my child/dependent and that I and my child/dependent have had the opportunity to ask questions about the study. Where we have asked questions, these have been answered to our satisfaction.

5) I undertake to abide by schools’ regulations regarding safety.

6) I am aware that I can withdraw my consent for my child/dependent to participate in the procedure at any time and for any reason, without having to explain my withdrawal and their personal data will be destroyed.

7) I understand that any personal information regarding my child/dependent, gained through their participation in this study, will be treated as confidential and only handled by individuals relevant to the performance of the study and the storing of information thereafter. Where information concerning my child/dependent appears within published material, their identity will be kept anonymous.




8) I confirm that I have had the project’s policy relating to the storage and subsequent destruction of sensitive information explained to me. I understand that sensitive information provided through my child/dependent’s participation in this study, in the form of video footage will be handled in accordance with this policy.

Parent/Guardian signature: Date:

Teacher’s signature: Date:

Coordinating piloting representative signature: Date:



Documents

isg4competence.comisg4competence.com/assets/io4-trainers_-manual-v7---final-en.docx · Web vieweducational purposes is that educators “start with learning goals, and gaming media