Game-based learning: Who, why and how…?

PhD, Cand. Psych. Simon Egenfeldt-NielsenCEO Serious Games Interactive

13. Januar 2012

Microsoft – Playful Learning

sen@seriousgames.dk+45 40 10 79 69

My background

• MA Psychology• PhD Games & learning• Between industry & research

Research projects• Commercial video games for learning• Educational potential of video games: GC: Palestine• Research project: Serious Games on a Global Market place• PlayMancer – Serious Games for Rehabilitation

Developing games• Three series for education• +50 client projects

Our background

•Global Conflicts-Series, Citizenship, +13 years (10)•Playing History-Series, History, 9-13 years (2)•Trunky-series, 3-8 years (6)

• Research-based company• Using games for more than entertainment• 18 employees located in Copenhagen• Won several awards for our productions• +50 games for clients

Awards

Children’s Technology Review (US)- Editors Choice Award 2008.

PC ZONE (UK) – Independent Game Award 2007.

Nordic Game (Scandinavia) – Best Nordic Game 2007 & 2008 nominee.

IndieCade (US)- Best Indie Game Nominee 2008 & 2009.

BETT Award (UK) – Secondary educational products 2010.

Børsen Gazelle (DK) – Among 200 fast-growing DK companies in 2007-2011

BETT Finalist (UK) – Primary educational products 2012.

Agenda

• How do teachers use of games?• How can we use games?• What should we look for?

Participants

66% Females 34% Males

Medio 2010

275 respondents185

21

34

9

25

below 30 years

31-40 years

41-50 years

51-60 years

Above 61 years

0 10 20 30 40 50 60 70 80 90

Teacher Age

Teaching with IT

Experience with Games

No experi

ence

A little

experi

ence

Averag

e exp

erien

ce

Exten

sive e

xperi

ence

Vast ex

perien

ce05

101520253035404550

All %DK %World %Male Female

No experi

ence

A little

experi

ence

Averag

e exp

erien

ce

Exten

sive e

xperi

ence

Vast ex

perien

ce0

10203040506070

All %DK %World %Male Female

Adaptation in teaching

60% use computer games in teaching

Games used in teaching Ways used to teach with games

All DK World Male Female0

10

20

30

40

50

60

70

YesNo

Female teacher use them most!

64% vs. 51% (but only on lower

grade)

Games useful in teaching about them as a medium

Games enhancing pupils’ creative/production skills

Games primarily developed for entertainment

Games geared towards inter-disciplinary teaching

Games for teaching in specific topics

Games for the training of specific skills

About games as a cultural phenomenon

For interdisciplinary teach-ing

Pupils’ skills in design & creative production

To teach in specific topics

For training in specific skills

BarriersTop 6 – selected barriers (top1)

1. Problems with computer equipment2. Problems with installing the software3. Computer games are too expensive4. Learning games not on par with other games5. My own lack of knowledge6. Inappropriate physical surroundings

57%

12%

11%

6%

6%

7%

Practical: Software, hardware & settingMy own lack of knowledge about gamesLearning games not on a par with other gamesLimited relevance to the syl-labus of my subjectDifficult to control the learn-ing processDifficult to evaluate what pupils actually learn

Top 6 – categories barriers (top1)

Boring barriers

•Schools still struggle to get a proper infrastructure•There is a quality challenge according to especially male teachers•DK teacher perceives more practical barriers: Equipment, installation and setting

Learning outcomesTeachers perception of learning outcomes for different students

Pupils learn LESS from games

Pupils learn the SAME from games

Pupils learn MORE from games

0 10 20 30 40 50 60 70 80 90

AllStrong studentsWeak studentsMale studentsFemale students

The weak students and male students

look to gain significantly more

according to teachers

Pupils learn LESS from games

Pupils learn the SAME from games

Pupils learn MORE from games

0 10 20 30 40 50 60 70 80 90

FemaleMale

Male teacher sees greater potential.

Male/female Teachers perception of learning outcomes gender

Why don’t use gamesAttitude towards teaching with games

Are you considering using games in your teaching?

Yes

No

Maybe

0 10 20 30 40 50 60 70

FemaleMaleWorldDKAll

Top 4 – selected barriers (top1)

1. My own lack of knowledge2. Limited relevance to syllabus3. Inappropriate physical surroundings4. Problems with computer equipment

In general teachers are focused on lack of knowledge and having a difficult time connecting games and learning in a ‘hostile’ environment.

Very few dismiss games out right, but have valid reservations.

Agenda

• How do teachers use of games?• How can we use games?• What should we look for?

Games in education overview

Games in school are many things – challenges, didactics and approach is VERY different.

Teaching through computer games: Use computer games to teach a specific curriculum.

Teaching with computer games: Use computer games as leverage in the teaching of existing themes, concepts and methods from the curriculum in play.

Teaching by making computer games: Use game authoring tool to make a computer games about a given subject or with relevant contents to learn about IT, games, design, story-telling and the game’s topic.

Learning process

Group work

Reflectiveobservation

Activeexperimentation

Game

Instructor Abstractconcepts

Concreteexperiences

Kolb’s cycle showing different teaching forms w. modes for achieving best results.

Source: Egenfeldt-Nielsen, 2007

Teaching and didactic approach

B

Behaviourism Constructivism

through

with

making

Facts

Reflection

Applying

Different game didactics can do different things with different students in different context by

different teachers

Ex. Teaching through games

Closest type of games to a textbook.

Very broad variation across target groups in relation to characters, contents, scope and genres.

Games can be aimed, refitted or reconceived for education.

Didactical approach varies but mostly lean towards behaviorism and cognitivism.

They can have a continuum from focus on what is most important: fun or learning.

Ex. Teaching through games

A good place is to look at the success criteria for mastering a game, the core of a game. Not so much the setting.

Succes criteria Interaktivity Knowledge domain

Action Quick reflexes Large Psychomotor

Adventure Puzzle & logic thinking Small Affective

Strategy Overview, prioritistion & analysis

Medium Cognitive

Ex. Teaching with games

This approaches is driven by students’ interest and motivation, so you need differentiation and freedom.

Another challenge is dealing with very different types of student game literacy.

Didactical approach varies but mostly lean towards cognitivism.

Ex. Teaching by making games

Quite a challenging and demanding approach both for teachers and students.

Get an inside perspective on a subject by dissecting it while using creative expressions.

Didactical approach varies but mostly lean towards behaviorism and constructivism.

The expression and scope may disappoints students.

Agenda

• How do teachers use of games?• How can we use games?• What should we look for?

Simcity 4

Civilization 4

Spore

Are these learning games?

Bully

Are these good learning games?

A good game (teaching through games)A good learning game is also a good game.

A good game is also a good learning game.

•Audiovisual•Story

•Problem space•Choices/decisions•Consequence•Feedback•Balance•Reward

Engaging

Challenging

Subs

tanti

vsVe

rbs

Interesting

Are these good (learning) games?

All have elements of learning.

When learning focus increase, motivation tends to decrease.

• Substantives (ship/cannon)• Verbs (sail/shoot)

• Integration• Motivation• Focus

+ Motivation- - - Integration- - - Focus

+ + Motivation-Integration- Focus

+ Motivation+ Integration- Focus

A good learning game…

•Audiovisual•Story

•Problem space•Choices/decisions•Consequence•Feedback•Balance•Reward

Subs

tanti

vsVe

rbs

Quality & abstraction• Right substantivs• Right verbs

• Integration• Motivation• Focus

Learning gameComputer game

Conclusion

Plan realistically and consider the practical barriers. These will probably be your biggest challenge.

Clearly set out what way you want to use games, and evaluate the game on those premises.

Recognize that game is a medium where verbs are central, and that game and learning have to align well for it to work.

Thank you for listing – and hope you will give games a go.

Contact infoCompany detailsSerious Games InteractiveRavnsborggade 2-4, 2. floorDK - 2200 Copenhagen Nwww.seriousgames.dk

My details: Simon Egenfeldt-Nielsensen@seriousgames.dk | +45 40 10 79 69www.egenfeldt.eu

© Serious Games Interactive