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WP3 – SG Application Fields

WP3 – SG Application Fields. Michela Mortara , Chiara Eva Catalano, Bianca Falcidieno CNR – IMATI Marco Luccini CEDEP. Outline. Overview of WP3 mission and objectives Synthesis of Year 1 – activities and outcomes Year 2 Focus, strategy, outcomes Plan for user studies

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WP3 – SG Application Fields

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  1. WP3 – SG Application Fields MichelaMortara, Chiara Eva Catalano, Bianca Falcidieno CNR – IMATI Marco Luccini CEDEP

  2. Outline • Overview of WP3 • mission and objectives • Synthesis of Year 1 – activities and outcomes • Year 2 • Focus, strategy, outcomes • Planforuserstudies • Plan for year 3 (4)

  3. Overview of WP3 • Mission: Understand the current practices, needs and desiderata of customers and developers of SGs in different application domains • 6 specific Tasks, or Special Interest Groups • Business and Management (T3.1, CEDEP) • Engineering and Manufacturing (T3.2, POLIMI) • Health and Fitness (T3.3, HWU) • Security, Safety & Crisis Management (T3.4, NURC) • Humanities & Heritage (T3.5, CNR) • Personal & Social Learning & Ethics (T3.6, INESC-ID) • 1 Harmonization & Integration Task (T3.7, CEDEP)

  4. Synthesis of Year 1 S T A R questionnaires, interviews

  5. Main findings of year 1 • High demand of evidence based practice • Lack of a formal methodology to assessgame effectiveness perceived as the mainbarrier to SG adoption • Scepticism about SG effectiveness • Low adoption, small market • Uncertain return of investment • Few skilled developers, low budget projects

  6. Focus of Year 2 “The panel recommends that this WP develop a plan to design and conduct one or more empirical studies of SGs now in use which are generally regarded as effective but which lack empirical evidence of impact. Such a research plan could be developed in year two and conducted in year three” Based on the 1st year outcomes and the reviewers’ recommendation, the focus of year 2 has been on the learning impact of SGs.

  7. Strategy SG collection (year 1) SG monitoring (year 2) • Educational objectives & exploitation styles • Technological features • Availability to test • Success • Diffusion / Popularity • Awards • Learning Impact • Evidence from the literature • Recognised potential • Game workshops • Game testing and evaluation • Collaborative SG descriptions

  8. Strategy SG collection (year 1) SG monitoring (year 2) • Game workshops • Game evaluation and testing • Collaborative SG descriptions • For each SIG: • Best practices wrtmaximizing the learning impact • Current/best practices in the assessment methodology • Identification of the SGs for user studies

  9. BPs and recommendations on how to maximize and evaluate the Learning Impact [T3.7] • Minimum cognitive overload • Facilitate the learning • R1 • Engage the learner experientially/constructively • Situate the learning R1 R2 Minimizing the cognitive overload Maximizing the learning experience • Clear Evaluation strategies • Comprehensive evaluation plan • R3 • Flexibility, reusability, exploitation • Facilitate the learning R3 R4 Designing learning evaluation as an Impact project Design the SG as an integral part of a learning program

  10. BPs and recommendations on how to maximize and evaluate the Learning Impact [T3.7] • Minimum cognitive overload • Facilitate the learning R1 Minimizing the cognitive overload • User friendly game interface & Intuitive navigation (Playing History, Plantville, Siqur) • No previous knowledge required, gradually increasing difficult learning tasks (Shortfall, Thiatro) • Use facilitation when the embedded complexity is relevant

  11. BPs and recommendations on how to maximize and evaluate the Learning Impact [T3.7] • R1 • Situate the learning • Engage the learner experientially/constructively R2 Maximizing the learning experience • Minimization of cognitive overload a necessary condition • A suitable environment and proper interactions to fit the context of use at best • Immersive 3D environments (Thiatro, Boarders’ Ahoy!, TARGET, Innov8) • Interaction among players (EagleRacing) • Engage learners in building their new knowledge (Icura, MeTycoon) • Fun but also emotional tension and frustration

  12. BPs and recommendations on how to maximize and evaluate the Learning Impact [T3.7] • Identify as early as possible the learning goals and the kinds of data to be collected in order to identify the suitable learning metrics. • If the game is part of an educational strategy the stakeholders will be involved for the design and evaluation phase • Facilitation to raise attention, provide learning guidance and consolidate the learning • Maximization of the learning impact and effective evaluation • Clear Evaluation strategies • Comprehensive evaluation plan • R3 • Facilitate the learning R3 R4 Designing learning evaluation as an Impact project Design the SG as an integral part of a learning program

  13. Plan for user studies – objectives • Selected SGs generally regarded as effective • Go beyond available studies (if any) • Validate the GALA evaluation (description template -WP1) • Evaluate SG effectiveness per se / with respect to or coupled with other means • Assess long term retention / actionability • Not only cognitive gain, higher levels in Bloom’s / Kirkpatrick’s models

  14. EagleRacing(collaboration dynamics) MetaVals (finance) Seconds (supply chain management) Cosiga (product development process) SBCE (lean manufacturing) Re-Mission(supportto treatment) Squire’s Quest (food and nutrition) Afghanistan pre-deployment course (defence, cultural awareness) Boarders Ahoy! (defence, ship boarding operations) PlayingHistory – The Plague (History) ICURA (cultural awareness, japaneseetiquette) Stop Disaster! (risk awareness) Darfur is Dying (human rights) User studies

  15. User studies • EagleRacing(collaboration dynamics) • MetaVals (finance) • Seconds (supply chain management) • Cosiga (product development process) • SBCE (lean manufacturing) • Re-Mission(supportto treatment) • Squire’s Quest(food and nutrition) • Afghanistan pre-deployment course (defence, cultural awareness) • Boarders Ahoy! (defence, ship boarding operations) • PlayingHistory – The Plague (History) • ICURA (cultural awareness, japaneseetiquette) • Stop Disaster! (risk awareness) • Darfur is Dying (human rights) Is part of some company specific programs and other education programs at CEDEP and at INSEAD The evaluation will benefit of a PGLC, never done before

  16. User studies • EagleRacing(collaboration dynamics) • MetaVals (finance) • Seconds (supply chain management) • Cosiga (product development process) • SBCE (lean manufacturing) • Re-Mission(supportto treatment) • Squire’s Quest(food and nutrition) • Afghanistan pre-deployment course (defence, cultural awareness) • Boarders Ahoy! (defence, ship boarding operations) • PlayingHistory – The Plague (History) • ICURA (cultural awareness, japaneseetiquette) • Stop Disaster! (risk awareness) • Darfur is Dying (human rights) Developed and adopted at POLIMI Summative evaluation including scenario questions

  17. User studies • EagleRacing(collaboration dynamics) • MetaVals (finance) • Seconds (supply chain management) • Cosiga (product development process) • SBCE (lean manufacturing) • Re-Mission (support to treatment) • Squire’s Quest (food and nutrition) • Afghanistan pre-deployment course (defence, cultural awareness) • Boarders Ahoy! (defence, ship boarding operations) • Playing History – The Plague (History) • ICURA (cultural awareness, japanese etiquette) • Stop Disaster! (risk awareness) • Darfur is Dying (human rights) Largely adopted and well studied BUT will be evaluated from the point of view of game mechanics and narrative

  18. User studies • EagleRacing(collaboration dynamics) • MetaVals (finance) • Seconds (supply chain management) • Cosiga (product development process) • SBCE (lean manufacturing) • Re-Mission(supportto treatment) • Squire’s Quest(food and nutrition) • Afghanistan pre-deployment course (defence, cultural awareness) • Boarders Ahoy! (defence, ship boarding operations) • PlayingHistory – The Plague (History) • ICURA (cultural awareness, japaneseetiquette) • Stop Disaster! (risk awareness) • Darfur is Dying (human rights) Is part of education programs at CEDEP and at INSEAD and at some company specific programs. The evaluation will benefit of a PGLC, never done before Both considered BP for CA in defence operations – different technological solutions Planned a comparative study on different user profiles

  19. User studies • EagleRacing(collaboration dynamics) • MetaVals (finance) • Seconds (supply chain management) • Cosiga (product development process) • SBCE (lean manufacturing) • Re-Mission (support to treatment) • Squire’s Quest (food and nutrition) • Afghanistan pre-deployment course (defence, cultural awareness) • Boarders Ahoy! (defence, ship boarding operations) • Playing History – The Plague (History) • ICURA (cultural awareness, japanese etiquette) • Stop Disaster! (risk awareness) • Darfur is Dying (human rights) Largely adopted in Danish schools. Evaluation at DIS (Genova) in march, to be repeated over time

  20. User studies • EagleRacing(collaboration dynamics) • MetaVals (finance) • Seconds (supply chain management) • Cosiga (product development process) • SBCE (lean manufacturing) • Re-Mission(supportto treatment) • Squire’s Quest(food and nutrition) • Afghanistan pre-deployment course (defence, cultural awareness) • Boarders Ahoy! (defence, ship boarding operations) • PlayingHistory – The Plague (History) • ICURA (cultural awareness, japaneseetiquette) • Stop Disaster! (risk awareness) • Darfur is Dying (human rights) Large diffusion (supported by U.N.) positive perception of learning impact but no empirical studies yet Evaluation of experimental vs control group

  21. Further SIG activities (WP3 Handbook) • Set-up and maintain dedicated SIG web pages (as suggested by the reviewers) [joint effort with WP8] • Contribute to SG description • Publish scientific papers [16 ref. proc, 2 ref. journals] , organize Special Issues [1] and Workshops [3] • Attract Associate Partners • Monitoring SG proposition, stakeholders, dissemination channels

  22. Next steps • Main efforts in year 3: • Conduct the user studies • Disseminate the outcomes • Recommendationsformaximizing the total valueofSGs: revision, update, validationthrough the userstudies • Continue Evaluating/describing SGs, Monitoring SG proposition, Updating the SIG pages • Outlook to year 4: • describing and prioritizing the kinds of research that is needed to measure the learning impact (reviewers’ rec.) from the application perspective • SIG Final Thematic Workshops

  23. Thankyouforyourattention

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