ENHANCING STUDENT ENGAGEMENT AND MOTIVATION THROUGH GAMES-BASED LEARNING

1. ENHANCING STUDENT ENGAGEMENT AND MOTIVATION THROUGH GAMES-BASED LEARNING E-Learning Symposium 2012 Dr Mark Stansfield University of the West of Scotland

2. Role of games-based learning in education • Examples of games-based learning • Type of game – ARG used for teaching languages • Issues relating to games-based learning • Advice for using games-based learning

3. Computer Games – early 1980s

4. Computers – early 1980s

5. Mobile phones – 1980s

7. Engaging Today’s Learners Younger generation who have grown up in technologically sophisticated environment who prefer interactive media Do not read as many traditional books, arguably have shorter attention spans and require learning in smaller size chunks Educators need to embrace and adopt approaches to teaching and learning that are better suited to learning styles of younger learners Need to provide a more stimulating and engaging learning environment – learners expect this more and more

8. What is Games-based Learning? “Use of a computer games-based approach to deliver, support, and enhanceteaching, learning, assessment and evaluation” Connolly and Stansfield (2007)

9. Role of Games-Based Learning • Useful in areas of risk-free training e.g. medical field without real life consequences • Provide mistake friendly environments – allow for learning by trial and error – learning experientially • Provides for active involvement, instant feedback and reflection • Encourage learners who lack confidence • Provide a virtual organisational setting • Offer ways of integrating range of learning tools (e.g. Web2.0) • Formation of digitally supported social networks

10. Games-Based Learning Applications Useful in Situated Learning, Problem-Based Learning, Learning by Doing Applied to areas such as: Medicine – medical students can learn safely Science – simulations of scientific concepts Management, Business, Leadership training Military Training – simulate environments

11. Example of Games-Based Learning ICT in Education Research Group SDSim

12. SDSim Simulation game for teaching software development requirements collection and analysis – work carried out by Dr Thomas Hainey Aimed at helping undergraduate students Need to learn about fact-finding techniques Previously taught in a classroom, text-based case study format Need to work in teams and interact with key personnel

15. SDSim Players have to face penalties if the requirements specification is incorrect, overtime or overbudget Detailed evaluation of the SDSim (Hainey, 2010) found had a significant impact in motivating students and providing a stimulating environment

16. Tactical Language Training System (TLTS) Johnson et al., (2005) USC, California Strong task-based focus Giving people enough knowledge of language and culture to enable carrying out of particular tasks in foreign countries Comprises interactive story-based 3D game, speech enabled Arcade Game and virtual tutor and Artificial Intelligence that evaluates speech and gives feedback Learners carry out missions in simulated game world interacting with non-player characters

19. Example of Game-Based Learning & Web 2.0 in Education ICT in Education Research Group Alternate Reality Game (ARG) for Teaching Languages

20. Alternate Reality Games (ARGs) ARGs - form of online interactive narrative and puzzle solving Often involve multiple media and game elements to tell a story that may be affected by actions/ideas of players Narrative gradually revealed to players through for example websites, text messages, emails, TV & newspaper adverts ARGs used to market and promote films and games (e.g. Halo 2, Steven Spielberg’s AI, TV series Lost)

21. Puppetmaster in ARGS Central role played by ‘puppetmaster’ who steers ARG in different directions as game’s story unfolds Collaboration among players in solving puzzles plays key role ARGs heavily built around social networking Puppetmaster can place obstacles in path to solving quest or be an ally and provide clues

22. Typical ARG Media Wikis Blogs Forums Instant Messaging Guilds Email SMS Video & Audio Mini Games Social Networking

23. ARG Game Play ARGs involve rapidly changing gameplay and ever developing situations Important players can communicate in real-time

24. Educational Value of ARGs • Moseley (2008) highlights features of ARGs of value to education • Problem solving at varying levels • Progress and rewards • Narrative devices (characters, plot, story) • Influence on outcomes • Regular delivery of new problems/events • Potential for large, active community • Based on simple, existing technologies/media

25. Guidelines for ARGs • Davies et al., (2006) suggest several guidelines for ARGs: • Players able to tangibly affect outcome • Must be overriding goal/challenge with outcomes based on players’ actions • Must require mental skill • Must require players to develop strategies to succeed • Must offer multiple paths to success • Players can overcome most obstacles

26. Alternate Reality Game (ARG) for Language Learning The ARG Project was a 2 year EU Comenius project led by Professor Thomas Connolly 6 EU partners, 328 secondary school students and 95 language teachers from across Europe Target learners – 12-15 year olds

27. ARG Project Aims • ARG project aimed at addressing two fundamental needs: • How to bridge the widening technological gap between educators and their students • How to engage and motivate students to understand the benefits of language learning

28. Advantages of Using an ARG • Advantage of using an ARG for language learning: • Practice chosen language to more authentic situation outside classroom • Enable students to express themselves without worrying about mistakes • An opportunity to learn from peers in friendly, supportive environment • Learn from tasks that invite creative solutions • Student-led learning through forums etc

29. ‘Tower of Babel’ ARG Based on building ‘Tower of Babel’ Refers to notions and values well established in European civilisation (e.g. democracy, tolerance, respect, access to education) Storyline takes students to future world in which to save languages under threat they have to collaborate with each other and ARG characters Bringing together people from different parts of Europe by learning about each others’ language, histories, traditions, daily lives

30. ‘Tower of Babel’ ARG Tower designed as ever growing wiki Students sent quests by game characters through email and special game portal To answer quests students conduct research and upload text, sound, image files Some quests require ‘right’ answer, others more open-ended questions Students add ‘building blocks’ – video, blogs, narrative, emails, text etc

31. ‘Tower of Babel’ ARG Students work collaboratively with other students For example, Bulgarian learners of English would have to identify Spanish learners of English As well as student-student interaction also teacher-student and teacher-teacher interaction Initial version of ARG in English, French, Spanish, German, Dutch and Bulgarian languages

32. ‘Tower of Babel’ ARG Teachers assessed students’ work and decide if ‘building block’ points were awarded Teachers provided guidance to students through variety of communication channels Live feeds were sent to the pupils to update as to changes in the quests by teachers Quests designed by teachers based on themes discussed in class or linked to aims and objectives of educational programmes Online training provided to teachers in using ARG

34. Development of ARG Options were either develop from ‘scratch’ or adapt existing platform Time and financial constraints on project ARG was developed using open-source Moodle - due to its extendibility features Further development and expansion to get game ‘look and feel’ Empathy scoring system built in for students Parts of storyline automatically released through forum and blog postings

37. Evaluation of ARG (Students) • Pre-test and post-test questionnaires sent to students • Students believed that they had developed: • Problem-solving skills(49.9%) • Reflection skills (37.6%) • Analysing and classifying skills(45%) • Collaborative and teamworking skills(55%) • Leading and motivating skills(43%) • Creativity skills(31%)

38. Evaluation of ARG (Students) • The majority of students indicated that they would be willing to play the ARG over a prolonged period of time as part of a foreign language course • Many students played the game in their own time at home Over a 10 day period: • 826 files uploaded by students – included images, audio, video, presentations • 9135 quest answers submitted

39. Evaluation of ARG (Teachers) 79% believed their students had really enjoyed the game 89% believed the game was appropriate for motivating their students to learn a second language 89% stated that they would use the game again in their language teaching

40. Evaluation of ARG (Teachers) Problems for teachers included the manual marking and need for quick turnaround Also for some teachers getting to grips with the technology was a little daunting Not meant to replace traditional language teaching – but as a compliment to better engage and motivate pupils

41. Issues relating to Games-based Learning Cost of development can be expensive Lack of empirical evidence supporting the validity of the approach Uncertainty as to where they might fit into the curricula Risk and fear of failure Negative attitudes among certain educators towards computer games Adds another layer to the workload of educators – learning new knowledge and skills, lack of time

42. Advice for using Games-Based Learning / Web 2.0 • Can be inexpensive and cost effective • Use existing open-source platforms and Web 2.0 applications • Identify areas and skills that might be enhanced • e.g. situated learning, problem-based learning, learning by doing, experiential learning • Role of digitally support social networks • How students can collaborate across the globe • Building on existing strengths • Use it to enhance and compliment exiting teaching

43. ICT in Education Research Group Contact: Professor Thomas Connolly (Chair) thomas.connolly@uws.ac.uk Dr Mark Stansfield mark.stansfield@uws.ac.uk