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Work package 6: Integration into Educational Processes Work package leader UWS

Work package 6: Integration into Educational Processes Work package leader UWS. Professor Thomas Connolly Dr. Elizabeth Boyle Dr. Thomas Hainey. Overview, aims and tasks of WP6.

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Work package 6: Integration into Educational Processes Work package leader UWS

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  1. Work package 6:Integration into Educational ProcessesWork package leader UWS Professor Thomas Connolly Dr. Elizabeth Boyle Dr. Thomas Hainey

  2. Overview, aims and tasks of WP6 Aim: to examine how serious games (SGs) and serious virtual worlds (SVWs) can be integrated into formal educational systems T6.1 User and education stakeholder requirements (Task leader: UWS) T6.2 Metrics for SG in education (Task leader: UniGraz) T6.3 Integration methodologies (Task leader: CNR-ITD) T6.4 Community of teachers and tutors (Task leader: TU DELFT)

  3. Achievements of WP6 Continuing/Higher Education in Research Methods Using Games (CHERMUG) - 519023-2011-LLP-UK-KA3-KA3MP: • Award of EU lifelong Learning Grant, Development of Innovative ICT-based Content, Services, Pedagogies and Practices sub-programme, to develop a game for teaching research methods and statistics to nurses across Europe. 4 Gala partners involved: • University of the West of Scotland (UWS) • Universidad Complutense de Madrid (UCM) • Open University of the Netherlands (OUNL) • Playgen Ltd • plus University of Craiova, Romania and Satakunta University, Finland

  4. Achievements of WP6 Online searchable database availablehttp://icte.uws.ac.uk/search.aspx Journal Publications Hainey, T., Connolly, T. M., Stansfield, M. H., and Boyle, E. A. (2011). The Differences in Motivations of Online Game Players and Offline Game Players: A Combined Analysis of Three Studies at Higher Education Level, Computers and Education, 57, 4, 2197-2211. Razak, A. A., Connolly, T. M. & Hainey, T. (2011). Teachers’ Views on the Approach of Digital Games-Based Learning within the Curriculum for Excellence. International Journal of Game-Based Learning. Hainey, T., Connolly, T.M., Stansfield, M.H., and Boyle, E.A. (2011). Evaluation of a Games to Teach Requirements Collection and Analysis in Software Engineering at Tertiary Education Level, Computers & Education, 56, 1, 21-35. ISSN: 0360-1315. Connolly, T.M., Stansfield, M. and Hainey, T. (2011). An Alternate Reality Game for Language Learning: ARGuing for Multilingual Motivation, Computers & Education, 57, 1, 1389-1415.

  5. Presentation of D6.1: Year 1 time line

  6. T6.1: User and education stakeholder requirements: Surveys to date O3: Elicit requirements from end-users and education stakeholders Online survey of use of entertainment games and attitudes to and perceptions of educational games • Scottish HE students (2005, 2007, 2009 and 2011) • HE and FE students in Scotland • HE students in the Netherlands • Secondary school pupils in Greece Online survey of use of games by primary school teachers in Scotland

  7. T6.1: 2,226 Scottish HE Students 2005-2009 • Students play entertainment games for 7.46 hours per week on average • More males (92.6%) than females (69.9%) play • Males play for significantly longer and are 3 times more likely to play for more than 6-10 hours per week • Strategy, adventure and role playing games are popular for both male and female students • 85.1%, 59% and 58.5% of students thought that computer games had the potential to be used to learn in HE • No gender differences in agreement that playing games might help to provide useful skills

  8. T6.1: User and education stakeholder requirements: Primary school teachers • Pilot survey • to gauge the current use of and attitudes to DGBL for learning at primary schools in Scotland • to identify games that are currently being used and subjects where game-based approach would be most advantageous • Online survey distributed through email to the head teachers to primary schools across Renfrewshire and Glasgow

  9. T6.1: Primary school teachers: Use of DGBL and games used Use of computer games: 29 respondents have used and 33 have never used computer games for teaching Games used: BBC Schools, Coolmath4kids, Primary Games, Woodlands Games, Maths wizard, SPMG maths games, The Sims, The Littlest Pet Shop, Game website, Language teaching games, Endless Ocean, Nintendogs, Mario kart, Brain Training, Samba Amigo, Big Brain Academy, James bond, FIFA

  10. T6.1: Primary school teachers’ use of DGBL in different curricula areas • Maths 100.0% (all areas) • Language 98.4% (Phonics, spelling) • Technologies 88.7% (Building a bridge) • Sciences 82.3% (Body parts, water cycle) • Health and Wellbeing 71.0% • Social Studies 30.6% • Expressive Arts 24.2% • Religious and Moral Education 21.0%

  11. T6.1: Primary school teachers: Benefits of using DGBL at school • transforms learning into a fun, motivating and engaging experience 91.4% • fosters collaborative learning among peers 85.7% • encourages problem solving approach 84.5% • promotes deep learning 13.8%

  12. T6.1: Primary school teachers’motives for using games • The students always enjoy learning using computer games 4.24 • The students have the ability to create their own game using game creation tools 3.14 • Using a computer game for teaching is as convenient as other teaching approaches 2.63 • I am very comfortable with using computer games for teaching 1.86

  13. T6.1: Obstacles to using DGBL for Primary school teachers • Difficult to assess learning gain • Lack of skill and training • Time and curriculum constraints • Difficult to identify a suitable game • Lack of PCs and technology

  14. T6.2: Metrics for SG in education: UWS Literature Search and searchable Database O1: “Carry out a literature review of research on SGs and SVWs in education contexts.” Time period of search: 1961-Feb 2011 Search terms: ("computer games" OR "video games" OR "serious games" OR "simulation games" OR "games-based learning" OR "MMOG" OR "MMORPG" OR "M.U.D." OR "online games") AND (evaluation OR impacts OR outcomes OR effects OR learning OR education OR skills OR behaviour OR attitude OR engagement OR motivation OR affect) Total number of papers: 19,776 Database is being used as basis for several GALA literature reviews

  15. Online searchable database availablehttp://icte.uws.ac.uk/search.aspx

  16. T6.2 Metrics for SG in education O4: “Collect, systemize and structure experimental data in order to build a metrics for assessing and supporting the deployment of SGs and SVWs in concrete educational settings.” 3 approaches • Review of previous attempts to categorise learning outcomes of games • Literature search of outcomes of educational games which have been reported in the literature • Literature search for papers including serious games and neuroscience (Unigraz)

  17. Review of previous attempts to categorise learning outcomes of games • Bloom (1956): cognitive, affective, motor plus soft skills (WP1.2: SG metrics and taxonomy) • Garris, Ahlers & Driscoll (2002): cognitive, affective, skills based, • Wouters, van der Spek & Oostendorp (2009): cognitive, affective, motor skills, communicative • O’Neill, Wainess and Baker (2005): content understanding, problem solving, collaboration, communication, self-regulation • Dondiand Moretti (2007): memory/repetition/ retention; dexterity/spread/ precision/motoric; applying concepts and rules; decision making (strategy + problem solving); social interaction /values culture; ability to learn/ self assessment. • Kilpatrick (1994): user satisfaction, learning performance, transfer, company’s perceptions of impact

  18. Review of empirical evidence of outcomes of educational games in papers reported in the literature TUG search: 2003-2011, 23 papers on learning outcomes including learning achievement, motivation and attitudes (Braunecker, J., and Kickmeier-Rust, M,) UWS search: 2004-2009, 125 (66) papers on outcomes defined more broadly: Multi-dimensional approach to categorizing games and their outcomes: function of game; game genre; subject discipline; intended or unintended outcomes; positive; negative or neutral outcomes; learning outcomes

  19. Unigraz search: Review of Learning and neuroscience • Common understanding of how to use neuroscientific methods for SG: limits and potentials Literature review in progress

  20. Next steps and deadlines: 4 year time line

  21. Next steps for 6.1: Extension of stakeholder surveys to other countries • Primary school teachers • Secondary school teachers and pupils • Tertiary education students and lecturers from educational institutions across Europe • GALA partners to run online survey in their countries: • UK, Ireland, Italy, Austria, Spain, Portugal, Belgium, Netherlands, France, Germany, Norway, Finland, Switzerland, Romania • also Greece, Sweden, Eastern Europe

  22. Next steps for 6.1: issues in extending stakeholder analysis more widely • Survey instrument • Is online possible for pupils, students and teachers across Europe? • Translation into different languages • Different educational structures, stages of education and curricula across Europe

  23. Next steps for 6.2: Metrics Link to TCs: 2.6 assessment, 2.7 psychology, 2.8 pedagogy, 2.10 neuroscience • Conceptual analysis of engagement in educational games • Literature review of engagement in educational games • Literature review of learning outcomes of educational games • Literature review of self regulation in games (TC2.7) • Literature review of collaborative learning (TC2.7 and TC2.8) • Update UWS literature search and database

  24. Next steps: T6.3 Integration methodologies: Methodology O2: Investigate how to best integrate different kinds of SGs and SVWs into educational processes in different stages and in different scenarios using sound pedagogical approaches. O5: Elaborate specific methodologies for the non-intrusive integration of SGs and SVWs in existing educational contexts. • Case studies looking at gbl games at primary, secondary and tertiary education levels • identify best practices and examples from: • relevant projects and experiments carried out/ in progress within the GALA Community • EU projects in the field of games and learning, especially 6th and 7th framework program-ICT and EU lifelong-learning programs • GALA Literature reviews • Ground in GALA taxonomy and metrics and link to literature reviews • Educational games in informal learning environments, e. g. home, gyms, health, museums, youth clubs, libraries • Advantages of and constraints on games based approach to learning • Transfer of knowledge and skills from game to real world activities

  25. Next steps: T6.4 Community of teachers and tutors (TU DELFT) • Objective 6: Gather and nurture a community of teachers and stakeholders who are interested in studying, assessing and promoting the adoption of SGs and SVWs. The community will emerge to some extent from GALA members, research and development contacts, stakeholders, association, outreach advisory board

  26. Discussion • Taxonomy, learning outcomes and metrics • Duel outcomes: Learning and engagement • Case studies of integration of games at different educational stages • Use of entertainment games (COTS) in education • Informal/extra curricular games • Community of users

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