Important Lessons from the Last 10 Years with Game-Based-Learning

1. Important Lessons from the Last 10 Years with Game-Based-Learning Online Educa Berlin, Germany 1st December 2011 Simon Egenfeldt-Nielsen CEO Serious Games Interactive

2. My Background • MA Psychology • PhD Games & learning • Mixing industry & research • Computer games • Global Conflicts-series • Playing History-series • Trunky-series • +50games for clients Current Research projects: SIREN,Vistra & GaLa

4. Agenda • Section 1: What we know? • Section 2: Why it ain’t happening

5. Source: Mr. Toledano

6. Lesson #1: there are different uses Games are a really multi-dimensional beast • Using games directly to learn curriculum • Including games to enrich existing curriculum • Making games about relevant curriculum

7. Lesson #2: many teachers use it • Several studies indicate around 60% teachers • Very few teachers are dismissing it • Adaptation varies with countries • Almost all use curriculum games • Favourites are still training (math & spelling) • Use is almost exclusively in early school years

8. Lesson #3: need to keep learning • Challenge player to use knowledge actively • Make learning contents explicit • Make integration between learning & playing • Focus on learning for both verbs & substantives • Debriefing is a pre-requisite for effect • Mixing games and other learning formats is best

9. Lesson #4: must keep engagement • Real consequences in the game • Strong and constant feedback loops • Visual attractive on its on turf • Maintain relevance and authenticity • Use both extrinsic & intrinsic motivation

10. Lesson #5: building them – keep simple • Use standard technology • Avoid any solution adding complexity • Integrate with existing systems • Focus on casual approach • Build in SCORM compliance

11. Lesson #6: how to distribute – few roads • Browser-based solutions is a must • Channels are still missing • Education is more local than global • Curriculum differences major obstacle • Traditional publishers are not the answer

12. Lesson #7: barriers often ict not games • Computer equipment is not good enough • Installation & licensing is difficult • Own lacking skills are perceived as barriers

13. Lesson #8: convince people = show them • Get them in front of the games • Get into the teacher seminars • Create good cases with other teachers • Involve teachers in development

14. Lesson #9: funding is a challenge • Funding haphazard and random • Support schemes crucical • Venture investment limited • Schools don’t have the ressources • Funding should be cross-border

15. Lesson #10: but it works • Self-efficacy improves • Evidence retention is better • Indications transfer is better • Student more motivated to learn • Students feel closer to the content • Student perceive they learn more • Teacher’s can reach challenged learners

16. Lessons summary • Lesson #1: There are different uses • Lesson #2: Many teachers use it • Lesson #3: Need to keep learning • Lesson #4: Must keep engagement • Lesson #5: Building them – keep simple • Lesson #6: How to distribute – few roads • Lesson #7: Barriers often ict not games • Lesson #8: Convince people = show them • Lesson #9: Funding is a challenge • Lesson #10: But it works

17. Agenda • Section 2: What we know? • Section 3: Why it ain’t happening

18. overview: Diffusion of Innovation Five attributes can explain 49-87% of the variation in adaption of an innovation (Rogers, 2003): • Relative advantage: How much is the innovation perceived as being better than what already exists. • Compatibility: How well does the innovation match existing norms, values, needs, expectations and previous experiences? • Complexity: How easy is the innovation to use and understand for users? • Observability: How easy is it to observe the advantages achieved from adapting the innovation? • Trialability: How easy is the innovation to try out and experiments with without going all in?

19. Relative advantage The most important attribute according to Rogers. Studies show motivation is high-scorer with 25% of all teachers adhering to that. Advantages very mix & diffuse. Perceived advantage low on teacher’s priority list

20. Compability Lots of challenges like lacking game skills, bad fit with educational system and limited capable of evaluating games. Values & beliefs • Lots of negative discussion, seems to be wavering in some countries. • Teacher role, transformation; need to change their role & habitus to harness game's potential. Previous ideas • Games cover a broad spectrum of learning theory, praxis and didactics – some more in line with previous praxis. Actual needs • GBL don't really solve top-priority issues like special needs and too little teacher time. • Many games for non-core curriculum: demands much preparation time and put new demands on teacher.

21. Complexity • Games are NOT necessarily complex but most teachers perceive them as such. • Many games ARE complex: plug-ins, installation, drivers, different genres, interface etc. • Seen as dangerous to engage with.

22. Observability • In schools it difficult to observe each other and spread new knowledge. • See consequences of the intervention.. could probably not be further away than in school.

23. Tryability • Becoming easier to try out games. • But still ‘costly’ with 28 students on 'challenging' machinery. • You are trying out a new format, not just new contents like in books/online resources.

24. Discussion Do teacher want better learning? Do teachers want more motivated students? A lot don’t..! Just teach the curriculum Use what they already know & use Not put in extensive over-time on ‘hype’ Don’t take chances on unreliable technology They simply want to fulfil their job requirements: GBL is often not solving teachers challenges = no adaptation.

25. Contactdetails Serious Games Interactive Corporate: www.seriousgames.dk Global Conflicts: www.globalconflicts.eu Playing History: www.playinghistory.eu Simon Egenfeldt-Nielsen Personal: www.egenfeldt.eu Email: sen@seriousgames.dk Visit us at our stand