Developing learners’ creativity through computer game authoring

1. Developing learners’ creativity through computer game authoring Judy Robertson and Cathrin Howells Heriot-Watt University, Edinburgh, Scotland Judy Robertson, Cathrin Howells, 21st March, 2007

2. Overview • In the Adventure Author project, we have been working with young people as they make their own computer games. • In this talk we will discuss why game making is a rich task for learning and how it fits in with the Curriculum for Excellence in Scotland. • We will look at the “successful learner” strand, and creative thinking in particular. • We will give illustrative examples from a recently completed field study in a primary school Judy Robertson, Cathrin Howells, 21st March, 2007

3. Curriculum for Excellence in Scotland • Confident individuals • Responsible citizens • Effective contributors • Successful learners • Think independently and creatively • Have enthusiasm and motivation for learning • Learn independently and as part of a group • Make reasoned evaluations Judy Robertson, Cathrin Howells, 21st March, 2007

4. Successful Learners (Among other things) learners should: • Think independently and creatively • Have enthusiasm and motivation for learning • Learn independently and as part of a group • Make reasoned evaluations Judy Robertson, Cathrin Howells, 21st March, 2007

5. Field studies • We have conducted various community education field studies with the Neverwinter Nights game authoring toolkit • This year we decided to look at a more formal learning environment: • 8 week field study in a state funded primary school in Dundee • 30x 9-10 year old children, one class teacher, one ICT specialist teacher, 3 researchers • Each pupil had 40 minutes to work on game per session Judy Robertson, Cathrin Howells, 21st March, 2007

7. Judy Robertson, Cathrin Howells, 21st March, 2007

8. Learning activities • Demo software skills (e.g. conversation editing) to whole group • Discuss model games (by adults or other learners) in group • Give children goal for session (e.g. to have finished an interactive conversation) OR • Give children time for exploratory play – try out what is possible in toolset and game • Plenary sessions for sharing what was learned, exchanging tips • Peer play testing • Teaching visitors how to play Judy Robertson, Cathrin Howells, 21st March, 2007

9. Creative thinking: sources of ideas • Books, films, commercial games • Stories or games made by friends • Discussion in the group • Exploration of software • “I get a lot of my ideas from other games and sort of mix them up a bit” Sam Judy Robertson, Cathrin Howells, 21st March, 2007

10. Creative thinking: evolution of ideas • The toolset caused game ideas to change because: • It was not possible to accomplish original idea • It was too difficult to accomplish original idea • The author discovered a new feature of the software and thus new possibilities • Some children deliberately relied on game ideas emerging from toolset (rather than planning up front) Judy Robertson, Cathrin Howells, 21st March, 2007

11. Creative thinking: evolution of ideas (2) Ideas also changed because the author: • Realised plans were too complex and scaled back • Grew in skill and gained confidence to tackle more complex ideas • Forgot original ideas! • Realised the game was incoherent • Wanted to accommodate peer feedback • Had to prioritise because of time constraints Judy Robertson, Cathrin Howells, 21st March, 2007

12. Enthusiasm for learning • “It was the best thing I've done” Euan • “It was an opportunity – not everyone gets to do this” Jack • “I love it. It is so fun.” Nadia • “It was a challenge, but very enjoyable” Ross • “I’ve found the comments that Greg made interesting ... Because he’s probably the able child in the class…and he found it good that he was challenged. It wasn’t something he could just pick up as usual and do it. He had to work it out.” Mrs Galloway Judy Robertson, Cathrin Howells, 21st March, 2007

13. Independent learning • Nadia was sitting across the table and asked me a question but I told her I would come to her later. By the time I got to her, she had solved it herself • Carlie was about to create new area but said she had forgotten how. I suggested she just try, and sure enough she did know • Euan was writing dialogue and he wanted me to correct the structure… He articulated it quite well, and insisted I show him what he was doing wrong rather than doing it for him Researcher’s notes Judy Robertson, Cathrin Howells, 21st March, 2007

14. Collaborative learning Collaboration to learn software Mrs Galloway: There’s also been a lot of cooperation work Mrs Laird: [They ask each other] “How did you do that”? And then they’ll go and help with it. But there’s been a lot of collaboration Mrs Galloway: And you know beforehand it would just be their pals that they would show how to do something. But it hasn’t been at all.. it’s just if they’ve overheard that then they go and they help one another out. Testing someone else’s game • “You might like it loads, but you can’t be 100% sure everyone else will like it” Greg • “It’s hard to stand back and not help when someone is testing your game” Jade Judy Robertson, Cathrin Howells, 21st March, 2007

15. Make reasoned evaluations • Class evaluation of pupils’ game dialogue • Josh said that it was exciting, because there was a girl running away with a monster coming up behind her. • Greg noted that the monster could easily catch up with the sister which added to the urgency • Connor said there was good vocabulary • Self reflection/evaluation • “I have not yet got at least 1 task in each level, except for in level 1… • …I am pleased I have got quite a lot of characters speaking to each other” Lindsey • Evaluation of software • “When you right-click on a monster there should be easy script options, e.g. a menu called ‘Movements’, then an option called Follow” Ross Judy Robertson, Cathrin Howells, 21st March, 2007

16. Conclusions • Game making creates a rich environment for learning. Its complexity is an asset. • It can foster the development of successful learning skills, including creativity • Incorporating learning of this style in classrooms will be challenging… • … but the benefits could be great within the Curriculum for Excellence framework. Judy Robertson, Cathrin Howells, 21st March, 2007

17. Any questions? Thank you! Judy.Robertson@hw.ac.uk http://www.macs.hw.ac.uk/AdventureAuthor/ Judy Robertson, Cathrin Howells, 21st March, 2007

18. Judy Robertson, Cathrin Howells, 21st March, 2007