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Stefan Greuter G4C ANZ Presentation

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Stefan Greuter and Susanne Tepe: Designing A Game For Occupational Health & Safety …

Stefan Greuter and Susanne Tepe: Designing A Game For Occupational Health & Safety

http://youtu.be/hH6eTJ22eK4

One of the key challenges for Occupational Health & Safety training is to engage learners. Serious Games are a promising vehicle to engage learners and enhance their retention of important concepts. We designed and developed a game as a classroom activity the Occupational Health and Safety Construction Induction course at RMIT that allows students to experiment with workplace hazards in an educational and entertaining way. In this session we talk about the design challenges and the games impact on motivation and knowledge retention.

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  • StefanOffice of the Australian Building and Construction Commissioner, have established a construction induction process also known as White Card Training. Everyone intending to work on a Tier 1 construction site must have a White Card
  • StefanPersonal experience is that students were disengaged; looking a phone, checking email, playing gamesReference: T. Harfield, et al., "Toward a Learning-Styles Profile of Construction Students: Results from New Zealand," International Journal of Construction Education and Research vol. 3, pp. 143-158, 2007
  • Games provide flow (Csikszentmihalyi)Flow is the feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment (MihalyCsikszentmihalyi)Useful where learning is perceived as complex or boring (Prensky)Capable of triggering a deep motivation for learning (Bogost, Gee)Provide ability to experiment with multiple outcomes (Dalgarno and Davies )Have an advantage over Designed to be engaging and entertaining (Zicherman)
  • SusanneAll players were engaged and immersedPlayers enjoyed the graphics sound and interactionWere happy to play the game to the end (20 – 25 mins)Players didn’t find the game too easy or too difficult, which was an important aspect of the flow experienceMost players thought that it is a useful activity to reinforce OH&S learningMuch better than multiple choice test, but that was not really hard to beat.
  • SusanneHow do you test if a game does what you want it to do? We were looking for transferability from game to real life, and improved retention about hazards.Shows that students were able to spot more hazardsStudents are more likely to agree with experts on what hazards were.
  • Very optional
  • SusanneKept people from falling asleepUniformly happy with playing a game in classStudent became a bit better at recognising hazardsAll of the people wanted to play the game to the end.Isn’t that nice change that people can get hooked for half an hour on a game that is educational.
  • Handover to Stefan
  • Transcript

    • 1. Making Boring Fun: Designing a Game for Occupational Health and Safety Stefan Greuter Kimberley dAmazing Susanne Tepe Tim Goschnick Frank Boukamp Thomas Harris J. Fiona Peterson Kalonica Quigley Ron Wakefield Rhys van der Waerden
    • 2. Construction safety is important• Australian construction industry represents 9% of the workforce• 11% of all serious workers’ compensation claims occur in construction• Fatality rate in construction is more than twice the rate for “all industries”• OH&S Construction Induction Process – (White Card) – VET course on Construction Induction defines the contentPeople who work in the construction industrycontinue to be injured on construction sites16.11.2012 Games For Change Conference, Melbourne
    • 3. OH&S Construction Induction Training• Students often disengaged• Target group consists of surface learners• Preference towards – Activity-based classroom teaching – Instructor monitoring – Structured course content – Graphical representations with little textMaybe construction students aredisengaged because classroom lecturingisn’t the best teaching method for them16.11.2012 Games For Change Conference, Melbourne
    • 4. Games• Provide highly structured environment• Break down complex tasks into smaller tasks• Adjust to the individual pace of the player• Provide immediate and continuous feedback• Facilitate exploration of multiple solutions• Require players to formulate hypotheses• Require player to evaluate the outcomeAll of which has been linked with better learningoutcomes, motivation and retention of material16.11.2012 Games For Change Conference, Melbourne
    • 5. Demo16.11.2012 Games For Change Conference, Melbourne
    • 6. Engagement• Questionnaire designed to assess – Enjoyment – Engagement – Motivation• Followed up by interview post game play• Preliminary results show: – Players were engaged and immersed – Indicated positive experience – Appreciated the design – Recognised as useful tool for OH&S training16.11.2012 Games For Change Conference, Melbourne
    • 7. Content Testing• OHS Test designed to examine – Testing for transferability of the learning to real-world situations – Ability to spot hazards in photos of real construction sites – Initial learning and later retention of the content• Preliminary results show: – Gamers able to spot more hazards than non- gamers – Gamers more like ‘experts’ in detecting hazards16.11.2012 Games For Change Conference, Melbourne
    • 8. Example test photospot the hazards16.11.2012 Games For Change Conference, Melbourne
    • 9. Conclusion• Hazard Identification Game for construction industry students• Support the learning and teaching of construction safety induction• Provides players with choices to create their own learning pathway16.11.2012 Games For Change Conference, Melbourne
    • 10. Trouble Tower for iPadSearch for “Trouble Tower”www.facebook.com/troubletower16.11.2012 Games For Change Conference, Melbourne
    • 11. THANK YOU White Card Dr. Stefan Greuter School of Media and Communication RMIT University, Melbourne, Australia stefan.greuter@rmit.edu.au White Card Dr. Susanne Tepe School of Applied Science RMIT University, Melbourne, Australia susanne.tepe@rmit.edu.au16.11.2012 Games For Change Conference, Melbourne

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