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Dr Jacob Habgood, Head of Serious Games, Sumo Digital
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Dr Jacob Habgood, Head of Serious Games, Sumo Digital presents the "10 minute Ph.D" as part of the Game Based Learning in Practice session at Game Based Learning 2009

Dr Jacob Habgood, Head of Serious Games, Sumo Digital presents the "10 minute Ph.D" as part of the Game Based Learning in Practice session at Game Based Learning 2009

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  • Nice ideas, just what I was thinking of....So the take away is that games for education could be more effective, but less efficient, similar to, say, hands-on or outdoor activities in the case of science related subject (e.g., ecology, water quality)? ....
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Dr Jacob Habgood, Head of Serious Games, Sumo Digital Presentation Transcript

  • 1. The Ten Minute Ph.D. Chocolate, Broccoli and Skeletons
    • Dr. Jacob Habgood
    • Head of Serious Games, Sumo-Digital Limited
  • 2. From Industry
    • Lead Programmer / Technical Lead
      • Gremlin / Infogrames / Atari
        • MicroMachines (PS2, Xbox, GC)
        • Hogs of War (PSX, PC)
        • Actua Sports (PSX)
        • Reloaded (PSX)…
    Hogs of War ELSPA Silver Sales Award Electronics Boutique’s Best Multi-Player Game of 2001
  • 3. To Academia
    • The University of Nottingham
      • The Learning Sciences Research Institute
        • Psychology
        • Computer Science
        • Education
    • Chocolate-Covered Broccoli
      • Poor marriage of games and learning
  • 4. A Little Bit of Psychology
    • Intrinsic Motivation (Deci and Ryan) Engaging in an activity for its own sake with no obvious external incentive
      • Linked to the concept of flow (Csikszentmihalyi* )
      • Being “in the zone”: total concentration, distorted sense of time, and extension of self.
      • Video games have it…
      • Education would like it.
        • More effective learning?
        • Longer time-on-task?
      • *Chick-sent-me-high
  • 5. “ Edutainment”
    • Failed to harness intrinsic motivation
      • Shavian Reversal (Papert, 1998)
      • Chocolate-Covered Broccoli
      • “ Bargain Bin” Products
    We should have a child together. With my body and your brains, what a wonder it would be! Yes, but what if it had my body and your brains?
  • 6. Intrinsic Integration (Habgood, Ainsworth and Benford, 2005)
    • Better Integration
      • Integrate the game mechanics and learning content.
      • “ mechanism through which players make meaningful choices and arrive at a meaningful play experience” (Salen & Zimmerman, 2004).
  • 7. Zombie Division
    • A Gaming Episode
      • Designed to empirically test the value of our definition of intrinsic integration.
      • Is this integration better or worse for motivation and learning .
    • Contrasting Versions
      • Two versions that differ only in the way in which they integrate their learning content.
      • Intrinsic Zombie Division
      • Extrinsic Zombie Division
  • 8. Intrinsic Game
    • Core Mechanic
      • Action-adventure game.
      • Defeating numbered enemies by attacking them with a weapon that divides their number into whole parts.
      • Weapons map to different divisors.
      • Supported by a multiplication grid.
  • 9. Intrinsic Game
  • 10. Extrinsic Game
    • Core Mechanic
      • Enemies labelled with symbols which show their vulnerability to weapons.
      • Weapons map to controls only.
    • Learning Content
      • Multiple choice questions at end of level.
      • Supported by a multiplication grid.
      • Identical numbers to those in the intrinsic version (on the skeletons).
  • 11. Extrinsic Game
  • 12. Control Game
  • 13. Study 1: Motivation
    • Version Switching
      • Class of 9-11 year olds attending a regular after school club.
      • Free switching between versions of ZD or their usual club pursuits.
      • No loss of progress for switching.
      • Recorded time playing ZD over 2½ hours of potential play.
      • Lengthy group interview at end.
  • 14. Study 1: Results
    • Motivation
      • Children spent significantly longer playing the intrinsic than extrinsic (61% vs. 8%)
      • Girls spent statistically longer playing intrinsic than boys! (84% vs. 50%).
    • Interview Data
      • “ more fun because it’s like subliminal advertising with maths.” (intrinsic)
      • “ you think: oh I’ve had the fun part, now I have to do a test – I’m just going to turn it off and not bother.” (extrinsic)
  • 15. Study 2: Learning
    • Fixed Time-on-Task
      • Fifty-nine, 7 and 8 year olds
    W.E. W.E. 35 minutes on game. Delayed-test 25 2 weeks Post-test 11 20 mins on game 7-8 30 mins reflection + 20 mins game. 6 20 mins on game 4-5 Pre-Test Day 1
  • 16. Study 2: Results
    • Learning Outcomes
      • Larger overall percentage gains (15%pts).
      • Percentage gains between post and delayed were significantly higher for the intrinsic (7%pts) than extrinsic (<1%pts) or control (<1%pts)
  • 17.
      • Intrinsic Integration
        • You can create more motivating and more effective learning games by creating a closer integration between a game and its learning content.
        • But…
        • They may take longer to produce and be more difficult to re-purpose…
        • Discuss :-)
    Take Away Message:
  • 18. Zombie Division (okay so they’re not actually zombies – but they’re close)