The Great History Conundrum Alex Moseley University of Leicester

Key Features: ARGs for Higher Education Problem solving at varying levels (graded challenge) Progress and rewards (leaderboard, grand prize) Narrative devices (characters/plot/story) Influence on outcomes Regular delivery of new problems/events Potential for large, active community Based on simple, existing technologies/media

Problem solving at varying levels (graded challenge)

Progress and rewards (leaderboard, grand prize)

Narrative devices (characters/plot/story)

Influence on outcomes

Regular delivery of new problems/events

Potential for large, active community

Based on simple, existing technologies/media

In 2007…

Introducing ARG Features Problem solving at varying levels (graded challenge) Progress and rewards (leaderboard, grand prize) Narrative devices (characters/plot/story) Influence on outcomes Regular delivery of new problems/events Potential for large, active community Based on simple, existing technologies/media

Problem solving at varying levels (graded challenge)

Progress and rewards (leaderboard, grand prize)

Narrative devices (characters/plot/story)

Influence on outcomes

Regular delivery of new problems/events

Potential for large, active community

Based on simple, existing technologies/media

Student Learning Outcomes K now where and how to search for a variety of historical resources on and off line Be able to critically analyse internet resources to determine their suitability for academic purposes Have engaged in collaborative activity online to arrive at a shared consensus Obtain a number of transferable skills (problem solving, numeracy, team working, IT skills)

K now where and how to search for a variety of historical resources on and off line

Be able to critically analyse internet resources to determine their suitability for academic purposes

Have engaged in collaborative activity online to arrive at a shared consensus

Obtain a number of transferable skills (problem solving, numeracy, team working, IT skills)

Puzzles/Problem Examples Basic / non-cryptic Narrative / cryptic

Puzzles/Problem Examples Communal (minor) Communal (mass)

Motivation: Leaderboard

Motivation: Automated Marking and Return 354 Gracechurch St.

Community/Collaboration: Forums

Community/Collaboration: WIKI

Community/Collaboration: WIKI

Results 190/200 students took part over 4 weeks They solved 3301 puzzles (average 17 each) They posted 4387 messages in the forums (average 23 each) Visited over 50 online/offline resources, covered wide range of topics during discussions 181 passed the course (90%), 92 achieved 60%+

190/200 students took part over 4 weeks

They solved 3301 puzzles (average 17 each)

They posted 4387 messages in the forums (average 23 each)

Visited over 50 online/offline resources, covered wide range of topics during discussions

181 passed the course (90%), 92 achieved 60%+

Activity Over the four weeks By hour of day

Over the four weeks

By hour of day

Student Quotations “ The Great History Conundrum was both incredibly challenging and entertaining…. a fundamental part to understanding what the HS1000 course was about” “ It taught me a lot of skills that I probably wouldn't have learnt in lectures, for example the actual processes involved with research on a practical level, rather than being told about them”

“ The Great History Conundrum was both incredibly challenging and entertaining…. a fundamental part to understanding what the HS1000 course was about”

“ It taught me a lot of skills that I probably wouldn't have learnt in lectures, for example the actual processes involved with research on a practical level, rather than being told about them”

“ We must go beyond textbooks, go out into the bypaths and untrodden depths of the wilderness and travel and explore and tell the world the glories of our journey.” John Hope Franklin (US Historian researching Black American history). Alex Moseley Faculty of Arts • University of Leicester [email_address]