10 lessons learnt in the first ten years of the serious games movement
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10 lessons learnt in the first ten years of the serious games movement. Sports, Games and Learning – a Serious Games Conference. Internationale filmschule koeln, Cologne, Germany. 17th March 2011.

10 lessons learnt in the first ten years of the serious games movement. Sports, Games and Learning – a Serious Games Conference. Internationale filmschule koeln, Cologne, Germany. 17th March 2011.

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    10 lessons learnt in the first ten years of the serious games movement 10 lessons learnt in the first ten years of the serious games movement Presentation Transcript

    • 10 lessons learnt in the first ten years of the serious games movement.
      Sports, Games and Learning Conference
      Cologne, Germany
      17th March 2011
      Simon Egenfeldt-Nielsen
      CEO Serious Games Interactive
    • My Background
      • MA Psychology
      • PhD Games & learning
      • Mixing industry & research
      Computer games
      • Global Conflicts-series
      • Playing History-series
      • +30 games for clients
      Current Research projects: SIREN, PlayMancer & GaLa
    • The company
      Serious Games Interactive (SGI) was founded in 2006 in Copenhagen, Denmark. Today also offices in United Kingdom and Vietnam.
      We develop serious games that contain an inseparable combination of “playing”, “learning” and “story-telling”.
      We are a cross-disciplinary team of 25 people with strong roots in research.
      We work with a range of different national and international partners including Amnesty, Kaplan, Unicef, WWF, The Danish National Museum, LEGO, ECHO, and European School Net.
    • Awards
      BETT Award (UK)
      – Secondary educational products 2010.
      PC ZONE (UK)
      – Independent Game Award 2007.
      Danish Game Awards (DK)
      – Game of the Year 2009 & 2010.
      Nordic Game (Scandinavia)
      – Best Nordic Game 2007 & 2008 nominee.
      Children’s Technology Review (US)
      - Editors Choice Award 2008.
      IndieCade (US)
      - Best Indie Game Nominee 2008 & 2009.
    • Agenda
      Section 1: What is it?
      Section 2: What we know?
      Section 3: Why it ain’t happening
    • Game industry growing Fast
      EUR 15bn
      EUR 30bn
      EUR 75bn
      1990
      2000
      2010
    • We invest 3 Billion hours every week in playing games
      Everyone…
    • Why consider games?
      Games are becoming mainstream – avg. gamer is 33 years old in US and UK.
      Today games have become an universal language for playing, learning & communicating.
      Today games are out-growing other popular media in importance.
      Games are already forecasting the future of learning…
    • Source: Mr. Toledano
    • Military
      Education & training
      Education & training
      Museums
      Healthcare
      Satirical
      Corporate training
      News
      Politics
      Schools
      Being used in most areas
    • Agenda
      Section 1: What is it?
      Section 2: What we know?
      Section 3: Why it ain’t happening
    • Lesson #1: there are different uses
      Games are a multi-dimensional beast
      Including games to enrich existing curriculum
      Making games about relevant curriculum
      Using games directly to learn curriculum
    • 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
    • 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
    • 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
    • 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
    • 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
    • Lesson #7: barriers often ict not games
      Computer equipment is not good enough
      Installation & licensing is difficult
      Own lacking skills are perceived as barriers
    • 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
    • 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
    • Lesson #10: but it works
      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
    • 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
    • Agenda
      Section 1: What is it?
      Section 2: What we know?
      Section 3: Why it ain’t happening
    • 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?
    • 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
    • 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.
    • 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.
    • 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.
    • 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.
    • Case studies
      Award-winners, several years in market place, good trials and decent level of graphics.
      Making History (history)
      Global Conflict-series (citizenship)
      Dimension M (math)
      Marketing and price are not really crucial as that will hinder speed but not really final impact.
      All companies still struggling.
    • fit with adaptation criteria
      Relative Advantage: All are motivational fairing well. Dimension M is a an action game closer to students, and related to curriculum.
      Compatibility: Share values & beliefs but Dimension M is VERY focused on standards/curriculum. Dimension M closer to the textbook covering breadth rather than depth. Positioned as overall praxis.
      Complexity; Quite similar but Dimension M is much quicker to overview and then deduce from than especially Making History but also Global Conflicts. Dimension M; cover more with less time-investment.
      Triability: All do trials quite well through online, but Making History a bit more difficult as a download.
      Observability: Quite hard with Making History and Global Conflicts. Dimension M ahead with tournament features showcasing existing schools. Assessment also easer with skills-based learning..
    • 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.
    • 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