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Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
Game-based learning in schools
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Game-based learning in schools

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Game-based learning in schools – A teacher survey. DPU. National Conference on Game-Based Learning. 16th May 2011.

Game-based learning in schools – A teacher survey. DPU. National Conference on Game-Based Learning. 16th May 2011.

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  • 1. Game-based learning in schools<br />- A teacher survey<br />PhD, Cand. Psych. Simon Egenfeldt-Nielsen Assistant Professor IT-University Copenhagen<br />CEO Serious Games Interactive16. maj 2011<br />DPU<br />sen@seriousgames.dk<br />+45 40 10 79 69<br />
  • 2. My background<br /><ul><li> MA Psychology
  • 3. PhD Games &amp; learning
  • 4. Jumping between industry &amp; research</li></ul>Developing Computer games<br /><ul><li> Global Conflicts-Series
  • 5. Playing History-Series
  • 6. +20 games for clients</li></ul>Research projects<br /><ul><li> Commercial video games for learning
  • 7. SIREN – Conflict resolution EU project
  • 8. Educational potential of video games: GC: Palestine
  • 9. Research project: Serious Games on a Global Market place
  • 10. PlayMancer – Serious Games for Rehabilitation
  • 11. EU Network of Excellence on Serious Games </li></li></ul><li>Our background<br />Who are we...<br /><ul><li> Using games for more than entertainment
  • 12. 20 employees located in Copenhagen
  • 13. Clients: Danida, Amnesty, Lego, Nykredit, Novo Nordisk &amp; UNICEF
  • 14. Won several awards for our productions</li></li></ul><li>Agenda<br /><ul><li> Background – other studies
  • 15. Methods &amp; Participants
  • 16. Results</li></li></ul><li>Background<br />Games in school are many things – challenges, didactics and approach is VERY different.<br /><ul><li>Teaching through computer games: Use computer games to teach a specific curriculum.
  • 17. Teaching with computer games: Use computer games as leverage in the teaching of existing themes, concepts and methods from the curriculum in play.
  • 18. Teaching by making computer games: Use game authoring tool to make a computer games about a given subject or with relevant contents to learn about IT, games, design, story-telling and the game’s topic.</li></li></ul><li>Agenda<br /><ul><li> Background – other studies
  • 19. Methods &amp; Participants
  • 20. Results</li></li></ul><li>Method<br />Online survey <br />Representative schools identified in DK:<br /><ul><li> Initial email
  • 21. Phone call
  • 22. Follow-up email
  • 23. Poster</li></ul>Representative schools identified in other countries:<br /><ul><li> Initial email
  • 24. Phone call
  • 25. Follow-up email</li></li></ul><li>Participants<br />275 respondents<br />Teaching with IT<br />185<br />21<br />66% Females <br />34% Males<br />34<br />9<br />Medio 2010<br />25<br />Experience with Games<br />
  • 26. Participants<br />Teaching Grade level<br />Subjects taught<br />Good representation of different subjects, teacher experience and grade level<br />
  • 27. Agenda<br /><ul><li> Background – other studies
  • 28. Methods &amp; Participants
  • 29. Results</li></li></ul><li>Adaptation in teaching 1<br />60% use computer games in teaching<br />Female teacher use them most! <br />64% vs. 51% <br />(but only on lower grade)<br />Games used in teaching<br />Ways used to teach with games<br />
  • 30. Adaptation in teaching 2<br />DK Teacher use games for longer<br />DK Teachers find optimal use requires more lessons<br />26% DK teachers use games more than 2 lessons.<br />Worldwide only 8,1% does.<br />Typical duration of teaching game session<br />Optimal duration of a teaching game session<br />
  • 31. Starting up with games<br />How did you first get started with computer games in your teaching?<br />Difficult market<br /><ul><li>Teachers mainly listen to themselves and colleagues.
  • 32. DK teachers more marketing hostile, but can reached through knowledge hubs</li></li></ul><li>Attitudes &amp; Reasons<br />Attitude towards teaching with games<br />Computer games still perceived as ‘something new’.<br />That needs to be experimented with with caution. <br />Danish female teachers are least hesitant.<br />
  • 33. Attitudes &amp; Reasons<br />Reasons for teaching with games<br />DK Female teachers prefers games for variety<br />Four times as many DK Teachers use games to get better learning<br />More than 55% of teachers use games because of engagement and variety.<br />
  • 34. Barriers<br />Barriers towards teaching with games<br />Gender differences<br /><ul><li>More female teachers worried about losing control.
  • 35. More female teachers worried about barriers: equipment, setting and own knowledge.
  • 36. More female teachers also tend to find games too expensive.</li></li></ul><li>Barriers continued<br />Top 6 – selected barriers (top1)<br />Top 6 – categories barriers (top1)<br />Problems with computer equipment<br />Problems with installing the software<br />Computer games are too expensive<br />Learning games not on par with other games<br />My own lack of knowledge<br />Inappropriate physical surroundings<br />Boring barriers<br /><ul><li>Schools still struggle to get a proper infrastructure
  • 37. There is a quality challenge according to especially male teachers
  • 38. DK teacher perceives more practical barriers: Equipment, installation and setting</li></li></ul><li>Learning outcomes<br />Teachers perception of learning outcomes for different students<br />The weak students and male students look to gain significantly more according to teachers<br />Male/female Teachers perception of learning outcomes gender<br />Male teacher sees greater potential.<br />
  • 39. How to choose games<br />How do you choose the computer games you use in your teaching?<br />What games are used<br /><ul><li>A semi-closed loop with teacher talking together or selecting themselves.
  • 40. This tendency is more marked in DK.
  • 41. No Major gender differences.</li></li></ul><li>Why don’t use games<br />Reasons for not using games<br />Gender differences<br />More female teachers believe they lack the necessary knowledge.<br />More male teachers worry about game’s low quality – three times as many. <br />More female teachers tend to find games too expensive.<br />More female teachers worry about the computer equipment.<br />
  • 42. Why don’t use games - Continued<br />Attitude towards teaching with games<br />In general teachers are focused on lack of knowledge and having a difficult time connecting games and learning in a ‘hostile’ environment. <br />Very few dismiss games out right, but have valid reservations. <br />Are you considering using games in your teaching? <br />Top 4 – selected barriers (top1)<br />My own lack of knowledge<br />Limited relevance to syllabus<br />Inappropriate physical surroundings<br />Problems with computer equipment<br />
  • 43. Subject differences<br />Adaptation of games<br />Adaptation is higher among math teachers than language teachers even though language teacher find better learning outcomes<br />Learning outcomes<br />
  • 44. Contact info<br />Company details<br />Serious Games Interactive<br />Griffenfeldsgade 7A, 4. floor<br />DK - 2200 Copenhagen N<br />www.seriousgames.dk<br />My details: <br />Simon Egenfeldt-Nielsen<br />sen@seriousgames.dk | +45 40 10 79 69<br />www.egenfeldt.eu<br />© Serious Games Interactive<br />

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