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Game-based learning in schools - A teacher survey PhD, Cand. Psych. Simon Egenfeldt-Nielsen Assistant Professor IT-University Copenhagen CEO Serious Games Interactive16. maj 2011 DPU firstname.lastname@example.org +45 40 10 79 69
Background Games in school are many things – challenges, didactics and approach is VERY different.
Teaching through computer games: Use computer games to teach a specific curriculum.
Teaching with computer games: Use computer games as leverage in the teaching of existing themes, concepts and methods from the curriculum in play.
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.
Adaptation in teaching 1 60% use computer games in teaching Female teacher use them most! 64% vs. 51% (but only on lower grade) Games used in teaching Ways used to teach with games
Adaptation in teaching 2 DK Teacher use games for longer DK Teachers find optimal use requires more lessons 26% DK teachers use games more than 2 lessons. Worldwide only 8,1% does. Typical duration of teaching game session Optimal duration of a teaching game session
Starting up with games How did you first get started with computer games in your teaching? Difficult market
Teachers mainly listen to themselves and colleagues.
DK teachers more marketing hostile, but can reached through knowledge hubs
Attitudes & Reasons Attitude towards teaching with games Computer games still perceived as ‘something new’. That needs to be experimented with with caution. Danish female teachers are least hesitant.
Attitudes & Reasons Reasons for teaching with games DK Female teachers prefers games for variety Four times as many DK Teachers use games to get better learning More than 55% of teachers use games because of engagement and variety.
Barriers Barriers towards teaching with games Gender differences
More female teachers worried about losing control.
More female teachers worried about barriers: equipment, setting and own knowledge.
More female teachers also tend to find games too expensive.
Barriers continued Top 6 – selected barriers (top1) Top 6 – categories barriers (top1) Problems with computer equipment Problems with installing the software Computer games are too expensive Learning games not on par with other games My own lack of knowledge Inappropriate physical surroundings Boring barriers
Schools still struggle to get a proper infrastructure
There is a quality challenge according to especially male teachers
DK teacher perceives more practical barriers: Equipment, installation and setting
Learning outcomes Teachers perception of learning outcomes for different students The weak students and male students look to gain significantly more according to teachers Male/female Teachers perception of learning outcomes gender Male teacher sees greater potential.
How to choose games How do you choose the computer games you use in your teaching? What games are used
A semi-closed loop with teacher talking together or selecting themselves.
Why don’t use games Reasons for not using games Gender differences More female teachers believe they lack the necessary knowledge. More male teachers worry about game’s low quality – three times as many. More female teachers tend to find games too expensive. More female teachers worry about the computer equipment.
Why don’t use games - Continued Attitude towards teaching with games In general teachers are focused on lack of knowledge and having a difficult time connecting games and learning in a ‘hostile’ environment. Very few dismiss games out right, but have valid reservations. Are you considering using games in your teaching? Top 4 – selected barriers (top1) My own lack of knowledge Limited relevance to syllabus Inappropriate physical surroundings Problems with computer equipment
Subject differences Adaptation of games Adaptation is higher among math teachers than language teachers even though language teacher find better learning outcomes Learning outcomes