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
    - A teacher survey
    PhD, Cand. Psych. Simon Egenfeldt-Nielsen Assistant Professor IT-University Copenhagen
    CEO Serious Games Interactive16. maj 2011
    DPU
    sen@seriousgames.dk
    +45 40 10 79 69
  • 2. My background
    • MA Psychology
    • 3. PhD Games & learning
    • 4. Jumping between industry & research
    Developing Computer games
    • Global Conflicts-Series
    • 5. Playing History-Series
    • 6. +20 games for clients
    Research projects
    • 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
  • Our background
    Who are we...
    • Using games for more than entertainment
    • 12. 20 employees located in Copenhagen
    • 13. Clients: Danida, Amnesty, Lego, Nykredit, Novo Nordisk & UNICEF
    • 14. Won several awards for our productions
  • Agenda
    • Background – other studies
    • 15. Methods & Participants
    • 16. Results
  • 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.
    • 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.
  • Agenda
    • Background – other studies
    • 19. Methods & Participants
    • 20. Results
  • Method
    Online survey
    Representative schools identified in DK:
    Representative schools identified in other countries:
  • Participants
    275 respondents
    Teaching with IT
    185
    21
    66% Females
    34% Males
    34
    9
    Medio 2010
    25
    Experience with Games
  • 26. Participants
    Teaching Grade level
    Subjects taught
    Good representation of different subjects, teacher experience and grade level
  • 27. Agenda
    • Background – other studies
    • 28. Methods & Participants
    • 29. Results
  • 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
  • 30. 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
  • 31. 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.
    • 32. 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.
  • 33. 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.
  • 34. Barriers
    Barriers towards teaching with games
    Gender differences
    • 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.
  • 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
    • 37. There is a quality challenge according to especially male teachers
    • 38. 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.
  • 39. 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.
    • 40. This tendency is more marked in DK.
    • 41. No Major gender differences.
  • 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.
  • 42. 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
  • 43. Subject differences
    Adaptation of games
    Adaptation is higher among math teachers than language teachers even though language teacher find better learning outcomes
    Learning outcomes
  • 44. Contact info
    Company details
    Serious Games Interactive
    Griffenfeldsgade 7A, 4. floor
    DK - 2200 Copenhagen N
    www.seriousgames.dk
    My details:
    Simon Egenfeldt-Nielsen
    sen@seriousgames.dk | +45 40 10 79 69
    www.egenfeldt.eu
    © Serious Games Interactive