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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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    Game-based learning in schools Game-based learning in schools Presentation Transcript

    • 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
    • My background
      • MA Psychology
      • PhD Games & learning
      • Jumping between industry & research
      Developing Computer games
      • Global Conflicts-Series
      • Playing History-Series
      • +20 games for clients
      Research projects
      • Commercial video games for learning
      • SIREN – Conflict resolution EU project
      • Educational potential of video games: GC: Palestine
      • Research project: Serious Games on a Global Market place
      • PlayMancer – Serious Games for Rehabilitation
      • EU Network of Excellence on Serious Games
    • Our background
      Who are we...
      • Using games for more than entertainment
      • 20 employees located in Copenhagen
      • Clients: Danida, Amnesty, Lego, Nykredit, Novo Nordisk & UNICEF
      • Won several awards for our productions
    • Agenda
      • Background – other studies
      • Methods & Participants
      • 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.
      • 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.
    • Agenda
      • Background – other studies
      • Methods & Participants
      • Results
    • Method
      Online survey
      Representative schools identified in DK:
      • Initial email
      • Phone call
      • Follow-up email
      • Poster
      Representative schools identified in other countries:
      • Initial email
      • Phone call
      • Follow-up email
    • Participants
      275 respondents
      Teaching with IT
      185
      21
      66% Females
      34% Males
      34
      9
      Medio 2010
      25
      Experience with Games
    • Participants
      Teaching Grade level
      Subjects taught
      Good representation of different subjects, teacher experience and grade level
    • Agenda
      • Background – other studies
      • Methods & Participants
      • 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
    • 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.
      • This tendency is more marked in DK.
      • 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.
    • 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
    • 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