Important Lessons from the Last 10 Years with Game-Based-Learning

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Important Lessons from the Last 10 Years with Game-Based-Learning

  1. 1. IMPORTANT LESSONS FROM THE LAST 10YEARS WITH GAME-BASED-LEARNING Online Educa Berlin, Germany 1st December 2011 Simon Egenfeldt-Nielsen CEO Serious Games Interactive
  2. 2. MY BACKGROUND• MA Psychology• PhD Games & learning• Mixing industry & researchComputer games• Global Conflicts-series• Playing History-series•Trunky-series• +50games for clientsCurrent Research projects: SIREN,Vistra&GaLa
  3. 3. AGENDA Section 1: What we know? Section 2: Why it ain’t happening
  4. 4. Source: Mr. Toledano
  5. 5. LESSON #1: THERE ARE DIFFERENT USESGames are a really multi-dimensional beast Using games directly to learn curriculum Including games to enrich existing curriculum Making games about relevant curriculum
  6. 6. 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
  7. 7. 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 Mixing games and other learning formats is best
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. LESSON #7: BARRIERS OFTEN ICT NOT GAMES Computer equipment is not good enough Installation & licensing is difficult Own lacking skills are perceived as barriers
  12. 12. 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
  13. 13. 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
  14. 14. LESSON #10: BUT IT WORKS Self-efficacy improves 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
  15. 15. 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
  16. 16. AGENDA Section 2: What we know? Section 3: Why it ain’t happening
  17. 17. OVERVIEW: DIFFUSION OF INNOVATIONFive attributes can explain 49-87% of the variation in adaption ofan 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?
  18. 18. RELATIVE ADVANTAGEThe most important attribute according to Rogers.Studies show motivation is high-scorer with 25% of all teachersadhering to that.Advantages very mix & diffuse.Perceived advantage low on teacher’s priority list
  19. 19. COMPABILITYLots of challenges like lacking game skills, bad fit with educational system andlimited 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 games potential.Previous ideas Games cover a broad spectrum of learning theory, praxis and didactics – some more in line with previous praxis.Actual needs GBL dont 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.
  20. 20. 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.
  21. 21. 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.
  22. 22. 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.
  23. 23. DISCUSSIONDo teacher want better learning?Do teachers want more motivated students? A lot don’t..!Just teach the curriculumUse what they already know & useNot put in extensive over-time on ‘hype’Don’t take chances on unreliable technologyThey simply want to fulfil their job requirements:GBL is often not solving teachers challenges = no adaptation.
  24. 24. 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 Visit us at our stand

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