Electronic games in schools study Electronic games and new ways of learning workshop Eminent Conference Rome, 4-5 December 2008 Patricia Wastiau Principal Adviser - Studies and Development European Schoolnet

Electronic games in schools study

Electronic games and new ways of learning workshop

Eminent Conference

Rome, 4-5 December 2008

Patricia Wastiau

Principal Adviser - Studies and Development

European Schoolnet

A focus on 8 countries: Austria, Denmark, France, Italy, Lithuania, Spain, the Netherlands, United Kingdom Time frame : from july 2008 till March/April 2009 All types of games: Video, computer and online games, On console, computers, mobile phones, … Adventure, role playing, simulation, puzzle, …. Scope of the study

All types of games:

Video, computer and online games,

On console, computers, mobile phones, …

Adventure, role playing, simulation, puzzle, ….

Methodology National coordinators Components: Research review teacher survey, Contextual analysis (policy makers interviews) Case studies (6) Community of practice Outputs: Handbook for teachers Final report (final conference)

Components:

Research review

teacher survey,

Contextual analysis (policy makers interviews)

Case studies (6)

Community of practice

Outputs:

Handbook for teachers

Final report (final conference)

Research review – Results (1) Major barriers explaining the slow uptake of Games-based Learning (GBL) in schools include: teachers’ lack of knowledge concerning how to use electronic games lack of time available to adapt the game for curriculum use lack of adequate technology in schools Students are critical of educational games as they do not meet the high quality standards of commercial recreational games. To address this, the following measures have been adopted: Modifying commercial games Allowing students to design their own games Issues that need to be addressed include amongst other factors: Technical requirements, Licensing policies, and Sustainability

Major barriers explaining the slow uptake of Games-based Learning (GBL) in schools include:

teachers’ lack of knowledge concerning how to use electronic games

lack of time available to adapt the game for curriculum use

lack of adequate technology in schools

Students are critical of educational games as they do not meet the high quality standards of commercial recreational games. To address this, the following measures have been adopted:

Modifying commercial games

Allowing students to design their own games

Issues that need to be addressed include amongst other factors:

Technical requirements, Licensing policies, and Sustainability

Research review – Results (2) Games can be a supportive pedagogical tool. To achieve desired learning outcomes the following are essential: The correct choice of game A conducive environment Teacher’s guidance via moderation and debriefing Games for learning vary from single player games to multi-player games, and different types of games have different sets of features which need to be considered in relation to how they are applied in education. As games can be used outside the classroom, they provide an ideal platform for study aids and to assist with learning impairments .

Games can be a supportive pedagogical tool. To achieve desired learning outcomes the following are essential:

The correct choice of game

A conducive environment

Teacher’s guidance via moderation and debriefing

Games for learning vary from single player games to multi-player games, and different types of games have different sets of features which need to be considered in relation to how they are applied in education.

As games can be used outside the classroom, they provide an ideal platform for study aids and to assist with learning impairments .

Online teacher survey - focus Questions about : Teacher profile (age, years of teaching, ICT skills, subject, ….) Use of games in the classroom (frequency, skills, type of games, ….) Attitudes towards games Impact of games Obstacles to the use of games in the classroom

Online teacher survey - Answers Countries Austria Denmark Netherlands France Italy Lithuania Spain UK Number of users answers Number of non users answers /299 Total 16 32 15 33 14 6 4 18 1 21 2 2 15 18 12 25 48 48 20 22 22 4 33 37 155 + 79 = 234

Online teacher survey - Results First results 56% women Foreign languages and technologies, instructional language Good at and expert in ICT Frequent use of ICT Games have their place in schools Would like to use games more in lessons Would like to know more about experience of other teachers 63% use games in schools

Online teacher survey - Results First results (2) (1) Whole class teaching, (2) specific skills development, (3) particular times and types of learners Games used for motivation, to support students in difficulty, to develop personal skills Online support and from colleagues Cost, finding suitable games, licensing and timetable as main obstacles

Contextual analysis (policy makers interviews ) Education system (and cultural) inhibitors and facilitators National initiatives/measures for the use of ICT games in schools The uptake and use of ICT games by teachers and learners Attitudes to ICT games at policy and school level Contextual drivers and barriers to the uptake of ICT games in schools

Case studies (6) Playstation Portable Platform ( UK ) Geography, Numeracy, Sport, Field studies (11-14) Zoo Tycon ( Austria ) Business simulation (10+) German, English, Biology 1 Big brain Academy ( France ) Reflection games (11-15) Scientific subjects 3 SIMS 2 , H. Poter , Patrician III , etc. ‘ real games’ (11-15) Danish, English, History, cross curricular ( Denmark ) 2 Games Atelier ( Netherlands ) Creating and playing various subject (12-18) 5 DANT / IPRASE ( Italy ) Educational games (6-12) Mathematic, Italian 4 6