Learning goals in games - Tallinn University & SEGAN summer school
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Learning goals in games - Tallinn University & SEGAN summer school Learning goals in games - Tallinn University & SEGAN summer school Presentation Transcript

  • Learning Goals in Serious Game Specification Jože Rugelj University of Ljubljana Faculty of Education Chair of Didactics of Computer Science Tallinn Univeristy Summer school 2013 1
  • Introduction  Characteristics of efficient approaches to education:  student centered  problem based  motivational  active  directed to higher ordered educational goals  supported by ICT  Serious games can integrate most of the characterstics mentioned above.  Take the simplest and most efficient technology! Tallinn Univeristy Summer school 2013 2
  • Games and learning  Children’s play is important activity where they develop skills for life regardless of age or level of development:  quick adoption to new circumstances  handling change with ease.  When child plays, she discovers concepts from real world and fundamental relationships between them are made.  Games provide motivation for learning, thus increasing the chance that the desired learning outcomes will be achieved.  But motivation is just prerequisite for learning. It is not enough! Tallinn Univeristy Summer school 2013 3
  • Serious Games  Serious games must  have well defined learning goals and  promote development of important strategies and skills to increase cognitive and intellectual abilities of learners.  Important elements contributing to educational values of games are sensual stimuli, fantasy, challenge and curiosity (desire to know or learn). Tallinn Univeristy Summer school 2013 4
  •  In well designed serious games instructional content is blurred within game characteristics.  Students play the game and have fun, forgetting about the “learning” part of the experience. (Eventhough they are constantly presented with new concepts which they have to adapt in order to be successful in game.)  Important role of pedagogs and cognitive psychologists in definition of learning goals and didactical approaches in serious learning games design. Tallinn Univeristy Summer school 2013 5
  •  The first step in development process is to determine what you want the learning outcomes to be! (e.g. affective change, behavioural change, productivity improvement, what will be result of game intervention, ...)  Learning goals are exprresed in terms of learning outcomes.  What people learn? (i.e. different types of knowledge:)  facts  concepts  rules  procedures  soft skills Tallinn Univeristy Summer school 2013 6
  •  Different types of game design techniques to effectively convey knowledge.  Knowledge to be taught dictates the design techniques and game mechanics.  ! Mistake: Using same techniques to teach different types of knowledge Tallinn Univeristy Summer school 2013 7
  •  Classification schemes == hierarchies for defining knowledge (Bloom's taxonomy):  lower levels prerequisite for upper  identification of type of content and the domains  Meno’s paradox: “How can you learn something you know nothing of?” Tallinn Univeristy Summer school 2013 8
  • Game design process - SADDIE Phases in production process  Specification of “didactical problem”  Analysis curricullum, time, resources, technology, …  Design content, “story”, graphical, feedback, …  Development  Implementation  Testing and Evaluation Tallinn Univeristy Summer school 2013 9
  • Specification phase  It is mainly didactical task  Done by teacher or other expert for teaching/learning  Identifiaction of weak points in learning process that need special support  Identification of learning goals and outcomes  Some general ideas about the solution of the identified problem. Tallinn Univeristy Summer school 2013 10
  • Specification and analysis  Analysis phase should bring more info and the framework for the final product (i.e. didactic game)  Analysis of learning outcomes:  type of knowledge required  didactical methods (instructional strategies) needed  game techniques  Types of knowledge to be learned (Kapp, 2012):  declarative  conceptual  rule-based  procedural  soft skills Tallinn Univeristy Summer school 2013 11
  • Web portal for serious games at FE UL Tallinn Univeristy Summer school 2013 12  hrast.pef.uni-lj.si/igre  hrast.pef.uni-lj.si/games
  • Declarative knowledge  = factual knowledge = verbal knowlege  Any piece of info that can be learned through memorization  Consists of  facts  terminology  jargon, acronyms  Needed for higher levels, facts need to be learned first  Usually based on behaviourist learning theory Tallinn Univeristy Summer school 2013 13
  • Methods for teaching facts  Elaboration linking new info with previous info, showing relation of new facts with previous knowledge (context)  Organising placing facts into logical groupings, "chunking”  Association linking term to its image, linking term to its definition  Repetition Tallinn Univeristy Summer school 2013 14
  • Game techniques for declarative knowledge Stories  Brain has natural affinity to narrative construction.  Facts can be better remembered when told in a story than presented as a list.  Legal arguments are more convincing in a narrative tale than in a legal precedent.  Elaboration techniques for embedding facts in known context. Tallinn Univeristy Summer school 2013 15
  • Sorting and matching  Learner needs to place content into appropriate location or connect two objects/facts (on factual level or above)  Example: Johnny’s World of Hardware Replayability  Playing games more times, with some changing elements, suports memorization.  Keeping content fresh, but still conected to facts that need to be memorized.  Examples: Calculus drill games Tallinn Univeristy Summer school 2013 16
  • “Johnny’s World of Hardware”  The goal of the game is to help Johnny to repair computer.  Learning goal:  getting familiar with PC components  Mini games for collecting points (repetition, matching)  Points needed to buy damaged components (story)  Target audience: primary school Tallinn Univeristy Summer school 2013 17
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  • Conceptual knowledge  Grouping of similar or related ideas, events or objects  They have common attribute or set of attributes (ex: concepts of: free market, math proofs, virus, Trojan horse ...)  Instructional strategies  Methaphoric devices  Examples and non-examples  Attribute classification  Game techniques  Matching and sorting items or contents based on the attributes of that items, not based on memorisation  Experiencing the concept players are learning about  Experiencing examples and non-examples of the concept Tallinn Univeristy Summer school 2013 19
  • “Planets of Variables” game  The goal of the game is to organize the logistics for delivery of goods to some planets in the universe.  Learning goals:  variables (types, declarations,…)  assignments  Target audience: primary school  Semantic model, independent of syntax  Understanding of concepts 20 Tallinn Univeristy Summer school 2013
  • Learning goals  Pupil after playing a game  understands the idea of variable,  knows variable has a name,  is aquainted with with types of variables,  is aware of the fact that different types are not compatible,  knows that different types require different amount of memory,  is familiar with assignement statements,  is aware of meaning of both “sides” of assignment,  knows what is the value of variable after assignment,  can predict the values of variables after executing part of a program (with several assignements). Tallinn Univeristy Summer school 2013 21
  • Game 1: Cleaning up the mess in the lab Tallinn Univeristy Summer school 2013 22
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  • Game 2: Carriers Tallinn Univeristy Summer school 2013 24
  • “Sick computers” game  Student project in the Use of ICT in Education course  The learning goal of the game is to explain how viruses, worms and Trojan horses affect computers.  Target audience: secondary school  Understanding of concepts  Game technique: Doctor (player) talks with the patients and tries to diagnose their “disease”. Then he can prescribe appropriate medicine. Tallinn Univeristy Summer school 2013 25
  • 26 Tallinn Univeristy Summer school 2013
  • Didactic game about functions/procedures Tallinn Univeristy Summer school 2013 27
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  • TIME MESH game Tallinn Univeristy Summer school 2013 29  Serious learning game for learning history topics of common interest, important for European history  EU LLP Comenius 2 years project, 7 partners from 6 EU countries (PT, ES, BE, UK, EE, SI)
  • TIME MESH Tallinn Univeristy Summer school 2013 30
  •  Adventure game, player moves back to history, using time machine (stories).  The game helps to imagine life in certain history periods and to get familiar with certain concepts (e.g. Enigma machine)  Player is active participant in historical events.  Option for collaborative playing  Can be used in a classroom as introductory activity or for revision, or as a homework  http://www.timemesh.eu Tallinn Univeristy Summer school 2013 31
  • Rule-based knowlege  Rule is a statement that express relationship between concepts.  Rules provide parameters dictating a preferred behaviour with predicatble results (e.g. etiquete).  Instructional strategies  Providing examples  Role playing  Game techniques:  experience consequences of not following the rule,  simulate work tasks,  playing board games that outlines and provides the rules that must be learned,  sorting or matching items according to rules to be learned. Tallinn Univeristy Summer school 2013 32
  • “Nick and Social Networks” game With the help of applications will make students familiar about the pros and cons of social networks. The player helps the main character Niko to increase its popularity so that the correct decisions relating to the use of social networks to collect points and consequentlly friends. Every correct decision increases the number of friends who want to attend his birthday party. Tallinn Univeristy Summer school 2013 33
  • The objectives of the game are that the student learns get familiar with social network, its strengths and weaknesses. It can also provide information and develop the right attitude toward the protection of property rights and privacy. The game is aimed at primary school children, who learn about internet safety and social networking. Tallinn Univeristy Summer school 2013 34
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  • Procedural knowledge  A series of steps that need to bo followed in particular order to reach a specific outcome  Step by step instructions for performing a task  Instructional strategies  Start with a “big picture”  Teach “how” and “why”  Game techniques  Practice following the procedure in difficult situation (simulator)  Presenting challenge to overcome following the procedure  Experiencing procedure in various modes (demo, tutorial, play mode/test, free play, ...) Tallinn Univeristy Summer school 2013 36
  • “Forced landing” game Tallinn Univeristy Summer school 2013 37
  • Fiona and Computer Network  Student project in the Use of ICT in Education course  The goal of the game is to help Fiona to connect to the Internet and to set up local area network  Learning goals:  to set up networking components  Target audience: secondary school  Learning procedures needed to set up a local area network Tallinn Univeristy Summer school 2013 38
  • Learning goals and goals of the game  Learning goals are usually not identical to goals of the game  Computer games motivate via fun, instant visual feedback, challenge, curiosity and fantasy, active participation, intrinsic and prompt feedback, challenging (achievable) goals and mix of uncertainty and open-endedness.  Achivements usually represent goals in the game.  Achivements affect:  performance,  motivation,  attitude. Tallinn Univeristy Summer school 2013 39
  • Measurement vs. Completion Achievements  Measurement Achievements (MA)  MA given to player for completing task to certain degree.  Performace measured against other players, own performance or standard set by game designers.  MA are evalutive in nature => can be linked to feedback =>reflection increases perception of competence =>intrinsic motivation  Completion Acheivements (CA)  offered as an award for completening task  no assessment of player’s performance of task  performance contingent vs. non-performace contingent achiv.; (latter requires no skills or efforts to complete) Tallinn Univeristy Summer school 2013 40
  •  rewards can decrease players sense of authonomy => less intrinsic motivation  getting a reward also decrease willingness for replay  players less likely take risks (to get a reward earlier)  Boring tasks need to be “paired” with extrinsic motivations (e.g. achievements)  intrinsic motivation not affected by rewards  Interesting tasks do not need achivements, learners just need feedback. Tallinn Univeristy Summer school 2013 41
  • Achievement Difficulty  Actual difficulty needs to be on a level, that is attainable but challenging for players. (i.e. ZPD) => best performance and enjoyment  Player’s efficacy must be high enough for them to feel confident in attempting it.  Four factors affecting self efficacy: 1. level of expertise on the subject matter 2. vicarious* experience (e.g. using leaderboard) *experienced in the imagination through the feelings/actions of another person 3. social persuasion: givng s.o. verbal boost (e.g. “well done”) 4. how a person feels: stress level, emotional condition, percieved physical state. Tallinn Univeristy Summer school 2013 42
  • Goal Orientation  Two types of goal orientation:  performance orientation  mastery orientation  Performance orientation:  player concerned with others’ performance  typical for games  less in-game risks  less exploration  player typically perform better only with simple, non-complex tasks  For complex tasks (creativity, strategies) instill mastery orientation. Tallinn Univeristy Summer school 2013 43
  •  Permanence and visibilty of achievements  Negative achievements  do not punish player for failures  rather provide feedback within the system  Achivements as currency  currency for completening tasks  use currency to enhance game  it shoud not be the main reason for playing  Competitive vs. non-competitive (cooperative) achievements  advanced players can help less experienced  keep groups small  metrics should assess individual performance within group Tallinn Univeristy Summer school 2013 44
  • Use of games in classroom  Limited time for use of alternative teaching/learning resources in formal education  Hints how to overcome this problem  Each of the presented methods has some positive effects on teaching/learning Tallinn Univeristy Summer school 2013 45
  • Suggested methodologies  Game as a motivation before the lecture  Teacher playing game during the lecture  Game as a group activity in the classroom  Game as a home activity / independent learning Tallinn Univeristy Summer school 2013 46
  • Motivation before the lecture  The importance of motivation  The game environment can be used to focus the student’s attention on what needs to be learned  Motivational elements  Illustration of the era (time and space)  Identification with the main character  Activities:  Teacher showing scenes as an illustration before the lesson  Teacher showing parts of the game before the lesson  Recommendation: the activity should be followed by gameplay Tallinn Univeristy Summer school 2013 47
  • Teacher playing game during the lecture  Still traditional approach, but with the attractive/multimedia elements  Illustration of the teacher’s explanation of the theme  Motivational elements:  Illustration of the era (time and space)  Identification with the main character  Activities:  Teacher playing parts of a game during the lesson  Teacher playing minigames during the lesson  Recommendation: the activity should be followed by gameplay Tallinn Univeristy Summer school 2013 48
  • Game as a group activity in the classroom  In collaboration with pupils from other locations  Constructivistic approach – not classical lectures  Motivational elements:  Flow experience  Challenge of the game that should fit the ability of the player  Feeling of control of the situation  Clear, appropriate and immediate feedback  Peer interaction  Collaboration: responsibility for the learning outcomes of the group and others  Activities: Playing the game in groups during the lesson  Recommendation: time consuming – plan enough time (min. 2 hours) Tallinn Univeristy Summer school 2013 49
  • Game as a home activity  As a continuation of the first two methods  As a independent activity, but followed by analysis and reflection in classroom  Motivational elements:  Flow experience  Challenge of the game that should fit the ability of the player  Feeling of control of the situation  Clear, appropriate and immediate feedback  Activities:  Home activity followed by discussion/group work in classroom based on the game, making joint conclusion, detecting and correcting misunderstandings  Recomendation: some initial background is needed Tallinn Univeristy Summer school 2013 50
  • Project SEGAN (LLP) Tallinn Univeristy Summer school 2013 51
  • SEGAN - Community of Practice about Serious Games  It produces reports on the design, development, and evaluation of Serious Games and their use in specific contexts.  Network supported by virtual tools and face to face events.  SEGAN results also include:  development of a repository with products and projects related to Serious Games  setting up of small-scale, local events on the design and development of Serious Games  setting up of a series of annual European conferences and Summer Schools http://seriousgamesnet.eu Tallinn Univeristy Summer school 2013 52
  • Conclusions  Game can be very “powerful” instructional technology.  Its use can be justified by all relevant learning theories.  But it can only be efficient when it is properly designed and properly integrated into learning / teaching!  Knowledge to be taught (i.e. learning goals) dictates the design techniques and game mechanics.  Very challenging topic in computer science teacher education! Tallinn Univeristy Summer school 2013 53