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Ομιλία στο συνέδριο Serious Games, Education and Economic Development (SGEED-2010)

Ομιλία στο συνέδριο Serious Games, Education and Economic Development (SGEED-2010)

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  • Research Interests: Videogame and Virtual Worlds technologies Applications in education and training Physics, History, Geography Virtual Worlds for learning/training and collaboration Location based gaming
  • A game-system definition Make-believe environment Well defined rules Well defined procedures Well defined goals Interaction Feedback Motivation Traditional games enhance learning What about videogames?
  • Authentic environments Context-relevant information Narration and simulation Encourage experimentation Instant feedback Support many learning theories Can adjust to player preferences and skills Support player cooperation Action logging and evaluation Very engaging and motivating!
  • Serious games applications: Education (School environments) Training (Army, Corporations, Health sector) Advertising Art Exercise Awareness Propaganda
  • Edutainment: Games act as shells for educational content, content extrinsic to game Serious games: Learning is an integral part of game-playing, in a meaningful way: content intrinsic to game
  • Serious games barriers: Design barriers Development barriers Business barriers Adoption barriers
  • Emerging opportunities Our understanding and design methods improve New business opportunities, via Web Technology becomes cheaper and more user-friendly Society’s attitude gradually changes

Anagnostou   serious games in education v2 Anagnostou serious games in education v2 Presentation Transcript

  • Kostas Anagnostou Department of Informatics Ionian University [email_address]
  • About me
    • Department of Informatics, Ionian University
    • Microsoft Game Studios (UK)
    • 1 book on Videogame Industry and Development (in Greek)
    • 2 blogs on videogame industry and videogame development
  •  
  • Agenda
    • Teaching approaches
    • Games and learning
    • Videogame features and applications in education
    • Barriers & opportunities
    • Conclusions
  • Teaching in the past
  • Traditional teaching approaches
    • Suitable for institutionalized education
    • Do not enhance soft skills
    • Knowledge can’t be easily applied
    • “ 1-1” and empirical learning are expensive and take time
  • Ideal learning environment?
    • Leverage existing student skills and learning capabilities
    • Use authentic tools in authentic environments
    • Opportunities for reflection
    • Students construct their own knowledge
    • Encourage collaboration
    • Teacher provides guidance
  • Games and learning
    • Acquisition of knowledge, mental, physical and social skills
    • Emotional maturity
    • Promote exploration & experimentation
    • Cultivate imagination
  • Authentic environments Context relevant information Collaboration Player adjustment Many learning theories Instant feedback Experimentation Narration and Simulation Action logging & evaluation
  • What is a Serious Game?
    • A videogame that its main purpose is not to entertain …
    • … but being engaging is a crucial part of it
    • “ We are concerned with serious games in the sense that these games have an explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement.”
      • Abt, C. (1970). Serious Games . New York: The Viking Press.
    • Edutainment: The player approaches a locked door. On the door it is written “ 9-5=? ”
    • Serious game: The player approaches the merchant to buy the “destroyer” sword. The sword costs 9 gold pieces but the player only has 5 .
    Serious games vs Edutainment
  • The problem with content-focused approaches Educational content Videogames
  • Commercial games
    • High quality
    • Focus on entertainment
    • Teacher can’t always set the learning goals
    • Tangential learning
  • Game modding
    • Commercial games that support content modification
    • High visual quality
    • Teacher can set learning goals more easily
  • Custom serious games
    • Usually lower production values
    • Specific learning goals
    • More opportunities for learning
    • Not that many of them around
  • Serious games barriers: Design
    • No established methods for integrating educational content and game-play
    • Must support reflection
    • Lack of formal evaluation methodology
    • Have to provide complete 45-minute experiences
    • Very hard to do research on games in school environments
  • Serious games barriers: Development
    • Quality games require professional game-dev teams
    • Quality educational games require multidisciplinary teams
    • Few specialized serious games development companies
  • Serious games barriers: Business
    • Large development costs
    • Many topics in school curricula
    • Small, local market
    • Not easy to localize
    • Limited funding
  • Serious games barriers: Adoption
    • Videogames are still stigmatized
    • Parents do not accept game-based education
    • Children do not take games seriously enough
  • The Teacher’s role
    • Teachers often do not understand videogames
    • Teachers often do not have the time to learn and use new tools
    • Teachers often just don’t want to
  • Design opportunities
    • Significant research in serious game design
    • Better understanding of integration, reflection and assessment
    • Cheaper game dev technology
    • Games are still hard to evaluate in schools
  • Development opportunities
    • Great selection of game development technology
    • Developers need less expertise
    • Free content on the Web
  • Business opportunities
    • Game technology is cheap nowadays
    • Retail market is a viable option
    • Game localization might be possible for some topics
  • Adoption opportunities
    • Videogames are becoming an essential part of current culture
    • Child players will be tomorrow’s parents, teachers and policymakers
  • Conclusions
    • Game based learning is very promising
    • Games have the potential to enhance learning
    • There are still design, development, business and adoption barriers to serious games
    • Many opportunities are emerging!
  • Thank you for your attention !
    • Kostas Anagnostou
    • Department of Informatics
    • Ionian University
    • [email_address]
    • http://www.ionio.gr/~kostasan/