Using Computer Game Design to Foster Successful Learners Dr Judy Robertson Heriot-Watt University Cathrin Howells Creative Contexts

Overview In the Adventure Author project, we have been working with young people as they make their own computer games. In this talk we will discuss why game making is a rich task for learning and how it fits in with the Curriculum for Excellence in Scotland. We will look at the “successful learner” strand in particular We will give illustrative examples from a recently completed field study in a primary school

In the Adventure Author project, we have been working with young people as they make their own computer games.

In this talk we will discuss why game making is a rich task for learning and how it fits in with the Curriculum for Excellence in Scotland.

We will look at the “successful learner” strand in particular

We will give illustrative examples from a recently completed field study in a primary school

Curriculum for Excellence in Scotland Confident individuals Responsible citizens Effective contributors Successful learners Think independently and creatively Have enthusiasm and motivation for learning Learn independently and as part of a group Make reasoned evaluations

Confident individuals

Responsible citizens

Effective contributors

Successful learners

Think independently and creatively

Have enthusiasm and motivation for learning

Learn independently and as part of a group

Make reasoned evaluations

Field studies We have conducted various community education field studies with the Neverwinter Nights game authoring toolkit This year we decided to look at a more formal learning environment: 8 week field study in a state funded primary school in Dundee 30x 9-10 year old children, one class teacher, one ICT specialist teacher, 3 researchers Each pupil had 40 minutes to work on game per session We’re now working on improving the game making software.

We have conducted various community education field studies with the Neverwinter Nights game authoring toolkit

This year we decided to look at a more formal learning environment:

8 week field study in a state funded primary school in Dundee

30x 9-10 year old children, one class teacher, one ICT specialist teacher, 3 researchers

Each pupil had 40 minutes to work on game per session

We’re now working on improving the game making software.

NWN demo

Learning activities Demo software skills (e.g. conversation editing) to whole group Discuss model games (by adults or other learners) in group Give children goal for session (e.g. to have finished an interactive conversation) OR Give children time for exploratory play – try out what is possible in toolset and game Plenary sessions for sharing what was learned, exchanging tips Peer play testing Teaching visitors how to play

Demo software skills (e.g. conversation editing) to whole group

Discuss model games (by adults or other learners) in group

Give children goal for session (e.g. to have finished an interactive conversation) OR

Give children time for exploratory play – try out what is possible in toolset and game

Plenary sessions for sharing what was learned, exchanging tips

Peer play testing

Teaching visitors how to play

Enthusiasm and motivation for learning “ It was the best thing I've done.” (Alex Rider) “ I really, really enjoyed it . . . Thank you for letting me make my own game.” (John) Something novel: “ It was an opportunity – not everyone gets to do this.” (Jack) Best thing: “ The challenge of making the game – hard things.” (James Bond)

“ It was the best thing I've done.” (Alex Rider)

“ I really, really enjoyed it . . . Thank you for letting me make my own game.” (John)

Something novel:

“ It was an opportunity – not everyone gets to do this.” (Jack)

Best thing:

“ The challenge of making the game – hard things.” (James Bond)

Determination to reach high standards of achievement New computing skills Demands of the NWN toolset Area transitions! New thinking skills Orchestration of game ideas Understanding the player's perspective Working with constraints of time and hardware and creative flexibility

New computing skills

Demands of the NWN toolset

Area transitions!

New thinking skills

Orchestration of game ideas

Understanding the player's perspective

Working with constraints of time and hardware and creative flexibility

Learning independently “My favourite bit was when I played my game and see what went wrong.” (Rene) “He . . . insisted I show him what he was doing wrong rather than doing it for him.” (Researcher’s notes) CJ was able to generalise how to make portals after being shown one example by a researcher. Brush fire effect . . .

“My favourite bit was when I played my game and see what went wrong.” (Rene)

“He . . . insisted I show him what he was doing wrong rather than doing it for him.” (Researcher’s notes)

CJ was able to generalise how to make portals after being shown one example by a researcher.

Brush fire effect . . .

Learning in groups whole class discussions beginning and ending each workshop informal opportunities for paired and small group interactions collaboration informal peer-tutoring structured peer-testing sessions occasional needs-related groups

whole class discussions beginning and ending each workshop

informal opportunities for paired and small group interactions

collaboration

informal peer-tutoring

structured peer-testing sessions

occasional needs-related groups

Linking and applying learning implicit use of inference supporting the player editing and improving writing explicit “ Well, I wrote a story and now I’m transforming it and making it better.” (Nadia) “ It’s a better way of learning like, better sort of language work, cos its more fun and it helps you with computing as well… it helps you with your conversation… you think about it a lot more to make your game better” (Predator) cross-curricular opportunities

implicit

use of inference

supporting the player

editing and improving writing

explicit

“ Well, I wrote a story and now I’m transforming it and making it better.” (Nadia)

“ It’s a better way of learning like, better sort of language work, cos its more fun and it helps you with computing as well… it helps you with your conversation… you think about it a lot more to make your game better” (Predator)

cross-curricular opportunities

Reasoned evaluation identifying and rectifying errors decisions about changes to games implications of sequences of decisions effective game design evaluation of software

identifying and rectifying errors

decisions about changes to games

implications of sequences of decisions

effective game design

evaluation of software

Creative thinking: evolution of ideas The toolset caused game ideas to change because: It was not possible or was too difficult to accomplish original idea The author discovered a new feature of the software and thus new possibilities Some children deliberately relied on game ideas emerging from toolset (rather than planning up front)

The toolset caused game ideas to change because:

It was not possible or was too difficult to accomplish original idea

The author discovered a new feature of the software and thus new possibilities

Some children deliberately relied on game ideas emerging from toolset (rather than planning up front)

Creative thinking: evolution of ideas (2) Ideas also changed because the author: Realised plans were too complex and scaled back Grew in skill and gained confidence to tackle more complex ideas Forgot original ideas! Realised the game was incoherent Wanted to accommodate peer feedback Had to prioritise because of time constraints

Ideas also changed because the author:

Realised plans were too complex and scaled back

Grew in skill and gained confidence to tackle more complex ideas

Forgot original ideas!

Realised the game was incoherent

Wanted to accommodate peer feedback

Had to prioritise because of time constraints

Implications What would it take to spread this success more widely? Teacher training: In technology skills In constructivist learning approaches In diagnosing successful learner component skills Game capable hardware in schools (in this case graphics cards) A curriculum which truly values cross curricular flexibility

What would it take to spread this success more widely?

Teacher training:

In technology skills

In constructivist learning approaches

In diagnosing successful learner component skills

Game capable hardware in schools (in this case graphics cards)

A curriculum which truly values cross curricular flexibility

Conclusions Game making creates a rich environment for learning. Its complexity is an asset. It can foster the development of successful learning skills, including creativity Incorporating learning of this style in classrooms will be challenging… … but the benefits could be great within the Curriculum for Excellence framework.

Game making creates a rich environment for learning. Its complexity is an asset.

It can foster the development of successful learning skills, including creativity

Incorporating learning of this style in classrooms will be challenging…

… but the benefits could be great within the Curriculum for Excellence framework.

Any questions? Thank you! [email_address] [email_address] http://www.macs.hw.ac.uk/AdventureAuthor/

Thank you!

[email_address]

[email_address]

http://www.macs.hw.ac.uk/AdventureAuthor/