Maja Pivec - Games in Schools

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Maja Pivec presents research from across Europe related to the adoption of video games in schools as part of the Game Based Learning in Practice at the Game Based Learning 2009 Conference.

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  • Maja Pivec - Games in Schools

    1. 1. Games in Schools Report by Maja & Paul Pivec
    2. 2. Related Studies and Literature <ul><li>“ Research into using games for learning has been carried out over the past 20 years, but with very mixed results” </li></ul><ul><li>(Pivec & Pivec, 2008) </li></ul>
    3. 3. Related Studies and Literature <ul><li>“ The desire to make learning fun and the opinion that v ideo games are a powerful learning tool.” </li></ul><ul><li>(Entertainment and Leisure Software Publishers Association, 2006, p14) </li></ul>
    4. 4. Related Studies and Literature <ul><li>“ Revamp old pedagogy to take advantage of these new educational tools” </li></ul><ul><li>(Federation of American Scientists, 2006, p.10). </li></ul>
    5. 5. Instructional Design & Learning <ul><li>“ The design of the game influences the child’s playing behaviour and educators must consider this when choosing games as part of a learning curriculum .” </li></ul><ul><li>(Ko, 2002) </li></ul>
    6. 6. Instructional Design & Learning <ul><li>“ Young people often perceive the use of games for education as an un-serious activity .” </li></ul><ul><li>(Pivec & Kearney, 2007) </li></ul>
    7. 7. Perceived Effects from Games <ul><li>“ No adverse social effects are seen when playing moderate amounts of games .” </li></ul><ul><li>(Wylie, 2001) </li></ul>
    8. 8. Perceived Effects from Games <ul><li>“ Sex and violence in videogames is a social issue that confronts us all, yet as society we are inconsistent. ” </li></ul><ul><li>(Kearney & Pivec, 2007) </li></ul>
    9. 9. GBL for Academic Achievement <ul><li>“ 65% of teachers were interested in the use of games in the classroom .” </li></ul><ul><li>(Project Tomorrow, 2008) </li></ul>
    10. 10. GBL for Academic Achievement <ul><li>“ Affective learning includes feelings of confidence, self-efficacy, attitudes, preferences, and dispositions” </li></ul><ul><li>(Garris et al., 2002, p.457). </li></ul>
    11. 11. GBL for Academic Achievement <ul><li>“ As skills and abilities are attained, the player advances through the game and increments their knowledge. ” </li></ul><ul><li>(Kearney & Pivec, 2007) </li></ul>
    12. 12. Research in the use of GBL <ul><li>“ Some debate that there is no substancial proof that players learn from such games .” </li></ul><ul><li>( Subrahmanyam et al., 2000) </li></ul>
    13. 13. Research in the use of GBL <ul><li>“ Many of the studies have severe flaws related to researcher bias, short exposure time, no control group and lack integration of previous research” </li></ul><ul><li>(Egenfeldt-Nielsen, 2007, p. 268). </li></ul>
    14. 14. Research in the use of GBL <ul><li>&quot;I t could be argued that these students scored higher merely through more time on the subject .” </li></ul><ul><li>(Stevens, 2000) </li></ul>
    15. 15. Games as an Educational Tool <ul><li>“ Most high-end computer and console games will cost anywhere between US$10 to $25 million and most never recover their development costs .” </li></ul><ul><li>(Federation of American Scientists, 2006) </li></ul>
    16. 16. Games as an Educational Tool <ul><li>“ Nearly 80% of the students emotionally connected with the virtual characters. ” </li></ul><ul><li>(Dias, et al., 2006) </li></ul>
    17. 17. Games as an Educational Tool <ul><li>“ The role of the teacher as facilitator is paramount to the success of the learning outcomes .” </li></ul><ul><li>(Magnussen, 2007) </li></ul>
    18. 18. Games as an Educational Tool <ul><li>“ We often falsely assume that the game itself will be powerful enough to cause change or learning that the outcomes will be used automatically for decision making. This is seldom the case” </li></ul><ul><li>( Mayer & Bekebrede , 2008, p. 150). </li></ul>
    19. 19. Designing Games <ul><li>“ Students designing and creating their own educational games encourages meta-level reflection and fosters creativity .” </li></ul><ul><li>(Salen, 2007) & </li></ul><ul><li>(Buckingham, Burn, and Pelletier, 2005) </li></ul>
    20. 20. Designing Games <ul><li>“ The majority of the students found the course to be succesful with 70% of the students enjoying the topic .” </li></ul><ul><li>(Pivec & Kearney, 2007) </li></ul>
    21. 21. GBL for Learning Impairments <ul><li>“ Many recreational commercial video games create player immersion that will enhance the cognitive effect .” </li></ul><ul><li>(Kearney, 2005) & </li></ul><ul><li>(Klingberg, Forssberg, & Westerberg, 2002) </li></ul>
    22. 22. GBL for Learning Impairments <ul><li>“ The Wii promotes improvement in physical movement, but also assisted with the social and self-esteem issues .” </li></ul><ul><li>(Pearson and Bailey, 2008) </li></ul>
    23. 23. GBL for Learning Impairments <ul><li>“ If one improves one's auditory and visual digit span, and thus auditory and visual processing, the individual's academic function relative to grade level will improve” </li></ul><ul><li>(Jaquith, 1996, p. 1). </li></ul>
    24. 24. Player Immersion for Learning <ul><li>“ Video games are practice opportunities for cognitive skills” </li></ul><ul><li>(Quinn, 1997, p.1). </li></ul>
    25. 25. Player Immersion for Learning <ul><li>“ The game motivates the player to repeatedly engage in play .” </li></ul><ul><li>(Garris et al., 2002) </li></ul>
    26. 26. Simulations vs Role Play <ul><li>“ A role-play can include all the engagement, immersion, and motivation that is inherent in the game environment .” </li></ul><ul><li>(Linser, 2008) </li></ul>
    27. 27. Simulations vs Role Play <ul><li>“ Teachers and trainers do not yet understand the use and potential of games and most games to not include sound pedagogical principles in their design. ” </li></ul><ul><li>(Fortugno & Zimmerman, 2005) </li></ul>
    28. 28. Level up for Teachers <ul><li>“ Teachers cannot be expected to know how to integrate the games into their lessons to achieve the desired learning outcomes .” </li></ul><ul><li>( Pivec, Koubek, & Dondi, 2004) & </li></ul><ul><li>(Pivec, 2008) </li></ul>
    29. 29. Level up for Teachers <ul><li>“ The objective is not to turn the teachers into computer game players, but to encourage them to critique them for use within their lessons.” </li></ul><ul><li>(Becker, 2007) </li></ul>
    30. 30. Level up for Teachers <ul><li>www.engagelearning.eu </li></ul><ul><li>Resources, Methodologies, Tools, Samples, Ratings, Ideas, Experts. </li></ul>
    31. 31. Conclusions <ul><li>“ Role-play games and simulations provide ideal and safe environments for learning .” </li></ul><ul><li>(Pivec & Pivec, 2008) </li></ul>
    32. 32. Conclusions <ul><li>“ Unless the correct game is chosen for the selected topic, and appropriate moderation and debriefing by the teacher is forthcoming, the desired learning outcome will not be achieved. ” </li></ul><ul><li>(Mayer and Bekebrede, 2006) </li></ul>
    33. 33. Games in Schools Professor DI Dr. Maja Pivec www.majapivec.com [email_address] Paul Pivec, Mcomp, GDipHE www.paulpivec.com [email_address] www.engagelearning.eu

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