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  1. 1. Caroline Kearney European Schoolnet Skill development through digital games: Schools in Europe say ‘ Game On!’ Eminent, Vilnius, 26-27/11/09
  2. 2. Scope of the study: Games in Schools A European overview <ul><ul><li>All types of games </li></ul></ul><ul><ul><li>All subjects </li></ul></ul><ul><ul><li>European Schoolnet commissioned by ISFE </li></ul></ul><ul><ul><li>At primary and secondary education levels </li></ul></ul><ul><li>Austria </li></ul><ul><li>Denmark </li></ul><ul><li>France </li></ul><ul><li>Italy </li></ul><ul><li>Lithuania </li></ul><ul><li>Spain </li></ul><ul><li>The Netherlands </li></ul><ul><li>United Kingdom </li></ul>
  3. 3. Focal points Why are teachers interested in using games? <ul><ul><li>How do they use them in schools? </li></ul></ul><ul><ul><li>Which obstacles do they face? </li></ul></ul><ul><ul><li>What are the results? </li></ul></ul><ul><ul><li>What is the attitude of each education system? </li></ul></ul>
  4. 4. Components of the study Scientific literature review <ul><ul><li>Teachers’ survey (528 respondents) </li></ul></ul><ul><ul><li>Case studies (6) </li></ul></ul><ul><ul><li>Interviews with policy makers/experts (31) </li></ul></ul><ul><ul><li>Teachers’ community of practice & handbook </li></ul></ul>
  5. 5. Components of the study Scientific literature review <ul><ul><li>Teachers’ survey </li></ul></ul><ul><ul><li>Case studies </li></ul></ul><ul><ul><li>Interviews with policy makers (and some experts) </li></ul></ul><ul><ul><li>Teachers’ community of practice & handbook </li></ul></ul>
  6. 6. Profile of the respondents <ul><ul><ul><li>528 responses </li></ul></ul></ul><ul><ul><ul><li>70% of respondents use games at school </li></ul></ul></ul><ul><ul><ul><li>58% female and 42% male teachers </li></ul></ul></ul><ul><ul><ul><li>40% primary and 49% secondary school teachers </li></ul></ul></ul><ul><ul><ul><li>Most respondents have good ICT skills </li></ul></ul></ul><ul><ul><ul><li>Teachers from all subject areas </li></ul></ul></ul>
  7. 7. Teachers using games are not game experts
  8. 8. A range of expectations from games
  9. 9. Educational impact of using games
  10. 10. Subjects and skills for which games are used
  11. 11. Obstacles for using games in schools
  12. 12. Majority of games mentioned are commercial
  13. 13. Components Scientific literature review <ul><ul><li>Teachers’ survey </li></ul></ul><ul><ul><li>Case studies </li></ul></ul><ul><ul><li>Interviews with policy makers (and some experts) </li></ul></ul><ul><ul><li>Teachers’ community of practice & handbook </li></ul></ul>
  14. 14. Case Studies Overview Zoo Tycoon (Austria) DANT (Italy) Farm Frenzy (France) Consolarium (Scotland/UK) H ø jby School (Denmark) Games Atelier (Netherlands) DANT (Italy) 1,000 teachers 10,000+ pupils Consolarium (Scotland/UK) 500 teachers Over 30 local authorities
  15. 15. Case Studies Overview Zoo Tycoon (Austria) Business simulation game (Microsoft) (10+ year-olds) German, English, Biology, Art Team learning DANT (Italy) Educational PC games (IPRASE) (6-12 year-olds) Maths, Italian, Geography, Music, Science Attainment Farm Frenzy (France) Simulation game (Big Fish) (11 year-olds) Scientific subjects Remedial learning Consolarium (Scotland/UK) Dr Kawashima & Nintendogs (Nintendo DS) (Primary level) Maths, Literacy, ICT, D&T Attainment H ø jby School (Denmark) Sims 2 (Electronica Arts), Patrician III (Atari) (11-14 year-olds) Danish, History, Foreign Languages, Social Studies, Visual Arts, Cross- curricular learning Media literacy Games Atelier (Netherlands) Location-based mobile game platform (Waag Society) (Secondary level) History Team learning/game design
  16. 16. <ul><li>Collaborative experiences </li></ul><ul><li>A structured pedagogical framework </li></ul><ul><li>Games and conditions carefully selected </li></ul><ul><li>Medium or long term experiments are being carried out (evaluation + impact measure) </li></ul><ul><li>Interaction with traditional pedagogy </li></ul><ul><li>use of games combined with classic teaching aids </li></ul><ul><li>games encourage pupils’ production </li></ul><ul><li>Teachers communities of practice </li></ul><ul><li>Educational community and parents share the results </li></ul>Observations
  17. 17. Components Scientific literature review <ul><ul><li>Teachers’ survey </li></ul></ul><ul><ul><li>Case studies </li></ul></ul><ul><ul><li>Interviews with policy makers (and some experts) </li></ul></ul><ul><ul><li>Teachers’ community of practice & handbook </li></ul></ul>
  18. 18. <ul><li>Different degrees of involvement depending on the educational system </li></ul><ul><li>Denmark, The Netherlands, United Kingdom at the forefront </li></ul><ul><ul><ul><li>Comparison between systems </li></ul></ul></ul><ul><li>support for pupils in difficulty </li></ul><ul><li>Different approaches </li></ul><ul><li>a tool for innovation and the development of advanced skills </li></ul><ul><li>a tool for modernising education </li></ul><ul><li>a tool to prepare future citizens for the virtual worlds present in society </li></ul>
  19. 19. <ul><li>Different degrees of involvement depending on the educational system </li></ul><ul><ul><ul><li>Comparison between systems </li></ul></ul></ul><ul><li>Different approaches </li></ul><ul><li>Managing the risk associated with games </li></ul><ul><li>Recent and future developments </li></ul><ul><li>serious games </li></ul><ul><li>games design by students </li></ul><ul><li>education instead of prohibition </li></ul><ul><li>Austrian and UK examples </li></ul>
  20. 20. <ul><li>Evaluation of practices </li></ul><ul><li>Which role should the teacher play to benefit fully from the potential of games in the teaching process </li></ul><ul><li>The European territory as an experimental laboratory </li></ul><ul><li>support grassroots experiments and teachers’ initiatives </li></ul><ul><li>large scale projects (innovation and creativity) and peer learning </li></ul>Recommendations
  21. 21. Cognitive processes Digital games <ul><li>(Re)examining the potential of digital games in the face of present educational challenges </li></ul><ul><li>key skills </li></ul><ul><li>cognitive processes </li></ul>Intelligence is varied and distinctive Diverse modes of learning Intelligence is dynamic Pluridisciplinary approach Pace of learning varies Personalised learning Metacognition Feedback to the player Active learner Player in the pilot seat Peer learning Collective use
  22. 22. Teachers’ Handbook <ul><li>Based on teachers’ exchanges on Ning Community </li></ul><ul><li>Author is an ex teacher and current researcher on digital games as educational and motivational resources </li></ul><ul><li>Provides technical, contextual and pedagogical guidance </li></ul><ul><li>Available online (in PDF format) in English, French, German, Spanish & Italian </li></ul>
  23. 23. Teachers’ Handbook <ul><li>User-friendly tabs divided into helpful sections : </li></ul><ul><ul><li>Why use games? (rationale, background & benefits) </li></ul></ul><ul><ul><li>Choice of games (taxonomy of games; lists of commercial and pedagogical games & their learning benefits; game ratings; physical & learning disabilities) </li></ul></ul><ul><ul><li>Play session (organization of classroom & pupils; debriefing session) </li></ul></ul><ul><ul><li>Questions (frequent concerns answered) </li></ul></ul><ul><ul><li>Resources (reports, web portals, glossary of terms, references) </li></ul></ul>
  24. 24. Further Information How are digital games used in schools? Final report (European Schoolnet, 2009) How are digital games used in schools? Synthesis report (European Schoolnet, 2009) Digital Games in Schools: A handbook for teachers (European Schoolnet, 2009) Email:
  25. 25. <ul><li>Thank you and… </li></ul><ul><li>GAME ON! </li></ul>Thank you!