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MOOC and Serious Game
An Educational Approach on Transfer and Action
“Learning by doing!”
SEFI 2015 – Parallel Session 7 – 02/07/2015
Olivier Bernaert
• Context
• The Sustainable Mobility MOOC
• Serious Game in a MOOC ?
Why ?
• Serious Game design
• Technological Challenges
• Outcomes
Content
2
3
Context
IFP School – Applied School
PROJECT OF A FIRST MOOC
 Applied graduate programs
 Students/engineers and young professionals
 Energy and transport sectors.
 350 students, 50% from outside france, 50 nationalities
EDUCATIONAL PROJECT “ELAN PEDAGOGIQUE”
 Skills approach
 Instructionnal design
Serious Game
Interactions,“Know how”
MOOC
Lectures videos, Quiz
4
MOOC Project
Design
Instructional Design
1 project leader
1 instructional design
7 teachers
2 com. officers
Animation
Communication
NEW
4
Design
Instructional design
1 project leader
1 instructional design
7 teachers
2 com. officers
Story Board
+ Serious Game Project
5
Serious Game (scene 1) in the MOOC/CANVAS
6
Serious Game – At the Refinery (Scene 1)
7
Serious Game - Refinery Simulator (Scene 1)
8
Serious Game – Motor test bench (Scene 2)
9
Serious Game – On the Road (Scene 3)
10
Interest of a Serious Game in MOOC
Targeted population = Students!
 Attract young public: dynamism (versus quiz)
 Cartoon environment
 Sound effects
 Video games
Situational learning / Practice in a realistic environment
 Multiple environments
 Refinery
 Engine test bench
“Gamification”
 Fun environment
 Avatar selection
 Challenge (points to gain)
 Boost extrinsic motivation
11
Interest of a Serious Game in MOOC
 Student centered, students are the core of the game
 Problems to solve are more complex (versus quiz)
 Refinery simulator
 High interactivity activities
 Drag/drop
 actions like valve opening
 Put students in action
 Learning by “trial and error”: unlimited number of trials
 Real skills development by putting knowledge into practice.
“Learning by doing!”
12
Serious Game Design
Scene 1
“At the Refinery”
Scene 2
“At the test bench”
Scene 3
“On the road”
Gameplay
Game-based
Match
Move / Select / Write /
Manage
Game-based
Match
Move / Select
Game-based
Match
Select
Purpose
Educative Message
Training and simulation
Educative Message Educative Message
Scope
Education
General Public
Students
Young Professional
Education
General Public
Students
Young Professional
Ecology
General Public
Students
Young Professional
Levers to promote extrinsic motivations : interactivity, graphic
design, rewards, badge collection, diverse gameplays.
Following Djaouti, Alvarez, Jessel classification
13
Serious Game Design
Different rewards system for each scene.
• in line with MOOC objectives
• extrinsic motivation: obtaining the best game scores
• intrinsic motivation: obtaining MOOC certification
Picture design realistic enough for the
learner to be immersed in the game.
The game is embedded in the MOOC.
• each scene has specific objectives detailed in a
story board.
• the game is introduced within the MOOC videos
professor’s lecture.
14
Technical Challenges
One of the first Serious Game in a MOOC
 Web technology HTML5, serious game
developed by aPi-learning
 Integration in the open source CANVAS
LMS platform, hosted by UNOW
 Integration via LTI app standard (Learning
Tools Interoperability)
 Scores directly inside the CANVAS
student gradebook + avatars management
 Game runs on PC and tablets
15
Technical Challenges
 Massive Environment (MOOC)
 Large population of users
 Graphic and files size optimization
 Users access game directly from the
LMS, no difference with other courses
activities (iFrame displays)
 Adaptation to the specific LMS of the
School (SCORM 2004)
LMS - MOOC
16
Masters
programs at
IFP School
Sustainable
Mobility MOOC
LMS - IFP SCHOOL
MOOC and SG in our masters programs
IFP School
DIPLOMA
CERTIFICATE OF
COMPLETION
 New ressources for our students
RESSOURCES
• Videos
• Quiz
• Peer to peer
• Serious Game
Achievements : completion rate
17
Nov 2014 / Nov 2015 May 2015
2 MOOCs Results/Learning Games impact
MOOC Oil & Gas : 15 Mini Games
18
Achievements : completion rateOutcomes – Completion rates
19
Oil & Gas
 21840 participants
 140 countries
 35% of students
 70% M / 30% F
 France/Nigeria/Uganda/Colombia/
Russia
 15 Mini-games
 1 final quiz
 Completion rate : 33%
 Satisfaction rate : 91%
Sustainable Mobility
 3099 participants
 67 countries
 51% of students
 76% M / 24% F
 France/Spain/Italy/Venezuela/India
 Serious Game
 Several quizzes
 Peer-to-peer assignment
 Completion rate : 31%
 Satisfaction rate : 92%
Achievements : completion rate
Source of the initial graphic : http://www.katyjordan.com/MOOCproject
Outcomes – Completion rates
Average MOOC completion rates = 15%
21
Serious Game impact – datas analysis
 2 groups
 learners who found that the SG was the
most interesting activity SG group (39%)
 all the others in Not SG group (61%)
 Outcomes
 no difference exists between professionals and students.
 no age difference is seen between the two groups.
 SG group are more
satisfied with the
MOOC.
Serious game is really a
motivational tool.
22
Serious Game impact – datas analysis
 SG group obtained a better global score vs Not SG group
 SG group performed better SG activities but no transfer of knowledge
occurred towards other activities. But…
 Quizzes and the Serious Game were focused on different subjects,
objectives.
 Exercises in the SG: more difficult, interactive, immersive vs quizzes.
23
Which type of assignments do you prefer to
evaluate your knowledge ?
Mini Games for interactive evaluations
Before MOOC
31 %
42 % 83 %
15 %
After MOOC
27 % 2 %
Mini Games
24
 Serious Game in MOOC Sustainable Mobility
 96% « SG helped to have a better
understanding of the lectures and/or
increased the course interest »
 Mini Games in MOOC Oil & Gas
 59% MG increased course interest
 56% helped to have a better
understanding of the lectures
 50% MG increased motivation
Conclusions - Key numbers
LMS - MOOC
25
Masters
programs at
IFP School
Sustainable
Mobility MOOC
LMS - IFP SCHOOL
Outcomes and Perspectives
IFP School
DIPLOMA
CERTIFICATE OF
COMPLETION
 New ressources for our students
RESSOURCES
• Videos
• Quiz
• Peer to peer
• Serious Game
 IFP School
olivier.bernaert@ifpen.fr
26
Contact MERCI…
fr.slideshare.net/olivierbernaertifpschool

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Sefi 2015-IFP School-MOOC and Serious Game An Educational Approach on Transfer and Action

  • 1. MOOC and Serious Game An Educational Approach on Transfer and Action “Learning by doing!” SEFI 2015 – Parallel Session 7 – 02/07/2015
  • 2. Olivier Bernaert • Context • The Sustainable Mobility MOOC • Serious Game in a MOOC ? Why ? • Serious Game design • Technological Challenges • Outcomes Content 2
  • 3. 3 Context IFP School – Applied School PROJECT OF A FIRST MOOC  Applied graduate programs  Students/engineers and young professionals  Energy and transport sectors.  350 students, 50% from outside france, 50 nationalities EDUCATIONAL PROJECT “ELAN PEDAGOGIQUE”  Skills approach  Instructionnal design
  • 4. Serious Game Interactions,“Know how” MOOC Lectures videos, Quiz 4 MOOC Project Design Instructional Design 1 project leader 1 instructional design 7 teachers 2 com. officers Animation Communication NEW 4 Design Instructional design 1 project leader 1 instructional design 7 teachers 2 com. officers Story Board + Serious Game Project
  • 5. 5 Serious Game (scene 1) in the MOOC/CANVAS
  • 6. 6 Serious Game – At the Refinery (Scene 1)
  • 7. 7 Serious Game - Refinery Simulator (Scene 1)
  • 8. 8 Serious Game – Motor test bench (Scene 2)
  • 9. 9 Serious Game – On the Road (Scene 3)
  • 10. 10 Interest of a Serious Game in MOOC Targeted population = Students!  Attract young public: dynamism (versus quiz)  Cartoon environment  Sound effects  Video games Situational learning / Practice in a realistic environment  Multiple environments  Refinery  Engine test bench “Gamification”  Fun environment  Avatar selection  Challenge (points to gain)  Boost extrinsic motivation
  • 11. 11 Interest of a Serious Game in MOOC  Student centered, students are the core of the game  Problems to solve are more complex (versus quiz)  Refinery simulator  High interactivity activities  Drag/drop  actions like valve opening  Put students in action  Learning by “trial and error”: unlimited number of trials  Real skills development by putting knowledge into practice. “Learning by doing!”
  • 12. 12 Serious Game Design Scene 1 “At the Refinery” Scene 2 “At the test bench” Scene 3 “On the road” Gameplay Game-based Match Move / Select / Write / Manage Game-based Match Move / Select Game-based Match Select Purpose Educative Message Training and simulation Educative Message Educative Message Scope Education General Public Students Young Professional Education General Public Students Young Professional Ecology General Public Students Young Professional Levers to promote extrinsic motivations : interactivity, graphic design, rewards, badge collection, diverse gameplays. Following Djaouti, Alvarez, Jessel classification
  • 13. 13 Serious Game Design Different rewards system for each scene. • in line with MOOC objectives • extrinsic motivation: obtaining the best game scores • intrinsic motivation: obtaining MOOC certification Picture design realistic enough for the learner to be immersed in the game. The game is embedded in the MOOC. • each scene has specific objectives detailed in a story board. • the game is introduced within the MOOC videos professor’s lecture.
  • 14. 14 Technical Challenges One of the first Serious Game in a MOOC  Web technology HTML5, serious game developed by aPi-learning  Integration in the open source CANVAS LMS platform, hosted by UNOW  Integration via LTI app standard (Learning Tools Interoperability)  Scores directly inside the CANVAS student gradebook + avatars management  Game runs on PC and tablets
  • 15. 15 Technical Challenges  Massive Environment (MOOC)  Large population of users  Graphic and files size optimization  Users access game directly from the LMS, no difference with other courses activities (iFrame displays)  Adaptation to the specific LMS of the School (SCORM 2004)
  • 16. LMS - MOOC 16 Masters programs at IFP School Sustainable Mobility MOOC LMS - IFP SCHOOL MOOC and SG in our masters programs IFP School DIPLOMA CERTIFICATE OF COMPLETION  New ressources for our students RESSOURCES • Videos • Quiz • Peer to peer • Serious Game
  • 17. Achievements : completion rate 17 Nov 2014 / Nov 2015 May 2015 2 MOOCs Results/Learning Games impact
  • 18. MOOC Oil & Gas : 15 Mini Games 18
  • 19. Achievements : completion rateOutcomes – Completion rates 19 Oil & Gas  21840 participants  140 countries  35% of students  70% M / 30% F  France/Nigeria/Uganda/Colombia/ Russia  15 Mini-games  1 final quiz  Completion rate : 33%  Satisfaction rate : 91% Sustainable Mobility  3099 participants  67 countries  51% of students  76% M / 24% F  France/Spain/Italy/Venezuela/India  Serious Game  Several quizzes  Peer-to-peer assignment  Completion rate : 31%  Satisfaction rate : 92%
  • 20. Achievements : completion rate Source of the initial graphic : http://www.katyjordan.com/MOOCproject Outcomes – Completion rates Average MOOC completion rates = 15%
  • 21. 21 Serious Game impact – datas analysis  2 groups  learners who found that the SG was the most interesting activity SG group (39%)  all the others in Not SG group (61%)  Outcomes  no difference exists between professionals and students.  no age difference is seen between the two groups.  SG group are more satisfied with the MOOC. Serious game is really a motivational tool.
  • 22. 22 Serious Game impact – datas analysis  SG group obtained a better global score vs Not SG group  SG group performed better SG activities but no transfer of knowledge occurred towards other activities. But…  Quizzes and the Serious Game were focused on different subjects, objectives.  Exercises in the SG: more difficult, interactive, immersive vs quizzes.
  • 23. 23 Which type of assignments do you prefer to evaluate your knowledge ? Mini Games for interactive evaluations Before MOOC 31 % 42 % 83 % 15 % After MOOC 27 % 2 % Mini Games
  • 24. 24  Serious Game in MOOC Sustainable Mobility  96% « SG helped to have a better understanding of the lectures and/or increased the course interest »  Mini Games in MOOC Oil & Gas  59% MG increased course interest  56% helped to have a better understanding of the lectures  50% MG increased motivation Conclusions - Key numbers
  • 25. LMS - MOOC 25 Masters programs at IFP School Sustainable Mobility MOOC LMS - IFP SCHOOL Outcomes and Perspectives IFP School DIPLOMA CERTIFICATE OF COMPLETION  New ressources for our students RESSOURCES • Videos • Quiz • Peer to peer • Serious Game
  • 26.  IFP School olivier.bernaert@ifpen.fr 26 Contact MERCI… fr.slideshare.net/olivierbernaertifpschool