E vita


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Presentation at Online Educa 2010 about the European project e-vita. More info http://www.evitaproject.eu/

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E vita

  1. 1. Roland Hallmeier & Sonia Hetzner Innovation in Learning Institute University of Erlangen-Nuremberg (Serious) Games and Learning
  2. 2. Willi will´s wissen: Bei den Wikingern Virtuelles Training für Polizeieinsatzkräfte The Skillz
  3. 3. Serious Games <ul><li>“ Any meaningful use of computerized game/game industry resources whose chief mission is not entertainment” (Ben Sawyer) </li></ul><ul><li>Application in: </li></ul><ul><ul><li>Education </li></ul></ul><ul><ul><li>Military </li></ul></ul><ul><ul><li>Health </li></ul></ul><ul><ul><li>Training </li></ul></ul><ul><ul><li>Scientific Simulations </li></ul></ul><ul><ul><li>Advertisment </li></ul></ul>
  4. 4. America´s Army Darfur Is Dying PEPSI Invaders (1983)
  5. 5. Effects of Games on Learning <ul><li>Aldrich (2009): Playing games is the most natural form of learning </li></ul><ul><li>Playing always means learning </li></ul><ul><li>Motivation </li></ul><ul><ul><li>Extrinsic (Medals, Highscores) </li></ul></ul><ul><ul><li>Intrinsic (Flow state) </li></ul></ul><ul><li>Fromme (2006): Computer games as instance of informal competence develoopment </li></ul><ul><ul><li>Cognitive effects: spatial perception, visually keeping track of several things at once, ability for inductive learning </li></ul></ul>
  6. 6. Triage Trainer, Blitz Games
  7. 7. Diablo 2, Blizzard Games
  8. 8. Important factors <ul><li>Defined aims and frame for possible actions </li></ul><ul><li>Balance between skills and challenges </li></ul><ul><li>Gradually increasing difficulty level </li></ul><ul><li>Immediate feedback: self-efficacy </li></ul>
  9. 9. Context for knowledge transfer <ul><li>Knowledge is only useful in a context, games (virtual worlds) can map this context </li></ul><ul><li>Simulations of real situations </li></ul><ul><li>Active participation in knowledge acquisition </li></ul><ul><li>Training in an environment that allows making mistakes </li></ul>
  10. 10. EU-Project e-vita <ul><li>4 Serious Games in 7 languages </li></ul><ul><li>Lifelong Learning Program – KA3 -ICT </li></ul><ul><li>November 2008-Oktober 2010 </li></ul><ul><li>7 countries: DE, IT, GR, UK, PL, PT, ES </li></ul>
  11. 11. <ul><li>Developing an innovative method to promote knowledge transfer between generations </li></ul><ul><li>Seniors tell stories </li></ul><ul><li>Young people play games </li></ul>
  12. 12. Aims of the project <ul><li>Storytelling  Storyboards  Serious Games </li></ul><ul><ul><li>Intergenerational learning </li></ul></ul><ul><ul><li>Game-based Learning </li></ul></ul><ul><ul><li>Application of games in formal and informal education/training </li></ul></ul><ul><li>Combination of Game-Based Learning and Storytelling as innovative learning method </li></ul>
  13. 13. Research questions <ul><li>How can knowledge contained in narratives be transferred to other generations? </li></ul><ul><li>How can stories be transposed to game plots? </li></ul><ul><li>Interaktivity – Involving the user </li></ul>
  14. 14. Stories Weblog Games Ca. 80 entries in 7 languages
  15. 15. Serious Games <ul><li>Combination of playing and learning for increased motivation and engagement </li></ul><ul><li>Simulation of situations from real life </li></ul><ul><li>Transfer of experiential knowledge </li></ul><ul><li>Players can experience different aspects of one situation </li></ul><ul><li>Balance between pedagogic intention and fun </li></ul>
  16. 16. Intergenerational learning <ul><li>Transfer of implicit knowledge </li></ul><ul><li>Knowledge transfer from one generation to the other </li></ul><ul><li>Applicable in organisational contexts (e.g. retaining knowledge in case of retirement) </li></ul>
  17. 17. Game types - Approach <ul><li>Narrative-centric game: Use of storytelling to create immersion and “flow” </li></ul><ul><li>Experiential game: learners placed into situation faced by narrator </li></ul><ul><li>Puzzle-based game: emphasis strongly on providing effective puzzles and challenges for the learner; story and narrative play a less direct role </li></ul><ul><li>Exploration-based game: focused on increasing the learners’ ZPD, directing learners to web and other external resources </li></ul>
  18. 18. Game types - Content <ul><li>Create awareness: European integration process </li></ul><ul><ul><li>Narrative-centric game: Travel and holiday in Europe before 1993 </li></ul></ul><ul><ul><li>Experiential game: East-West conflict </li></ul></ul><ul><ul><li>Problem-based game: Work and migration in Europe </li></ul></ul><ul><ul><li>Exploration-based game: Leisure without technology </li></ul></ul>
  19. 19. Challenges <ul><li>From Storytelling to Serious Games (linear narration  non-linear game plot) </li></ul><ul><li>Methodology: Balance of pedagogic intention and fun </li></ul><ul><li>Target group expectations: Participative design approach </li></ul><ul><li>Graphics: Ressources </li></ul><ul><li>Historical accuracy </li></ul>
  20. 20. Web <ul><li>Project website: http://www.evitaproject.eu </li></ul><ul><li>Game A: http://www.seriousgames.it/evita/evitaA/ </li></ul><ul><li>Game B: http://www.seriousgames.it/evita/evitaB/ </li></ul><ul><li>Game C: http://www.seriousgames.it/evita/evitaC/ </li></ul><ul><li>Game D: http://www.seriousgames.it/evita/evitaD / </li></ul>