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Stipulating innovation in stem learning and
teaching with the use of serious games
Dr Petros Lameras
Research Fellow at the Serious Games Institute,
Coventry University, UK
20 May 2016, eMadrid
An International Centre for Excellence in
Serious Games Applied Research,
Business Engagement and Study
sgi: an agenda for applied research..
sgi: an agenda for applied research..
1: Serious Games Institute: An International Hub of
Excellence in Serious Games Research, Business and
Study
Projects & Games at the Serious Games Institute
Applied Research Trajectories
Education Research Projects
Training frameworks for games co-authoring and
co-design
Game assets, mechanics, dynamics and aesthetics
Towards a New Learning and teaching paradigm with the use
of serious games.
Games for introducing innovation in learning and teachingGames for introducing innovation in learning and teaching
Lameras, P., Moumoutzis, N (2015): Fostering
innovation in teaching and learning of
mathematics through pervasive, disruptive and
context-aware gamified learning activities. IMCL
conference. Thessaloniki, Greece
Lameras, P., Arnab, S., Dunwell, I., Stewart, C.,
Clarke, S., Petridis, P: (in press). Essential features
of serious games design: Linking learning attrbutes
to game mechanics. British Journal of Educational
Technology.
Lameras, P., (2013): Fostering Science Teachers’
Design For Inquiry-Based Learning by Using a
Serious Game. ICALT conference. Athens, Greece
Lameras, P., Tsiatsos, T., Anastasiadou, D., Petridis,
P., Tolis, D., Liarokapis, F., Protopsaltis, A (2015).
Creative Thinking Experimentations For
Interpreneurship with a Disruptive, Personalised
and Mobile Game-based Learning Ecosystem.
IMCL conference, Thessaloniki, Greece.
Health Research Projects
Environment projects
We are creating innovation in a niche research
area
SGI aims to design, develop and research digital
serious games for STEM for supporting universities,
industry-led organisations and schools, academics,
real-world scientists, teachers, teacher educators and
students of all ages in order to widen access in
scientific inquiry and provide everyone with the
opportunities to pursue excellence in science
research, learning and teaching.
The SGI’s objectives for putting forward such
innovation
• Games for STEM to be an essential component of a hierarchical learning
continuum for all, from school to active engaged citizenship.
• Games for STEM that focus on competencies and skills development with an
emphasis on learning through science and shifting from STEM to STEAM by
linking content, mechanics and learning attributes from hard linear science to non-
linear more open, creative subjects and disciplines.
• Games for STEM that help teachers to enhance quality of teaching, from
induction through pre-service preparation and in-service professional development
with special emphasis on improving the depth and quality of learning
outcomes.
• Games for STEM that foster collaboration between formal, non-formal and
informal educational providers, enterprise and civil society as means to improve
employability and competitiveness.
• Games for STEM that promote Responsible Research and Innovation and
enhancing public understanding of scientific findings.
• Games for STEM that connect innovation and science education strategies
taking into account societal needs and global developments.
Indicative STEM actions towards achieving this
innovation
Indicative STEM actions towards achieving this
innovation
Simaula: A game for teacher training
Simaula: A game for teacher training
Providing the game authoring tools for teachers to co-
design their own games enacted in informal settings
Providing game authoring tools for teachers to co-design
their own games enacted in informal settings
Indicative STEM actions towards achieving this
innovation
The main aim of the CATALYST is to define and deliver a holistic framework to
support schools innovation profiling and development towards 21st
century learning
environments, to develop a mash-up, cloud based infrastructure that can facilitate
through numerous tools and services the proposed school innovation process, acting as
a digital ecosystem for education, research and commercial partners and to validate the
proposed framework and the supporting infrastructure with a very large school
community that will include 3000 schools from 14 European countries.
Indicative STEM actions towards achieving this innovation
Indicative STEM actions towards achieving this
innovation
Making mathematics accessible to learners...
Enabling elements: Domain
“Mathematics is really ‘careful thinking about how representations of ideas could imply other representations of ideas’,
and the most important process in helping anyone learn how to do mathematical thinking is to put them in many
situations in which they can use how they think right now in a more careful way”.
Alan Kay
A.M. Turing Award winner (2003)
for pioneering many of the ideas
at the root of contemporary
object-oriented programming languages,
leading the team that developed Smalltalk,
and for fundamental contributions to personal comp
Real World Scenarios
• Designing a parking from the street to the basement garage
• Design a straight-line slope (Fig. 1 left) connecting the street and the basement parking garage of a newly built house
Designing an optimal windscreen wiper
Indicative STEM actions towards achieving this
innovation
Estipulando la innovación en el aprendizaje y la enseñanza de STEM con el uso de los juegos serios. Petros Lameras. Serious Games Institute. 20/05/16.
Estipulando la innovación en el aprendizaje y la enseñanza de STEM con el uso de los juegos serios. Petros Lameras. Serious Games Institute. 20/05/16.
Estipulando la innovación en el aprendizaje y la enseñanza de STEM con el uso de los juegos serios. Petros Lameras. Serious Games Institute. 20/05/16.
Estipulando la innovación en el aprendizaje y la enseñanza de STEM con el uso de los juegos serios. Petros Lameras. Serious Games Institute. 20/05/16.

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Estipulando la innovación en el aprendizaje y la enseñanza de STEM con el uso de los juegos serios. Petros Lameras. Serious Games Institute. 20/05/16.

  • 1. Stipulating innovation in stem learning and teaching with the use of serious games Dr Petros Lameras Research Fellow at the Serious Games Institute, Coventry University, UK 20 May 2016, eMadrid
  • 2. An International Centre for Excellence in Serious Games Applied Research, Business Engagement and Study
  • 3. sgi: an agenda for applied research.. sgi: an agenda for applied research.. 1: Serious Games Institute: An International Hub of Excellence in Serious Games Research, Business and Study
  • 4.
  • 5.
  • 6.
  • 7. Projects & Games at the Serious Games Institute
  • 10. Training frameworks for games co-authoring and co-design
  • 11. Game assets, mechanics, dynamics and aesthetics
  • 12. Towards a New Learning and teaching paradigm with the use of serious games. Games for introducing innovation in learning and teachingGames for introducing innovation in learning and teaching
  • 13. Lameras, P., Moumoutzis, N (2015): Fostering innovation in teaching and learning of mathematics through pervasive, disruptive and context-aware gamified learning activities. IMCL conference. Thessaloniki, Greece Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., Petridis, P: (in press). Essential features of serious games design: Linking learning attrbutes to game mechanics. British Journal of Educational Technology.
  • 14. Lameras, P., (2013): Fostering Science Teachers’ Design For Inquiry-Based Learning by Using a Serious Game. ICALT conference. Athens, Greece Lameras, P., Tsiatsos, T., Anastasiadou, D., Petridis, P., Tolis, D., Liarokapis, F., Protopsaltis, A (2015). Creative Thinking Experimentations For Interpreneurship with a Disruptive, Personalised and Mobile Game-based Learning Ecosystem. IMCL conference, Thessaloniki, Greece.
  • 17. We are creating innovation in a niche research area SGI aims to design, develop and research digital serious games for STEM for supporting universities, industry-led organisations and schools, academics, real-world scientists, teachers, teacher educators and students of all ages in order to widen access in scientific inquiry and provide everyone with the opportunities to pursue excellence in science research, learning and teaching.
  • 18. The SGI’s objectives for putting forward such innovation • Games for STEM to be an essential component of a hierarchical learning continuum for all, from school to active engaged citizenship. • Games for STEM that focus on competencies and skills development with an emphasis on learning through science and shifting from STEM to STEAM by linking content, mechanics and learning attributes from hard linear science to non- linear more open, creative subjects and disciplines. • Games for STEM that help teachers to enhance quality of teaching, from induction through pre-service preparation and in-service professional development with special emphasis on improving the depth and quality of learning outcomes. • Games for STEM that foster collaboration between formal, non-formal and informal educational providers, enterprise and civil society as means to improve employability and competitiveness. • Games for STEM that promote Responsible Research and Innovation and enhancing public understanding of scientific findings. • Games for STEM that connect innovation and science education strategies taking into account societal needs and global developments.
  • 19. Indicative STEM actions towards achieving this innovation
  • 20. Indicative STEM actions towards achieving this innovation
  • 21. Simaula: A game for teacher training
  • 22. Simaula: A game for teacher training
  • 23.
  • 24.
  • 25.
  • 26. Providing the game authoring tools for teachers to co- design their own games enacted in informal settings
  • 27. Providing game authoring tools for teachers to co-design their own games enacted in informal settings
  • 28. Indicative STEM actions towards achieving this innovation The main aim of the CATALYST is to define and deliver a holistic framework to support schools innovation profiling and development towards 21st century learning environments, to develop a mash-up, cloud based infrastructure that can facilitate through numerous tools and services the proposed school innovation process, acting as a digital ecosystem for education, research and commercial partners and to validate the proposed framework and the supporting infrastructure with a very large school community that will include 3000 schools from 14 European countries.
  • 29. Indicative STEM actions towards achieving this innovation
  • 30. Indicative STEM actions towards achieving this innovation Making mathematics accessible to learners...
  • 31. Enabling elements: Domain “Mathematics is really ‘careful thinking about how representations of ideas could imply other representations of ideas’, and the most important process in helping anyone learn how to do mathematical thinking is to put them in many situations in which they can use how they think right now in a more careful way”. Alan Kay A.M. Turing Award winner (2003) for pioneering many of the ideas at the root of contemporary object-oriented programming languages, leading the team that developed Smalltalk, and for fundamental contributions to personal comp
  • 32.
  • 33. Real World Scenarios • Designing a parking from the street to the basement garage • Design a straight-line slope (Fig. 1 left) connecting the street and the basement parking garage of a newly built house Designing an optimal windscreen wiper
  • 34.
  • 35.
  • 36. Indicative STEM actions towards achieving this innovation

Editor's Notes

  1. This work is brought together in the serious games institute at coventry university working with international partners we are exploring how we can link virtual and real spaces, how we can enrich immersive experiences and how we can apply this knowledge into real world benefits particularly in health, education and the environment. Our model to bring industrial partners into all our research is leading to close collaboration with industry, allowing us to productise research findings and to produce metrics, evaluation frameworks and models that can then be used to inform generic games-related development and application in a range of different contexts. The predicted growth over the next five years may be significant in serious games and the SGI aim to lead the international community to work collaboratively and to push back and cross the boundaries that separate real and virtual spaces through layering technologies (e.g. Sensor, mobile and virtual technologies). While today leisure games lead the way in terms of convergent technologies, tomorrow serious games will play a greater role and the UK aims to be a guiding light in establishing a base for international collaboration in this field.