WP 2 ANALYSIS ON THE USE OF GAME-BASED LEARNING INITIATIVES: Success stories – compilation of game-based learning initiatives in adults’ education EXECUTIVE SUMMARY

1. WP 2 ANALYSIS ON THE USE OF GAME-BASED
LEARNING INITIATIVES
Success stories – compilation of game-based
learning initiatives in adults’ education
EXECUTIVE SUMMARY

2. EXECUTIVE SUMMARY 2
Success stories – compilation of game-based learning initiatives in adults’
education
COMPILATION OF GAME-BASED LEARNING RESEARCH
INITIATIVES IN ADULT EDUCATION
This final report “Success stories – compilation of game-based learning initiatives in
adults’ education” and its appendices contains the main conclusions of national and
international research on the design and implementation of game-based learning
initiatives in adult education and were developed within the framework of the Playing for
Interculturality (P4I) Project (Ref. 518475-LLP-1-2011-1-ES-GRUNDTVIG-GMP), Work
Package 2, “Analysis on the use of game-based learning initiatives.” It aims at analyzing the
pedagogical potential of games (especially social games) applied to competences
development, identifying those variables that influence the successful implementation of
game-based learning initiatives, as well as gathering success examples and good practices
on EU and international levels to be used as inspirations for adults training practitioners.
The methodologies employed were to search for relevant information, hold focus groups
of members of the target group, and interviews with specialists in the target group
members.
In each of the countries studied (Greece, Italy, Portugal, Spain, Romania, the UK and the
US) the use of game-based learning is a rapidly growing trend that is pervading different
areas of knowledge. It has gained considerable traction and we can observe a significant
qualitative change, nevertheless there is still prevailing gap in usage, in part due to
negative stereotypes of gamers, limited expertise in ICT and in games among trainers, and
a shortage of good educational games. While there is often a lack of pedagogical design
behind current social games, the profile of social game players and gamers is increasingly
broad, covering a wide demographic across gender, age and social status that offers an
opportunity for game-based learning. Assuming the target audience to be adults, there is
significant growth in their use of social media such as Facebook and of social games at this
time. The gap between access and participation has closed significantly so that the
platform on which the game would be made available is critical to determining who would
likely use it and whom else they might recruit to participate. What drives such players to
play are the desire to meet new people, to cooperate, to try new games, find new forms of
self-expression, to relieve stress, widen networks, experiment with new identities, and the

3. EXECUTIVE SUMMARY 3
Success stories – compilation of game-based learning initiatives in adults’
education
desire to compete and challenge the others. Players tend to feel secure, respected,
esteemed, empowered, in charge; they are likely to make an investment in it.
A wide range of intercultural competences surfaced in the research on effective games.
Those that seemed most appropriate as learning objectives for a social game for adults
were self-awareness of prejudices and stereotypes, the diversity of communication styles,
suspending judgment and empathy. In addition, successfully engaging players will likely
promote a number of related competences, including digital competences, collaboration,
lateral and strategic thinking, and new forms of literacy, including problem solving,
analysis and creative reconstruction of content, multitasking, critical judgment, trans-
media navigation, and social interactions and negotiation.
The pedagogical potential of social games to achieve these objectives and promote these
competences derives from immersive and interactive engagement; self-paced, non-linear
and branching activities with multiple outcomes; collaboration and competition;
contextual learning that can simulate real life situations, such as solving problems socially;
integrated precise performance measurement and feedback. Fun and engaging games
capture curiosity and encourage players to work and play together for their mutual
growth and success.
The successful implementation of a game-based learning initiative depends on a number
of variables, not all of which are under the control of the creators. Online gamers often
suffer from slow internet connections, glitches in the platform functioning, technical
literacy, even finding friends and foes with whom to play. Since the most important
variable is engagement, that the player suspends disbelief and becomes immersed in the
activities of the game which, if well designed, result in the change in attitude and behavior
that is sought the game design, development and deployment needs to avoid as many
obstacles to this engagement as possible.
A wide range of success examples surfaced in the search and conversations. Each of the
national reports lists a select few that should be played for inspiration. From wildly
popular commercial games such as The Sims and Farmville, to effective transformational
games such as Darfur is Dying, Peacemaker, Global Conflicts – Palestine, and PING
(Poverty is Not a Game), all share designs that bring players back, encourage them to
involve others, and promote envisioning the real world in a different way. From them
designers should learn to define very specifically what they want to achieve, provide for a

4. EXECUTIVE SUMMARY 4
Success stories – compilation of game-based learning initiatives in adults’
education
variety of contexts for play (including traditional classrooms), and find both a compelling
story and engaging activities to advance it.
Taken together, the national reports are a rich collection of experience and intelligence
that should be re-visited regularly in any design, development, and deployment process
involving games to promote adult competences.