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Digital Games for Empowerment & Inclusion (DGEI): Challenges and Opportunities

The DGEI conference in Paris focused on the potential of digital games to empower and socially include marginalized individuals. It highlighted challenges and opportunities in the digital gaming sector and proposed a roadmap for stakeholders to enhance the effective use of games for social impact. Key themes included the necessity of policy coordination, the importance of games in education, health, and civic engagement, and the need for evidence-based practices to ensure sustainability in game-based interventions.

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Digital Games for Empowerment & Inclusion (DGEI) GALA conference 2013, Paris Oct 23-24 Challenges and Opportunities for research, industry and policy James Stewart JRC-IPTS, Information Society Unit The views expressed by the author are not necessarily those of the EC 1
The JRC DGEI project for DG CNECT (2011) A study to: “provide a better understanding of the industrial, market, social opportunities and limitations of digital games for empowerment and as a tool for socio-economic inclusion of people at risk of exclusion” Identify both opportunities and challenges for deployment in practice Propose a draft roadmap of stakeholder actions Identify potential role of policy and policy options 10/24/13 2
Effective Games-based approaches Widespread Games-based Widespread Games-based practices practices Positive Impact on social exclusion in Europe 10/24/13 3
DGEI Project A comprehensive study covering research, development, deployment, practice business and policy Contracted to team from iMinds (Belgium) Literature review, original short case studies, analysis and framework Drew on industry research – IDATE and JRC studies on ‘Serious Games’ and Videogames ‘Policy and deployment cases for impact at scale Review of Policy actions 10/24/13 Expert, policy and stakeholder workshops providing input and feedback during 2013 4
10/24/13 5
Other JRC Reports: The Industry and Policy Context for DGEI: Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification. State of Play of DGEI: A Review of the Literature and Empirical Cases. Working Paper A Roadmap for Action on Digital Games for Empowerment and Inclusion in Europe. 10/24/13 6
A resource for stakeholders in your engagement with policy 10/24/13 7
POLICY AND GAMES 10/24/13 8
Selected EC Activities Commission has very limited competence in these areas. Commission has funded Over 75 Projects • Lifelong Learning Programme • Framework Programmes  Where’s the impact? Networking  GALA (Games and Learning Alliance) NoE supported by Technology Enhanced Learning Unit, with 31 partners  SEGAN (Serious Games Network) Policy support and systemic adoption  IMAGINE (Increasing Mainstreaming of Games In Learning Policies[1])  ENGAGE (European Network for Growing Activity in Game-based learning in Education project) Safer Internet programme (DG CNECT) has addressed safety in online games since 2005. MEDIA programme only starting to address interactive videogames directly. 10
Summary of Opportunties 11
Summary of Opportunities • Capitalise on culture: widespread uptake of digital games • Exploit Dynamic and Innovative videogame sector • Digital Games have multiple strengths supporting learning and participation • Positive empowerment and inclusion outcomes from digital game-based approaches • Digital Game practices empower the gatekeeper intermediaries • A nascent ‘Serious Games’ sector is growing and developing knowledge and viability in some markets • But Evidence for these claims still anecdotal and fragmented. Effectiveness and cost-effectiveness at scale 12 not clear.
General opportunities for policy Employment and growth derived from attracting, rewarding and sustaining innovation in the digital gaming industry in general, and serious game industry in particular; The social cohesion and individual and community empowerment outcomes of the availability and use of through of appropriate digital game-based practices and products; The contributions from digital gaming to the effective provision of public services meeting public policy goals, such as education, health and social welfare. 13
Policy Interest in the Commission • DG EAC • DG CNECT • DG ENTR • DG EMPL • DG RTD • DG DIGIT • JRC 10/24/13 14
BUT 10/24/13 15
Many Challenges requiring many actions Need for short, medium and long term actions • • • • • A field heavily dependent of public spending Coordination of policy across many different areas Policy actions in domains of application Policy action to develop industry Policy action to support knowledge development Proposed a Draft Roadmap requiring action by many stakeholders. 10/24/13 16
SOCIAL EXCLUSION: A KEY CONCEPT IN EUROPEAN POLICY 10/24/13 17
• 23% of the EU’s population is considered to be at risk of poverty or social exclusion (EUROPE 2020 TARGETS) >110m • Poverty risk for the unemployed is particularly high at 45.2% • “very expensive, economically counterproductive and lays a heavy social and political burden on society” Bianchi et al. 2006 • Complex and Multi-factor process: lack of basic competences, poverty, discrimination, unemployment, poor health, disability, poor access to basic services such as child-care and housing and life long learning etc “Isolated [..], individuals feel powerless and unable to take control “Isolated [..], individuals feel powerless and unable to take control over the decisions that affect their day to day lives.” (EU Council over the decisions that affect their day to day lives.” (EU Council 2004) 18 2004)
People with specific sets of problems School Dropouts and NEETs: disengaged from education, low attainment, often due to multiple factors related to poverty and deprivation of community and family, but also mental health. Complicated with crime, drug abuse, pregnancy etc. Nothing to offer employers, cannot get into education Young people with ADHD: problems holding down a job. Young people with autism: problems with integration into workplace. Older people with chronic illness: unable to manage health (little support), unable to work and lose skills. Carers struggling to balance care and work: give up work Migrants: lack of local language skills, understanding of culture, local social capital makes finding a regular job hard. Older women wanting to re-entering the workforce : formal skills out of date, lack of confidence 19
Empowerment & Social Inclusion “Enabling people to do what is important to them, to grow as competent subjects who have control over their lives and surroundings” (Makinen, 2006, p.381). Personal Empowerment Attitudes and Motivation Self-efficacy and Self Confidence Social Support – community and family Social participation: social network, social capital. Context and personal relevance – identity reinforcement Skills and Knowledge: core skills, transferable skills and specific skills Wellness and personal coping 10/24/13 Social Inclusion Access to essential services Education Good Housing Health services Civic Participation Equity Security Employment Income Consumption 20
Social Inclusion Policy Active inclusion polices enrol multiple social inclusion actors or intermediaries to empower individuals and communities • Public sector: health professionals, teachers, social workers, etc working in health, educational, employment and social services; • Third Sector, social enterprise and community: community workers, carers, family, sports and cultural associations etc • Employers 21
Actions to support inclusion and empowerment Need to address: • Personal empowerment and participation *** • Social context ** • Services and Infrastructure * Digital Games appear to be relevant to many of these processes 22
Social Inclusion Services and Intermediaries • Fragmented provision to individuals • Fragmented across localities, regions, organisations and professions • Often resource constrained at local and practitioner level • Little time to learn new approaches, and risk averse • Bureaucratic: Leadership important in decision making • Innovative intermediaries often ‘ under the radar’ – outside mainstream services • Bound by rules of procurement, quality, evidence etc • Require evidence of impact on their own terms 10/24/13 23
Definitions Digital games: “Games played using any kind of digital device” but also game-based approaches  that build on the 3D graphics and interfaces of games. • Simulations and virtual worlds  that focus on ‘gameplay’ aspects of games – digital play, Pervasive games, and Gamification  That use co-creation Meaningful Play 24
Game-based approaches: ways of using digital games to support instrumental outcomes in DGEI 1. Commercial entertainment games from leisure market (COTS) 2. Special-purpose games: games not primarily for entertainment  Gamification: using game elements (e.g. challenge, competition, progress) in other activities 1. Game Making Game Based Practices: the way that digital games approaches are integrated into broader practice and context of social inclusion interventions by social inclusion actors 10/24/13 25
Practice: Examples Extensive review of games working in practice (beyond research) 7 game-focused cases 5 initiative or policy focused cases 26
DGEI application domains in E&I 1. Skills, Knowledge through learning: disengaged and disadvantaged learners, improve employability and integration into society e.g. job applications, tenancy, computer skills 2. Health & well-being: prevention and treatment of illness, promote healthier living e.g. healthy eating, brushing teeth, safe sex 3. Civic participation: raise awareness, build communities e.g. poverty, democracy, cultural understanding 27 27
Issue: Homelessness, Housing quality Inliving Who: Kirklees Neighbourhood Housing, 2008 Intervention: Course on independent living –Including a Free mobile phone game Aim: Raise awareness of dangers of independent living among young tenants to support inclusion and save money Outcomes: successful tenancies have increased by 10%; supports reengagement of NEETs 28 28
Support Disadvantaged learners Gamestar Mechanic Who: MacArthur Foundation, 2010 Aim: support education through digital literacy Intervention: Browser-based game-design platform to be used in class or at home. Community platform, detailed qualitative and quantitative feedback on games by peers Outcomes: Improves digital and game design literacy Impact: ?? 29 29
Raising awareness of poverty and civic engagement among European youth Poverty is Not a Game (PING) Who King Baudouin Foundation, 2010 Intermediaries: Teachers Intervention: Classroom and home support of young people to learn about poverty with Free online browser game & manual, five languages Use: 40k online players, 5k downloads Extended research on impact. Outcomes: high perceived learning 30 30
Suicide and mental health At-Risk Who: Mental Health Association of New York City, 2009 Intermediaries: professors, universities Intervention: university staff to identify mental distress, prevent suicide supported by Commercial browser-based game Outcomes: Research shows attitudinal and behavioral changes in staff and students 31 31
Combat Extreme beliefs and social exclusion Choices and Voices Intermediaries: Schools, West Midlands Police Department, 2008 Intervention: Computer roleplaying game Aims: Enhance understanding among teenagers of various belief systems, social exclusion 600 schools in Birmingham area adopted, 60k users 32 32
Improve educational outcomes Consolarium Who: Scottish Education Intermediaries: Teachers and Heads Aim: Supporting teaching and learning in mainstream classroom education Intervention: Programme since 2006 to support teachers and supply COTS games and game equipment in over 170 schools in Scotland, engaging children with products familiar from home environment Outcomes: e.g. increased scores on maths among primary school children in deprived areas, particular those with low achievement scores 33
NEETs and deprived communities Intermediary: LearnPlay Intervention 1: employability training through game making Outcomes: 100% retention over 1 year of 175 students, building confidence and motivation, Intervention 2: Community regeneration though game making (600 people reached) Intervention 3: Apprenticeships in Game development (200 apprenticeships in game tech firm 34
Practice: analysis
Individual Outcomes of using DGEIs Personal empowerment – Increase participation, Develop knowledge and skills Raise awareness of social exclusion 36 36
Intermediaries play a key role Schools, unemployment offices, social housing offices, educational institutions, neighborhood and community centers, poverty organizations,… Can function as • Initiators of projects • Domain experts, inform projects • Gatekeepers, able to mobilize groups at risk • Implementers: introduce, facilitate & guide use of DGEIs, incorporating games in their practice • Recommendation: RDI for and with intermediaries 37 37
Observations regarding case studies Broad variety in: • Goals, Strategies, Platforms, Project sizes: • BUT Socially innovative yet often isolated, temporary initiatives Sketchy information, figures regarding effectiveness, impact 38 38
Scaling, knowledge transfer and replication in DGEI • Unique +isolated development of practice • Packaged game with training material and language localisations • Customised game and practice, redeveloped for different user and locations • Sharing of good practice and developing local expertise without a key product • Disseminating an approach and building local practice around a key game product • Individual game-making trainers providing courses and training 10/24/13 39
10/24/13 40
Summary: Supporting game-based practice 10/24/13 41
Social inclusion research B. Inclusion Intermediaries (individuals and organisations) C Digital game industry, distribution, research and expertise Actors in DGEI Broader Society Contribute to products ,service, expertise, research and practices Digital GameAttempt Practices based to support with diverse practices supporting learning and participation A Individuals, Groups and Communities at risk Goal Empowermen t and social inclusion outcomes Contribute Frameworks and institutional support and leadership or barriers D Institutions: Régulations, Public Policy Public service professions etc 42
Ecosystem of products and services for DGEI 10/24/13 43
Videogame industry: Relevance to DGEI Indirect contribution: Audiences, Platforms, Games, delivery systems, genres, and business models. Direct contribution? § Some consumer markets: demonstrated by Nintendo § SMEs have opportunity to diversity into less risky business in non-leisure markets § Image of industry very important. Serious games and DGEI could help can improve this. Potential contribution: 1.Enter applied markets building on existing skills and platforms, 2. provide tools and platforms to SG developers, 3. provide and support skills development, 4. leadership, CSR Challenge: get video game industry engaged 44
Non-Leisure market and a ‘Serious Games’ Industry Does it even exist? Constituencies of ideas and action (research, business, conferences, journals etc) • • • • • • Digital Game based learning Meaningful Play Gamification Accessible Gaming Games for Good/Change “Serious Games” 45
3 modes of organisation of production 1. Products 2. Multi-stakeholder Projects 3. Research-led development  Dominant role of Key Accounts (commissioners), sponsors and research funders. Dynamics (according to IDATE) • Early 2000-2010s : Experimental period. many small projects, pure-play serious games developers • 2011 Project size grown, total projects shrunk. More external interest, executive producers, some markets have developed. ‘serious’ being dropped. 10/24/13 46
SG Market sectors Defence Sector Strong market (US Dept of Defense $50million 5 year programme of game development for recruit training in 2010 ) Leading edge Information and communications sector : Advertising. Policy and political communication. Established in the Youth market Youth and business Corporate Training Sector: 2.2m EUR exergame for Macdonald's employees on Nintendo DS) Gamification mainstreaming Education Sector: Oldest but "low budget, low tech, poor cousins of the computer game industry. “ ENGAGE project. Education policy approach fragmented, but v.big Health and Wellness Sector: Professional market, Clinical trials, Consumers: Braintraining, Aging Activism and Games for change: Community building and attitude and behaviour change . Cultural sector inc Tourism (cf videogames are culture) Science: citizen science innovative 47
What could the ‘serious game’ industry and research community do for DGEI? • An ecosystem of supply and support in associated markets – Products – Services (training, customisation etc) – Tools – Research and Development • A scientific approach to games that produce instrumental outcomes • Business Models • Increased pool of skilled professionals 48
How to create a sustainable industry capable of developing, delivering and supporting services and products for DGEI? What is the link between the videogame industry, and the ‘serious’ game industry? 10/24/13 49
Important differences vv entertainment videogames Publishing, Distribution and Platforms  Privacy, security more important than videogames  Distribution often via private or public procurement processes Technology  Video games industry focused on platforms, tools and market  ‘Serious games’ often focused on technology +techniques for particular problem Industry, skills and employment  Game designs requires specific skills, not widely available outside video game industry (in house development)  Challenge to involve game designers and business in ‘serious’ application  Challenge to train people in game design to apply this in nongame situations (e.g. gamification) 50
Role for Policy in ‘Serious’ Games market Some domains with potential for impact are not developing use, and sustainable markets are not appearing Why? • Customers have few financial resources • Public sector customers wth high barriers Public policy can address both these factors 51
Challenges for DGEI innovation and use 52
Inter-dependent Challenges Lack of Evaluation Lack of Evaluation and Impact and Impact Assessment tools Assessment tools Barriers to Barriers to Empowerment of Empowerment of intermediaries intermediaries Lack of skills Lack of skills Low quality and Low quality and sustainability of sustainability of DGEI projects DGEI projects October 24, 2013 Low awareness Low awareness and Negative and Negative Stereotypes Stereotypes Knowledge and Knowledge and gaps and best gaps and best practice practice Challenge to Develop Challenge to Develop production and production and distribution capacity distribution capacity 53
Need for joined up, long term action to promote innovation, social learning and sustainability October 24, 2013 54
Potential actions to support DGEI in the context of serious games and video game industry 55
Potential actions to realise policy goals 1/2 Domains of practice: Health, education and training, social inclusion etc • Promote the development and use of innovative and cost-effective solutions: experimentation; demonstrators and impact analysis • Develop evidence of impact • Identify and promote Good Practice, and Knowledge Transfer within domain specific practice networks and between domains • Develop skills and tools in application sectors • Develop sustainable practice: support to intermediaries, standardisation, procurement, etc • Provide Leadership from decision makers and policy • Address of structural and institutional barriers, e.g. procurement 56
Potential actions to realise policy goals 2/2 Engaging Industry • Engage videogame industry • Support SMEs to apply assets in both leisure and non-leisure markets • Support an emerging ‘ serious games industry’ in Europe, e.g. , by regional industry specialisation policy or multi-sector regional centres of excellence across Europe. • Develop Skills for industry and users • Connect industry with application domains (intermediaries) and research. Research : • Generic ‘Serious Game’ research – a ‘scientific’ approach to game design and application • Connect game and application domain research • Build and share knowledge about practice and context including evaluation and evidence production 57
Draft Roadmap 10/24/13 58
Few Key Recommendations in research and implementation to look out for… • Develop games-based approaches to support intermediaries. • Games in education – preventing educational failure • Focus on Youth • Bridging application domains and research • Focus on support to disabled people and their carers • Cross over of SMEs between leisure and non-leisure sectors • Tool development for intermediaries, and application domains – open-source, and commerical ’dual use’ 10/24/13 59
http://is.jrc.ec.europa.eu/pa ges/EAP/eInclusion/games. tml#publications THANK YOU 10/24/13 60
THANK YOU 10/24/13 61
ANNEXES 10/24/13 62
Theory: Games for learning and participation
Why do digital games support EI? (1/2) Using digital games can be… Engaging, intrinsically motivating  learning, participation without external rewards Experiential, interactive  hands-on, user takes perspective, makes decisions Social  competition, cooperation, peer support, online communities 64 64
Why do digital games support EI? (2/2) Using digital games can be… Creative  role-play, co-creation, engagement in game community Personalized  content adapts to level, preferences user Safe  allows to experiment without suffering the consequences due to virtual nature, anonymity 65 65
Summary • Many opportunities  Multiple uses of games, and very active and innovative environment  Engage and empower intermediaries  Opportunities for policy in employment and growth, social inclusion and public services • Many challenges • Low awareness and negative images • Low quality of many products, minimal high quality evidence, lack of large scale demonstrators • Difficult field of application • Systemic challenges What actions should stakeholders – industry, practice, 66 policy and research - be taking?
Considering Opportunities Can we prioritise those which areas and approaches have most opportunity for impact and widespread use? 67
Considering challenges? Challenges to sustainable and innovative use Address underdeveloped production and distribution Empowerment of intermediaries Low awareness and Negative Stereotypes Tackle low quality and sustainability of DGEI projects Lack of Impact Assessment tools Knowledge gaps and opportunities Lack of skills Supply industry Reshaping the game-play for nonleisure applications Supply and integration of skills designers and technology specialists Automating the production processes Persuading reluctant users Shaping Procurement Innovating business models Structuring serious games industry by target sector Developing for all platforms Implementing and Exploiting New technologies 68
Considering Actions What actions can be taken, and by whom, and when, to stimulate the effective exploitation and use of digital games to support empowerment and social inclusion? 69
What can Digital Games offer to action and policy in the field of social exclusion and empowerment? A use perspective • Tap into game-playing culture (49% at least of 16-24 y/o play console games, UK 2012) • Game culture elements incorporated into communication (images, gamification) • Use of commercial of the shelf game products and services • Use of game device platforms (consoles, handhelds) • Use of online game platforms • Creation of specially made games • Use of game technologies, tools and engines to create games, simulators etc • Use of gameplay element (gamification) • Use of game developers (to produce products and services) 70 • Use of game industry (to promote use of games)
Challenges to develop a supply sector (thanks to Alvarez et al, IDATE) 10/24/13 71
Challenge Example Potential actions Reshaping the game-play for non-leisure applications Simplify, using models from casual games design User-centred design with professionals from application domain. Supply and integration of skills designers and technology specialists Build multi-disciplinary teams Train games design professions for serious game development Automating the production processes Integration and customisation of conventional game design tools Persuading reluctant users Provide convincing evidence and demonstrations Convince SME to invest Invest in R&D Build structured local business environments as part of smart specialisation policy Shaping Procurement Address issues within procurement processes to make serious game adoption easier, and as a tool to support developers Innovating business models Develop specific business models appropriate for each sector and target users Structuring serious games industry by target sector Support evolution towards organisation of firms and expertise that meets the needs of users Developing for all platforms Do not limit develop to the PC an browser, but build serious games for platforms such as mobile phones, tablets, TV and specialised ehealth systems Implementing and Exploiting New technologies Exploit novel technologies being made available on latest gaming platforms Develop and implement new technologies for specific user needs that are not available on game platforms Challenges to

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Digital Games for Empowerment & Inclusion (DGEI): Challenges and Opportunities

  • 1.
    Digital Games forEmpowerment & Inclusion (DGEI) GALA conference 2013, Paris Oct 23-24 Challenges and Opportunities for research, industry and policy James Stewart JRC-IPTS, Information Society Unit The views expressed by the author are not necessarily those of the EC 1
  • 2.
    The JRC DGEIproject for DG CNECT (2011) A study to: “provide a better understanding of the industrial, market, social opportunities and limitations of digital games for empowerment and as a tool for socio-economic inclusion of people at risk of exclusion” Identify both opportunities and challenges for deployment in practice Propose a draft roadmap of stakeholder actions Identify potential role of policy and policy options 10/24/13 2
  • 3.
    Effective Games-based approaches Widespread Games-based WidespreadGames-based practices practices Positive Impact on social exclusion in Europe 10/24/13 3
  • 4.
    DGEI Project A comprehensivestudy covering research, development, deployment, practice business and policy Contracted to team from iMinds (Belgium) Literature review, original short case studies, analysis and framework Drew on industry research – IDATE and JRC studies on ‘Serious Games’ and Videogames ‘Policy and deployment cases for impact at scale Review of Policy actions 10/24/13 Expert, policy and stakeholder workshops providing input and feedback during 2013 4
  • 5.
  • 6.
    Other JRC Reports: TheIndustry and Policy Context for DGEI: Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification. State of Play of DGEI: A Review of the Literature and Empirical Cases. Working Paper A Roadmap for Action on Digital Games for Empowerment and Inclusion in Europe. 10/24/13 6
  • 7.
    A resource forstakeholders in your engagement with policy 10/24/13 7
  • 8.
  • 10.
    Selected EC Activities Commissionhas very limited competence in these areas. Commission has funded Over 75 Projects • Lifelong Learning Programme • Framework Programmes  Where’s the impact? Networking  GALA (Games and Learning Alliance) NoE supported by Technology Enhanced Learning Unit, with 31 partners  SEGAN (Serious Games Network) Policy support and systemic adoption  IMAGINE (Increasing Mainstreaming of Games In Learning Policies[1])  ENGAGE (European Network for Growing Activity in Game-based learning in Education project) Safer Internet programme (DG CNECT) has addressed safety in online games since 2005. MEDIA programme only starting to address interactive videogames directly. 10
  • 11.
  • 12.
    Summary of Opportunities •Capitalise on culture: widespread uptake of digital games • Exploit Dynamic and Innovative videogame sector • Digital Games have multiple strengths supporting learning and participation • Positive empowerment and inclusion outcomes from digital game-based approaches • Digital Game practices empower the gatekeeper intermediaries • A nascent ‘Serious Games’ sector is growing and developing knowledge and viability in some markets • But Evidence for these claims still anecdotal and fragmented. Effectiveness and cost-effectiveness at scale 12 not clear.
  • 13.
    General opportunities forpolicy Employment and growth derived from attracting, rewarding and sustaining innovation in the digital gaming industry in general, and serious game industry in particular; The social cohesion and individual and community empowerment outcomes of the availability and use of through of appropriate digital game-based practices and products; The contributions from digital gaming to the effective provision of public services meeting public policy goals, such as education, health and social welfare. 13
  • 14.
    Policy Interest inthe Commission • DG EAC • DG CNECT • DG ENTR • DG EMPL • DG RTD • DG DIGIT • JRC 10/24/13 14
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  • 16.
    Many Challenges requiringmany actions Need for short, medium and long term actions • • • • • A field heavily dependent of public spending Coordination of policy across many different areas Policy actions in domains of application Policy action to develop industry Policy action to support knowledge development Proposed a Draft Roadmap requiring action by many stakeholders. 10/24/13 16
  • 17.
    SOCIAL EXCLUSION: AKEY CONCEPT IN EUROPEAN POLICY 10/24/13 17
  • 18.
    • 23% ofthe EU’s population is considered to be at risk of poverty or social exclusion (EUROPE 2020 TARGETS) >110m • Poverty risk for the unemployed is particularly high at 45.2% • “very expensive, economically counterproductive and lays a heavy social and political burden on society” Bianchi et al. 2006 • Complex and Multi-factor process: lack of basic competences, poverty, discrimination, unemployment, poor health, disability, poor access to basic services such as child-care and housing and life long learning etc “Isolated [..], individuals feel powerless and unable to take control “Isolated [..], individuals feel powerless and unable to take control over the decisions that affect their day to day lives.” (EU Council over the decisions that affect their day to day lives.” (EU Council 2004) 18 2004)
  • 19.
    People with specificsets of problems School Dropouts and NEETs: disengaged from education, low attainment, often due to multiple factors related to poverty and deprivation of community and family, but also mental health. Complicated with crime, drug abuse, pregnancy etc. Nothing to offer employers, cannot get into education Young people with ADHD: problems holding down a job. Young people with autism: problems with integration into workplace. Older people with chronic illness: unable to manage health (little support), unable to work and lose skills. Carers struggling to balance care and work: give up work Migrants: lack of local language skills, understanding of culture, local social capital makes finding a regular job hard. Older women wanting to re-entering the workforce : formal skills out of date, lack of confidence 19
  • 20.
    Empowerment & SocialInclusion “Enabling people to do what is important to them, to grow as competent subjects who have control over their lives and surroundings” (Makinen, 2006, p.381). Personal Empowerment Attitudes and Motivation Self-efficacy and Self Confidence Social Support – community and family Social participation: social network, social capital. Context and personal relevance – identity reinforcement Skills and Knowledge: core skills, transferable skills and specific skills Wellness and personal coping 10/24/13 Social Inclusion Access to essential services Education Good Housing Health services Civic Participation Equity Security Employment Income Consumption 20
  • 21.
    Social Inclusion Policy Activeinclusion polices enrol multiple social inclusion actors or intermediaries to empower individuals and communities • Public sector: health professionals, teachers, social workers, etc working in health, educational, employment and social services; • Third Sector, social enterprise and community: community workers, carers, family, sports and cultural associations etc • Employers 21
  • 22.
    Actions to supportinclusion and empowerment Need to address: • Personal empowerment and participation *** • Social context ** • Services and Infrastructure * Digital Games appear to be relevant to many of these processes 22
  • 23.
    Social Inclusion Servicesand Intermediaries • Fragmented provision to individuals • Fragmented across localities, regions, organisations and professions • Often resource constrained at local and practitioner level • Little time to learn new approaches, and risk averse • Bureaucratic: Leadership important in decision making • Innovative intermediaries often ‘ under the radar’ – outside mainstream services • Bound by rules of procurement, quality, evidence etc • Require evidence of impact on their own terms 10/24/13 23
  • 24.
    Definitions Digital games: “Games playedusing any kind of digital device” but also game-based approaches  that build on the 3D graphics and interfaces of games. • Simulations and virtual worlds  that focus on ‘gameplay’ aspects of games – digital play, Pervasive games, and Gamification  That use co-creation Meaningful Play 24
  • 25.
    Game-based approaches: ways ofusing digital games to support instrumental outcomes in DGEI 1. Commercial entertainment games from leisure market (COTS) 2. Special-purpose games: games not primarily for entertainment  Gamification: using game elements (e.g. challenge, competition, progress) in other activities 1. Game Making Game Based Practices: the way that digital games approaches are integrated into broader practice and context of social inclusion interventions by social inclusion actors 10/24/13 25
  • 26.
    Practice: Examples Extensive reviewof games working in practice (beyond research) 7 game-focused cases 5 initiative or policy focused cases 26
  • 27.
    DGEI application domainsin E&I 1. Skills, Knowledge through learning: disengaged and disadvantaged learners, improve employability and integration into society e.g. job applications, tenancy, computer skills 2. Health & well-being: prevention and treatment of illness, promote healthier living e.g. healthy eating, brushing teeth, safe sex 3. Civic participation: raise awareness, build communities e.g. poverty, democracy, cultural understanding 27 27
  • 28.
    Issue: Homelessness, Housing quality Inliving Who:Kirklees Neighbourhood Housing, 2008 Intervention: Course on independent living –Including a Free mobile phone game Aim: Raise awareness of dangers of independent living among young tenants to support inclusion and save money Outcomes: successful tenancies have increased by 10%; supports reengagement of NEETs 28 28
  • 29.
    Support Disadvantaged learners GamestarMechanic Who: MacArthur Foundation, 2010 Aim: support education through digital literacy Intervention: Browser-based game-design platform to be used in class or at home. Community platform, detailed qualitative and quantitative feedback on games by peers Outcomes: Improves digital and game design literacy Impact: ?? 29 29
  • 30.
    Raising awareness ofpoverty and civic engagement among European youth Poverty is Not a Game (PING) Who King Baudouin Foundation, 2010 Intermediaries: Teachers Intervention: Classroom and home support of young people to learn about poverty with Free online browser game & manual, five languages Use: 40k online players, 5k downloads Extended research on impact. Outcomes: high perceived learning 30 30
  • 31.
    Suicide and mentalhealth At-Risk Who: Mental Health Association of New York City, 2009 Intermediaries: professors, universities Intervention: university staff to identify mental distress, prevent suicide supported by Commercial browser-based game Outcomes: Research shows attitudinal and behavioral changes in staff and students 31 31
  • 32.
    Combat Extreme beliefsand social exclusion Choices and Voices Intermediaries: Schools, West Midlands Police Department, 2008 Intervention: Computer roleplaying game Aims: Enhance understanding among teenagers of various belief systems, social exclusion 600 schools in Birmingham area adopted, 60k users 32 32
  • 33.
    Improve educational outcomes Consolarium Who:Scottish Education Intermediaries: Teachers and Heads Aim: Supporting teaching and learning in mainstream classroom education Intervention: Programme since 2006 to support teachers and supply COTS games and game equipment in over 170 schools in Scotland, engaging children with products familiar from home environment Outcomes: e.g. increased scores on maths among primary school children in deprived areas, particular those with low achievement scores 33
  • 34.
    NEETs and deprivedcommunities Intermediary: LearnPlay Intervention 1: employability training through game making Outcomes: 100% retention over 1 year of 175 students, building confidence and motivation, Intervention 2: Community regeneration though game making (600 people reached) Intervention 3: Apprenticeships in Game development (200 apprenticeships in game tech firm 34
  • 35.
  • 36.
    Individual Outcomes ofusing DGEIs Personal empowerment – Increase participation, Develop knowledge and skills Raise awareness of social exclusion 36 36
  • 37.
    Intermediaries play akey role Schools, unemployment offices, social housing offices, educational institutions, neighborhood and community centers, poverty organizations,… Can function as • Initiators of projects • Domain experts, inform projects • Gatekeepers, able to mobilize groups at risk • Implementers: introduce, facilitate & guide use of DGEIs, incorporating games in their practice • Recommendation: RDI for and with intermediaries 37 37
  • 38.
    Observations regarding casestudies Broad variety in: • Goals, Strategies, Platforms, Project sizes: • BUT Socially innovative yet often isolated, temporary initiatives Sketchy information, figures regarding effectiveness, impact 38 38
  • 39.
    Scaling, knowledge transferand replication in DGEI • Unique +isolated development of practice • Packaged game with training material and language localisations • Customised game and practice, redeveloped for different user and locations • Sharing of good practice and developing local expertise without a key product • Disseminating an approach and building local practice around a key game product • Individual game-making trainers providing courses and training 10/24/13 39
  • 40.
  • 41.
    Summary: Supporting game-basedpractice 10/24/13 41
  • 42.
    Social inclusion research B. Inclusion Intermediaries (individuals and organisations) C Digital game industry, distribution,research and expertise Actors in DGEI Broader Society Contribute to products ,service, expertise, research and practices Digital GameAttempt Practices based to support with diverse practices supporting learning and participation A Individuals, Groups and Communities at risk Goal Empowermen t and social inclusion outcomes Contribute Frameworks and institutional support and leadership or barriers D Institutions: Régulations, Public Policy Public service professions etc 42
  • 43.
    Ecosystem of productsand services for DGEI 10/24/13 43
  • 44.
    Videogame industry: Relevanceto DGEI Indirect contribution: Audiences, Platforms, Games, delivery systems, genres, and business models. Direct contribution? § Some consumer markets: demonstrated by Nintendo § SMEs have opportunity to diversity into less risky business in non-leisure markets § Image of industry very important. Serious games and DGEI could help can improve this. Potential contribution: 1.Enter applied markets building on existing skills and platforms, 2. provide tools and platforms to SG developers, 3. provide and support skills development, 4. leadership, CSR Challenge: get video game industry engaged 44
  • 45.
    Non-Leisure market anda ‘Serious Games’ Industry Does it even exist? Constituencies of ideas and action (research, business, conferences, journals etc) • • • • • • Digital Game based learning Meaningful Play Gamification Accessible Gaming Games for Good/Change “Serious Games” 45
  • 46.
    3 modes oforganisation of production 1. Products 2. Multi-stakeholder Projects 3. Research-led development  Dominant role of Key Accounts (commissioners), sponsors and research funders. Dynamics (according to IDATE) • Early 2000-2010s : Experimental period. many small projects, pure-play serious games developers • 2011 Project size grown, total projects shrunk. More external interest, executive producers, some markets have developed. ‘serious’ being dropped. 10/24/13 46
  • 47.
    SG Market sectors DefenceSector Strong market (US Dept of Defense $50million 5 year programme of game development for recruit training in 2010 ) Leading edge Information and communications sector : Advertising. Policy and political communication. Established in the Youth market Youth and business Corporate Training Sector: 2.2m EUR exergame for Macdonald's employees on Nintendo DS) Gamification mainstreaming Education Sector: Oldest but "low budget, low tech, poor cousins of the computer game industry. “ ENGAGE project. Education policy approach fragmented, but v.big Health and Wellness Sector: Professional market, Clinical trials, Consumers: Braintraining, Aging Activism and Games for change: Community building and attitude and behaviour change . Cultural sector inc Tourism (cf videogames are culture) Science: citizen science innovative 47
  • 48.
    What could the‘serious game’ industry and research community do for DGEI? • An ecosystem of supply and support in associated markets – Products – Services (training, customisation etc) – Tools – Research and Development • A scientific approach to games that produce instrumental outcomes • Business Models • Increased pool of skilled professionals 48
  • 49.
    How to createa sustainable industry capable of developing, delivering and supporting services and products for DGEI? What is the link between the videogame industry, and the ‘serious’ game industry? 10/24/13 49
  • 50.
    Important differences vventertainment videogames Publishing, Distribution and Platforms  Privacy, security more important than videogames  Distribution often via private or public procurement processes Technology  Video games industry focused on platforms, tools and market  ‘Serious games’ often focused on technology +techniques for particular problem Industry, skills and employment  Game designs requires specific skills, not widely available outside video game industry (in house development)  Challenge to involve game designers and business in ‘serious’ application  Challenge to train people in game design to apply this in nongame situations (e.g. gamification) 50
  • 51.
    Role for Policyin ‘Serious’ Games market Some domains with potential for impact are not developing use, and sustainable markets are not appearing Why? • Customers have few financial resources • Public sector customers wth high barriers Public policy can address both these factors 51
  • 52.
  • 53.
    Inter-dependent Challenges Lack ofEvaluation Lack of Evaluation and Impact and Impact Assessment tools Assessment tools Barriers to Barriers to Empowerment of Empowerment of intermediaries intermediaries Lack of skills Lack of skills Low quality and Low quality and sustainability of sustainability of DGEI projects DGEI projects October 24, 2013 Low awareness Low awareness and Negative and Negative Stereotypes Stereotypes Knowledge and Knowledge and gaps and best gaps and best practice practice Challenge to Develop Challenge to Develop production and production and distribution capacity distribution capacity 53
  • 54.
    Need for joinedup, long term action to promote innovation, social learning and sustainability October 24, 2013 54
  • 55.
    Potential actions to supportDGEI in the context of serious games and video game industry 55
  • 56.
    Potential actions torealise policy goals 1/2 Domains of practice: Health, education and training, social inclusion etc • Promote the development and use of innovative and cost-effective solutions: experimentation; demonstrators and impact analysis • Develop evidence of impact • Identify and promote Good Practice, and Knowledge Transfer within domain specific practice networks and between domains • Develop skills and tools in application sectors • Develop sustainable practice: support to intermediaries, standardisation, procurement, etc • Provide Leadership from decision makers and policy • Address of structural and institutional barriers, e.g. procurement 56
  • 57.
    Potential actions torealise policy goals 2/2 Engaging Industry • Engage videogame industry • Support SMEs to apply assets in both leisure and non-leisure markets • Support an emerging ‘ serious games industry’ in Europe, e.g. , by regional industry specialisation policy or multi-sector regional centres of excellence across Europe. • Develop Skills for industry and users • Connect industry with application domains (intermediaries) and research. Research : • Generic ‘Serious Game’ research – a ‘scientific’ approach to game design and application • Connect game and application domain research • Build and share knowledge about practice and context including evaluation and evidence production 57
  • 58.
  • 59.
    Few Key Recommendationsin research and implementation to look out for… • Develop games-based approaches to support intermediaries. • Games in education – preventing educational failure • Focus on Youth • Bridging application domains and research • Focus on support to disabled people and their carers • Cross over of SMEs between leisure and non-leisure sectors • Tool development for intermediaries, and application domains – open-source, and commerical ’dual use’ 10/24/13 59
  • 60.
  • 61.
  • 62.
  • 63.
    Theory: Games forlearning and participation
  • 64.
    Why do digitalgames support EI? (1/2) Using digital games can be… Engaging, intrinsically motivating  learning, participation without external rewards Experiential, interactive  hands-on, user takes perspective, makes decisions Social  competition, cooperation, peer support, online communities 64 64
  • 65.
    Why do digitalgames support EI? (2/2) Using digital games can be… Creative  role-play, co-creation, engagement in game community Personalized  content adapts to level, preferences user Safe  allows to experiment without suffering the consequences due to virtual nature, anonymity 65 65
  • 66.
    Summary • Many opportunities Multiple uses of games, and very active and innovative environment  Engage and empower intermediaries  Opportunities for policy in employment and growth, social inclusion and public services • Many challenges • Low awareness and negative images • Low quality of many products, minimal high quality evidence, lack of large scale demonstrators • Difficult field of application • Systemic challenges What actions should stakeholders – industry, practice, 66 policy and research - be taking?
  • 67.
    Considering Opportunities Can weprioritise those which areas and approaches have most opportunity for impact and widespread use? 67
  • 68.
    Considering challenges? Challenges tosustainable and innovative use Address underdeveloped production and distribution Empowerment of intermediaries Low awareness and Negative Stereotypes Tackle low quality and sustainability of DGEI projects Lack of Impact Assessment tools Knowledge gaps and opportunities Lack of skills Supply industry Reshaping the game-play for nonleisure applications Supply and integration of skills designers and technology specialists Automating the production processes Persuading reluctant users Shaping Procurement Innovating business models Structuring serious games industry by target sector Developing for all platforms Implementing and Exploiting New technologies 68
  • 69.
    Considering Actions What actionscan be taken, and by whom, and when, to stimulate the effective exploitation and use of digital games to support empowerment and social inclusion? 69
  • 70.
    What can DigitalGames offer to action and policy in the field of social exclusion and empowerment? A use perspective • Tap into game-playing culture (49% at least of 16-24 y/o play console games, UK 2012) • Game culture elements incorporated into communication (images, gamification) • Use of commercial of the shelf game products and services • Use of game device platforms (consoles, handhelds) • Use of online game platforms • Creation of specially made games • Use of game technologies, tools and engines to create games, simulators etc • Use of gameplay element (gamification) • Use of game developers (to produce products and services) 70 • Use of game industry (to promote use of games)
  • 71.
    Challenges to developa supply sector (thanks to Alvarez et al, IDATE) 10/24/13 71
  • 72.
    Challenge Example Potential actions Reshapingthe game-play for non-leisure applications Simplify, using models from casual games design User-centred design with professionals from application domain. Supply and integration of skills designers and technology specialists Build multi-disciplinary teams Train games design professions for serious game development Automating the production processes Integration and customisation of conventional game design tools Persuading reluctant users Provide convincing evidence and demonstrations Convince SME to invest Invest in R&D Build structured local business environments as part of smart specialisation policy Shaping Procurement Address issues within procurement processes to make serious game adoption easier, and as a tool to support developers Innovating business models Develop specific business models appropriate for each sector and target users Structuring serious games industry by target sector Support evolution towards organisation of firms and expertise that meets the needs of users Developing for all platforms Do not limit develop to the PC an browser, but build serious games for platforms such as mobile phones, tablets, TV and specialised ehealth systems Implementing and Exploiting New technologies Exploit novel technologies being made available on latest gaming platforms Develop and implement new technologies for specific user needs that are not available on game platforms Challenges to

Editor's Notes

  • #2 {"44":"In general, Industry not interested in ‘serious’ uses: Return on investment seen as too low v.v entertainment markets. \n"}