Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland Mr. Brendan Kelleher, Dr. Patrick Felicia Waterford Institute of Technology

About me GB L Developer/researcher for the Game-Based Learning (GBL) research group at Waterford Institute of Technology Design and develop websites, apps and educational games Research Interests: – Game-based learning – Artificial intelligence 2

Activities of the Game-Based Learning research group Specialise in the design, deployment and evaluation of GBL solutions Interested in furthering the understanding of how games can improve both motivation and learning outcomes Organise GBL events:  Presentations from members  Workshops  National and international conferences 3

Overview Background of the study Objectives of the project Data collection & analysis Challenges Useful Links Resources 4

Background of the study GBL is a highly motivating and stimulating medium (Bixler, 2005) VEC Learning seems to be conducted in a traditional way in Vocational Education Committees (VEC)s despite technology use becoming ever more widespread There is little mention of GBL in teacher training and some teachers were never formally introduced to facilitate its use for their classes 5

Background of the study Part of a European funded project examining the use of mobile devices and GBL for vocational education MoGaBaV ET Mobile Games Based Learning Vocational Education & Training (MoGaBaVET) research project The study is focused on assessing and finding the best methods for creating, analysing and deploying game-based learning for vocational education 6

Background of the study It also examines the possibility of utilising mobile devices The partners includes five organisation:  Humance AG, Germany  Bildungszentren des Baugewerbes (BZB), Germany  Waterford Institute of Technology, Ireland  Fundación Laboral de la Construcción, Spain  Stiftung ECAP, Switzerland 7

Background of the study How game-based learning can help teachers: “to understand the role of a teacher as a facilitator of instruction” (Sardone & Devlin-Scherer, 2009) Can encourage different forms of learning. Eg. gesture based learning, augmented reality etc… Allows the learner to take ownership of learning 8

Background of the study How game-based learning can help learners.. Reduce any inhibitions toward learning - “Players learn through their games to handle cultural relativity and to deal with different people and roles”. (Prensky, 2002) Identify their weaknesses through gameplay in a safe environment - “Educational gaming encourages active learning and risk taking in an environment where real-world consequences are diminished “. (Gee, 2007) 9

Background of the study How game-based learning can help learners: Allows learners to reflect on their experiences Encourages the learner to be involved in the learning process (sense of control and ownership of learning) Improves skills through repetitive play - “Players of computer and video games not only learn how to do things in terms of knowing the procedures, but they also practice the skills until the learning is internalized and becomes second nature”. (Prensky, 2002) 10

Objectives of the project ICT To examine the use (or lack of use) of Information & Communications Technology (ICT) and games by teachers in Vocational Education To identify teachers’ perception of GBL as well as their attitudes and expectations regarding the use of GBL in a classroom environment To guide the design and development of a GBL solution for vocational education 11

Data collection: Methodology VE C Contacted 33 Vocational Education Committees (VEC)s around Ireland Made the online survey available to the teachers in the VECs Followed up initial with reminders Phone interviews with teachers from three Youthreach centres Data collection in May 2013 Planning to extend until September/October 12

Data collection: Target groups Post Leaving Certificate (PLC) Vocational Training Opportunities Scheme (VTOS) Adult Basic Education (ABE) Apprenticeships & Traineeships Youthreach 13

Data collection: Structure of the survey Seven sections examining: 14 About the respondent IT proficiency ICT for teaching and learning About those who have not used educational games for teaching About those who have used games for learning Mobile games for learning Motivational and pedagogical support

Data collection: Objectives of the survey Examine ICT use Assess any previous use of games for learning Assess any previous use of mobile devices for learning Identify teachers’ beliefs regarding the motivational and pedagogical benefits of using games for learning 15

About the respondents 16

About the respondents 17

About the respondents 18

About the respondents 19

About the respondents 20

IT Information Technology(IT) proficiency 21

IT proficiency 22

IT proficiency 23

IT proficiency 24

IT proficiency 25

IC T Information & Communication Technology (ICT) for Teaching and Learning 26

ICT for teaching and learning 27

ICT for teaching and learning 28

ICT for teaching and learning 29

About those who have never used educational games for teaching 30

About those who have never used educational games for teaching 31

About those who have used educational games for learning 32

About those who have used educational games for learning 33

About those who have used educational games for learning 34

About those who have used educational games for learning 35

Mobile games for learning 36

Mobile games for learning 37

Mobile games for learning 38

Mobile games for learning 39

Motivational and pedagogical support 40

Motivational and pedagogical support 41

Motivational and pedagogical support 42

Motivational and pedagogical support 43

Motivational and pedagogical support 44

Motivational and pedagogical support 45

Motivational and pedagogical support 46

Challenges No time to consider using games Afraid to try something new…  …go with what is safe and familiar Overly complicated rules…  …difficult to see any clear pedagogical benefit 47

How teachers feel… 48

Challenges CPD Continual Professional Development (CPD) does not explore the use of games as a learning strategy Learning should be learner-centred Move away from rigidly defined courses  Use games as an additional resource 49

Challenges Technology is to a large degree under utilized for education.  Lack of direct funding  Inconsistent use Lack of a clear guideline to adopt GBL for vocational education Need for an integrated approach to provision of VET in Ireland 50

Food for thought… Accessibility Resources Time 51 Teachers need time to test and trial GBL! Teachers need access to resources, anywhere, anytime! Resources must be centralised!

Useful Links Links worth checking out:   

Thanks for Listening or 53

References Bixler, B. (2005). Motivation and its relationship to the design of educational games. Paper presented at the New Media Consortium (NMC) Online Conference on Educational Gaming, Internet. Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Prensky, M. (2002) What Kids Learn That’s POSITIVE from Playing Video Games. Sardone, N. B., & Devlin-Scherer, R. (2009). Teacher Candidates' Views of Digital Games as Learning Devices. Issues In Teacher Education, 18(2), Spotlight on VET, Ireland. 54