1. Game-based learning in schools - A teacher survey PhD, Cand. Psych. Simon Egenfeldt-Nielsen Assistant Professor IT-University Copenhagen CEO Serious Games Interactive 16. maj 2011 DPU sen@seriousgames.dk +45 40 10 79 69

2. My background MA Psychology PhD Games & learning Jumping between industry & research Research projects Commercial video games for learning SIREN – Conflict resolution EU project Educational potential of video games: GC: Palestine Research project: Serious Games on a Global Market place PlayMancer – Serious Games for Rehabilitation EU Network of Excellence on Serious Games Developing Computer games Global Conflicts-Series Playing History-Series +20 games for clients

3. Our background Who are we... Using games for more than entertainment 20 employees located in Copenhagen Clients: Danida, Amnesty, Lego, Nykredit, Novo Nordisk & UNICEF Won several awards for our productions

4. Agenda Background – other studies Methods & Participants Results

5. Background Games in school are many things – challenges, didactics and approach is VERY different.  Teaching through computer games: Use computer games to teach a specific curriculum.  Teaching with computer games: Use computer games as leverage in the teaching of existing themes, concepts and methods from the curriculum in play.  Teaching by making computer games: Use game authoring tool to make a computer games about a given subject or with relevant contents to learn about IT, games, design, story-telling and the game’s topic.

6. Agenda Background – other studies Methods & Participants Results

7. Method Online survey Representative schools identified in DK: Initial email Phone call Follow-up email Poster Representative schools identified in other countries: Initial email Phone call Follow-up email

8. Participants 66% Females 34% Males Medio 2010 275 respondents 185 21 34 9 25 Teaching with IT Experience with Games

9. Participants Teaching Grade level Good representation of different subjects, teacher experience and grade level Subjects taught

10. Agenda Background – other studies Methods & Participants Results

11. Adaptation in teaching 1 60% use computer games in teaching Games used in teachingWays used to teach with games Female teacher use them most! 64% vs. 51% (but only on lower grade)

12. Adaptation in teaching 2 DK Teacher use games for longer Typical duration of teaching game sessionOptimal duration of a teaching game session DK Teachers find optimal use requires more lessons 26% DK teachers use games more than 2 lessons. Worldwide only 8,1% does.

13. Starting up with games How did you first get started with computer games in your teaching? Difficult market Teachers mainly listen to themselves and colleagues. DK teachers more marketing hostile, but can reached through knowledge hubs

14. Attitudes & Reasons Attitude towards teaching with games Computer games still perceived as ‘something new’. That needs to be experimented with with caution. Danish female teachers are least hesitant.

15. Attitudes & Reasons Reasons for teaching with games DK Female teachers prefers games for variety Four times as many DK Teachers use games to get better learning More than 55% of teachers use games because of engagement and variety.

16. Barriers Barriers towards teaching with games Gender differences More female teachers worried about losing control. More female teachers worried about barriers: equipment, setting and own knowledge. More female teachers also tend to find games too expensive.

17. Barriers continued Top 6 – selected barriers (top1) 1.Problems with computer equipment 2.Problems with installing the software 3.Computer games are too expensive 4.Learning games not on par with other games 5.My own lack of knowledge 6.Inappropriate physical surroundings Top 6 – categories barriers (top1) Boring barriers Schools still struggle to get a proper infrastructure There is a quality challenge according to especially male teachers DK teacher perceives more practical barriers: Equipment, installation and setting

18. Learning outcomes Teachers perception of learning outcomes for different students The weak students and male students look to gain significantly more according to teachers Male teacher sees greater potential. Male/female Teachers perception of learning outcomes gender

19. How to choose games How do you choose the computer games you use in your teaching? What games are used A semi-closed loop with teacher talking together or selecting themselves. This tendency is more marked in DK. No Major gender differences.

20. Why don’t use games Reasons for not using games Gender differences More female teachers believe they lack the necessary knowledge. More male teachers worry about game’s low quality – three times as many. More female teachers tend to find games too expensive. More female teachers worry about the computer equipment.

21. Why don’t use games - Continued Attitude towards teaching with games Are you considering using games in your teaching? Top 4 – selected barriers (top1) 1.My own lack of knowledge 2.Limited relevance to syllabus 3.Inappropriate physical surroundings 4.Problems with computer equipment In general teachers are focused on lack of knowledge and having a difficult time connecting games and learning in a ‘hostile’ environment. Very few dismiss games out right, but have valid reservations.

22. Subject differences Adaptation of games Adaptation is higher among math teachers than language teachers even though language teacher find better learning outcomes Learning outcomes

23. Contact info Company details Serious Games Interactive Griffenfeldsgade 7A, 4. floor DK - 2200 Copenhagen N www.seriousgames.dk My details: Simon Egenfeldt-Nielsen sen@seriousgames.dk | +45 40 10 79 69 www.egenfeldt.eu © Serious Games Interactive