1. Alternate reality games for developing student autonomy and peer learning Dr Nicola Whitton Manchester Metropolitan University

2. Overview What are alternate reality games? What is their potential for learning? The ARGOSI project Emerging findings Challenges

3. What are ARGs? Emerging game form - 2001 Viral marketing tool Real world and online - variety of media Narrative unfolds over time Built by the players - user-created artifacts Collaborative challenges ‘This is not a game’ Typically niche but with high engagement

4. ARGs for learning Active learning environments –Problem-based, experiential, reflective, authentic context Developing learner autonomy Collaborative community, peer learning and mentoring Challenges can be related to a range of skills and subject areas Pedagogic benefits of games without development overheads

5. Key features for education Problem solving at different levels Progress and rewards Narrative devices Influence on outcome Regular delivery of events Large, active community Simple technology (Moseley, 2008)

6. ARGOSI One year JISC-funded project Problems with traditional HE induction –Too short, front-loaded –Not contextualised –Based around pubs Orientation, socialisation, information literacy skills Overarching narrative with add-on modules Re-usable framework and software

7. Research Questions –Will students engage? –What types of students engage? –Are ARGs effective for learning? –Are they fun? Methods –Iterative prototyping of game and challenges –Market research –Surveys –Interviewing

8. Findings Why do people engage with ARGs? –Competition –Completion –Curiosity –Community Students overwhelmed at start of term - cannot assume ‘build it and thy will come’

9. Challenges Marketing and take-up ‘This is not a game’ - purpose and autonomy Embedding in curriculum Sustained engagement and timing Ensuring learning outcomes are met without removing the fun How niche are ARGs and how niche can they be and still be sustainable?

10. Any questions?