2. Research shows that 20% of all US & UK teachers use games, but up to 70% wants to. They see few titles and their lack of quality as main barriers. The goal is to change that with high-quality educational game products! What is the background Research in action

3. f Material from Global Conflicts: Palestine online learning resource.

4. In-game shots from the game Global Conflicts: Palestine

5. ”I learned more history from the game in one day than I have learned from the teaching the last 6 month” Oliver Hansen, Student, 16 years

6. Feel and understand the tense atmosphere and problems of the conflict of Palestine

7. Through engagment with people you as a journalist make your mark on the media coverage

8. A rich environment that students can explore and learn from getting to see the conflict from the inside

9. Eksempler på seriøse spil Hvad er seriøse spil?

10. Typer af undervisningsspil Hvad er seriøse spil? Der er flere typer af undervisningsbrug 1.Om computerspil 2.Inddrage computerspil 3.Bruge computerspil (2 typer)

11. Don’t take our word for it... What do other people think? “Global Conflicts: Palestine is a fun and different way to receive learning” (Female student, 18 years) “You had a greater desire to learn about the topic from Global Conflicts: Palestine” (Male student, 16 years) “It sounds very interesting and I look forward to see it finished... Can I receive a mail when it is ready for sale?” (Danish male teacher)” "Our clear understanding that the approach behind Global Conflicts: Palestine live up to all demands for seriousness" (DK United Nations Association) "Games are widely used as educational tools, not just for pilots, soldiers and surgeons, but also in schools and businesses” (The Economist)

12. Clues... Social studies are increasingly seeing interest after a lot of attention on core topics for many years. There is also a great interest among teachers for trying new ways of engaging students in highly relevant topics like democracy, terrorism, globalization, conflicts and human rights. 20% of all US & UK teachers use games, but up to 70% wants to. They see few titles and their lack of quality as main barrier. What do other people think?

13.  90% students find it the be an interesting course  88% Students find it to be an interesting educational material  59 % of students find they learned more  90% of students wants to try a similar course again Students want more... Sample: 51 Danish High school low- middle class students after a one-week course What do other people think?

14. PR  +40 news articles the last year about us in Denmark, Sweden, UK, Israel, Italy, Spain, Norway, Austria, Netherlands, and US.  Among first 5 hits on Google out of 1 mio. hits on serious games in total  +20 talks this year in Denmark, Norway, Sweden, Finland, UK, US, Netherlands, Greece and Italy. We intend to continue the success through a strong PR strategy What do other people think?

15. PR Clips What do other people think?

16. User groups What is the product share properties with potential new target groups for games. Waiting to jump ship (computer games) Maturing and tired of old games - want something different. Seen it but not interested (serious books) Parents and teachers finding games too hard and violent Never seen games for them (Discovery channel) Games not part of their world. Reach them through theme. All students 13+ is a primary group (education).

17. Problems with edutainment Little intrinsic motivation: Extrinsic motivation through rewards, rather than intrinsic motivation. No integrated learning experience: Lacks integration of the learning experience with playing experience - learning subordinated play experience. Drill-and-practice learning principles: Rely on drill-and-practice rather than understanding – training above learning. No teacher presence: No demands on teachers or parents. Simple gameplay: Built on a simple gameplay from classic titles. Small budgets: Produced on limited budgets with limited technology. What are serious games?

18. Global Conflict: Feel and understand the tense atmosphere and problems of Palestine You as the BBC Journalist will draft a way out of the conflict The product What is the product

19.  Teacher’s manual: Outlining the way to use games and an exemplary course.  Small book: from leading authorities (unique content w. direct relevance to game)  Game: 5-7 hours of gameplay where you play a journalist. Rely on changing perspectives, personal stories & building trust.  Web-site: Resources, forum, shop, simple tests, timeline, encyclopedia & links Blended learning What is the product

20. Learning  Experiential: From concrete to abstract by observation, application, testing and reflection.  Learning styles: Dynamic feedback, interaction that makes a differences, multimodal, safe to make mistakes, challenging throughout.  Strong game universe: Compelling, realistic, engaging & dynamic.  Integrated approach: Game, talks, group, debriefing, testing and evaluation. What is the product

21. Technology  Game is built with leading game engine tools through joint-venture with OverTheEdge.  We have a close partnership with leading game technology company OverTheEdge.  The technology have through research project been moulded to serious games  We have close proximity and personal ties with the game technology company What is the product

22. Teaching How do you use it? Teacher talks Play Game Plenum Group discussions  Read textbook  Overview of theme  Explore perspectives  Experience issues  Discuss experiences  Write article  Debriefing  Evaluation