1. Game-based learning: Who, why and how…? PhD, Cand. Psych. Simon Egenfeldt-Nielsen CEO Serious Games Interactive 13. Januar 2012 Microsoft – Playful Learning sen@seriousgames.dk +45 40 10 79 69

2. My background MA Psychology PhD Games & learning Between industry & research Research projects Commercial video games for learning Educational potential of video games: GC: Palestine Research project: Serious Games on a Global Market place PlayMancer – Serious Games for Rehabilitation Developing games Three series for education +50 client projects

3. Our background Global Conflicts-Series, Citizenship, +13 years (10) Playing History-Series, History, 9-13 years (2) Trunky-series, 3-8 years (6) Research-based company Using games for more than entertainment 18 employees located in Copenhagen Won several awards for our productions +50 games for clients Work-for-hire Flagships Research

5. Awards Children’s Technology Review (US) - Editors Choice Award 2008. PC ZONE (UK) – Independent Game Award 2007. Nordic Game (Scandinavia) – Best Nordic Game 2007 & 2008 nominee. IndieCade (US) - Best Indie Game Nominee 2008 & 2009. BETT Award (UK) – Secondary educational products 2010. Børsen Gazelle (DK) – Among 200 fast-growing DK companies in 2007-2011 BETT Finalist (UK) – Primary educational products 2012.

6. Agenda How do teachers use of games? How can we use games? What should we look for?

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

8. Adaptation in teaching 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)

9. Barriers 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

10. 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

11. Why don’t use games 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.

12. Agenda How do teachers use of games? How can we use games? What should we look for?

13. Games in education overview 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.

14. Learning process Group work Reflective observation Active experimentation Game Instructor Abstract concepts Concrete experiences Kolb’s cycle showing different teaching forms w. modes for achieving best results. Source: Egenfeldt-Nielsen, 2007

15. Teaching and didactic approach B BehaviourismConstructivism through with making Facts Reflection Applying Different game didactics can do different things with different students in different context by different teachers

16. Ex. Teaching through games Closest type of games to a textbook. Very broad variation across target groups in relation to characters, contents, scope and genres. Games can be aimed, refitted or reconceived for education. Didactical approach varies but mostly lean towards behaviorism and cognitivism. They can have a continuum from focus on what is most important: fun or learning.

17. Ex. Teaching through games A good place is to look at the success criteria for mastering a game, the core of a game. Not so much the setting. Succes criteriaInteraktivityKnowledge domain ActionQuick reflexesLargePsychomotor AdventurePuzzle & logic thinkingSmallAffective StrategyOverview, prioritistion & analysis MediumCognitive

18. Ex. Teaching with games This approaches is driven by students’ interest and motivation, so you need differentiation and freedom. Another challenge is dealing with very different types of student game literacy. Didactical approach varies but mostly lean towards cognitivism.

19. Ex. Teaching by making games Quite a challenging and demanding approach both for teachers and students. Get an inside perspective on a subject by dissecting it while using creative expressions. Didactical approach varies but mostly lean towards behaviorism and constructivism. The expression and scope may disappoints students.

20. Agenda How do teachers use of games? How can we use games? What should we look for?

21. Simcity 4 Civilization 4 Spore Are these learning games? Bully Are these good learning games?

22. A good game (teaching through games) A good learning game is also a good game. A good game is also a good learning game. Audiovisual Story Problem space Choices/decisions Consequence Feedback Balance Reward Engaging Challenging Substantivs Verbs Interesting

23. Are these good (learning) games? All have elements of learning. When learning focus increase, motivation tends to decrease. Substantives (ship/cannon) Verbs (sail/shoot) Integration Motivation Focus + Motivation - - - Integration - - - Focus + + Motivation -Integration - Focus + Motivation + Integration - Focus

24. A good learning game… Audiovisual Story Problem space Choices/decisions Consequence Feedback Balance Reward Substantivs Verbs Quality & abstraction Right substantivs Right verbs Integration Motivation Focus Learning gameComputer game

25. Conclusion Plan realistically and consider the practical barriers. These will probably be your biggest challenge. Clearly set out what way you want to use games, and evaluate the game on those premises. Recognize that game is a medium where verbs are central, and that game and learning have to align well for it to work. Thank you for listing – and hope you will give games a go.

26. Contact info Company details Serious Games Interactive Ravnsborggade 2-4, 2. 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