changing attitudes with new learning methods serious games and e-learning

Changing attitudes with new learning methods

Serious games and e-learning

Eline LeenInnovation in Learning Institute

University of Erlangen-Nuremberg

March 2nd 2012, CAVA Conference, Trollhättan

1. New learning methods: - E-Learning and blended learning - computer based serious games as special

form of E-Learning - Example: CAVA e-Learning course for teachers2. Changing attitudes: Why and how?3. Changing attitudes with serious games: a good

idea?

Outline

© Institut für Lern-Innovation 2012


Definition:E-learning is a learning method which uses

electronical or digital media for the presentation and distribution of learning

material or/and as a support for communication in the learning context

(Kerres, 2001)


Learning with e-learning


A combination of e-learning and face-to-face learning (Margie, 2003)

Blended learning



• Studies show that students learn better with e-learning than face-to-face (Means, Toyama, Murphy & Bakia, 2009)

• E-learning is flexible in time and place• Learning material that is already known or less relevant can

be skipped (personalized paths)• Everything can be rehearsed as often as one wants or

needs -> Learning in your own time• Media elements can enrich the learning material (Videos,

Audio, Links)• Communication /collaboration tools can be added (forum,

chat, email) to enhance exchange between learners and with tutors

• Gaming elements can be added


Advantages of using e-learning


• No direct face to face contact with teachers/tutors and other learners -> some learners might miss direct social contact

Blended learning might be a solution• Self-regulated learning skills are required -

> not all learners already have them • E-Learning material with only reading

material etc. might not add much to classical learning forms -> Multimedia elements should be added


Disadvantages of using e-learning


• Encourage interaction of the learner: communication between learners, feedback with tutor, self-tests

• Encourage self-regulated learning strategies (when, how, where and to some extent what to learn)

• Reflection of learned content (summary and test at the end of every learning unit)

• Appropriate, appealing design for the target group

• Evaluation of the material and the course on a regular basis

These principles should be integrated in the

CAVA e-learning and serious game material


Principles for good e-learning material(Dain, Dincic & Wheeler, 2007, Rivera & Roland, 2008)


Serious games

Definition: Serious games try to connect playing with learning. They are used to train social, intellectual or emotional skills. Today serious games are usually computer based. (Kerres, Bormann & Vervenne, 2009)

In school serious games are usually blended learning programs, not purely e-learning

When serious games are played in school, students usually need to apply their science or language skills to solve problems like building a new city or rescue the world. In an engaging and entertaining way students learn how to apply their knowledge in a new context.



• Social skills can be trained with serious games (team work, making friends, taking care of others) (Brezinka, Götz & Suter, 2007)

• Treatment of psychological problems: The game creates a save environment where threats and worries are not present in reality (Coyle, 2004) Example: ‚Earthquake in Zipland‘: Helps children to cope with divorce


Serious games


• Interactivity: This can lead to a greater attention and to a deeper learner process

• Motivation: if the game is entertaining and engaging, the students are intrinsically motivated to master the game

• Autonomy: when students can play on their own, they can decide the speed of learning etc.

• Safe environment: The students can try out different behavior in a safe environment without consequences

• Emotion: Games can create different emotions better than by only reading/hearing about a topic

• Identification: Adolescents can identify themselves easier with an avatar than with a teacher


Advantages of using serious games in school(Stapelton, 2004, Behr, Klimmt & Vorderer, 2008)


• Negative aspects of gaming in general: should gaming be enforced in school?

• Acceptance: Games are less favored by female teenagers (depends on the content of the game)

• Accessibility: Enough computers are needed• Time: Playing games in school takes a lot of time• Only game playing is not enough: Reflecting after

playing is necessary! • Attractiveness: If the game is not appealing to the

students, motivation and emotional attachment to the topic might be low!


Disadvantages of using serious games in school


New Learning Methods in CAVA

An e-Learning platform for teachers • Giving the teachers all

relevant information • Possibility to learn in

their own time and comfortable

• Adding helpful material like PDFs, Handouts and useful links

A serious game for adolescents • Not only information,

but also enough input to change attitudes of adolescents

• Also emotional and behavioral components need to be addressed

more than just a platform with material is needed© Institut für Lern-Innovation 2012


• Online self-registration for all interested teachers via CAVA website ( www.cavaproject.eu ) (coming soon!)

• 4 courses in 4 languages• 4 Modules per course

1. Introduction into the use of the platform2. How to use the CAVA game in class and lesson material3. Background information about dating violence in

adolescents4. Background information about serious games

• Forum for teachers in all courses• Printable material (Handouts etc.)


Example: The CAVA e-learning platform

http://www.cavaproject.eu/


• Teachers need to feel save to work with the game and with the topic of dating violence

-> A game without the acceptance of the teachers is worthless because it is not used in schools• Therefore material and possibilities to

discuss and ask questions is necessary ->teacher training concept

Why a CAVA E-Learning Platform for Teachers?



Link to the English course: CAVA English course

The links to all the courses will be available soon on the CAVA website!

www.cavaproject.eu


Example: The CAVA e-learning platform

http://www.cava.neues-lernen.de/goto.php?target=crs_48_rcoderyCdQraD9c&client_id=cava_client1

http://www.cavaproject.eu/


• Website• E-Learning platform• Learning material for teachers• Communication tools for teachers• Serious game for adolescents

The CAVA Package



• Attitudes are the evaluations and associated beliefs and behaviors towards an object/topic (McGuire, Lindzey & Aronson, 1985)

• With attitudes we can categorize/structure our environment and our experiences -> important function for daily life

• They are not stable• They are learned and based on experiences and

assumptions • Components of attitudes: 1. Cognitive (thoughts, ideas, beliefs) 2. Affective (emotions, feelings) 3. Behavioral (tendency to act in a certain way) (4. Social: influence of others)


Changing AttitudesWhat are attitudes?


Our main aim in the CAVA (changing attitudes to dating violence in adolescents) project is to change attitudes towards dating violence in adolescents if necessary

• The adolescents should not only know why dating violence is wrong

• But also belief this• Act like this -> behavior can only be changed if

attitudes are changed (interventions that change behavior is most effective)

• Develop new values if necessary

Why is changing attitudes important?



3 different processes are possible (Kolman, 1938)

1.Compliance: Change of behavior changes because of expectation of a certain reward: Attitudes are not necessarily changed only the visible behavior is 2.Identification: Change of attitudes because of identification with the attitudes of somebody the person admires (e.g. Children adopt attitudes of older siblings)3.Internalization: the attitude is intrinsically rewarding: Real attitude change the attitude fits into the value system of someone


Changing AttitudesBase for attitudes change:


Usually only new information is not enough to change attitudes: Emotion is also important:

• Positive feelings/emotions in favor of the new attitude are created or negative feelings against the old attitude

• E.g. Advertising often uses this: e.g. Advertising against smoking (facts and pictures that produce fear and a negative attitude)

• Identification with the messenger of the new attitude can influence emotions about attitudes, too (I like the messenger, he might have an attitude towards something I might like too)


Changing AttitudesInfluence of Emotions:


The source / the messenger needs to be: • Believable• Proficient • It helps if a messenger is similar to the

receptor of the message• If helps if a messenger is liked by the

receptorAnd: The receptor needs to be open towards

new attitudes!

Changing Attitudes:



True attitude change only happens if cognitive and affective components are addressed (Berkowitz, 1989)

This means that only information or a lesson is not enough to change attitudes, but that also emotions should be addressed A serious game might help here!


Attitude changeThe Elaboration Likelihood Model


Persuasion is an attempt to change attitudes:Process of persuasion (McGuire, 1989):

Adapting new attitudes and behavior is a complicated process that takes some time! The new attitude has to be integrated in existing value systems!


Changing attitues with persuasion

Attention & Interest

Understanding &

Learning

Approval & change of attitudes

Maintain new attitudes

Adapt behaviour


• Experience of unease/ guilt if two linked attitudes are inconsistent or it an attitude and behavior do not match

people are motivated to change one attitude or behavior to reach consistency (Festinger, 1957)

Example: Someone smokes and knows it is not healthy: stops (changes behavior) or changes attitude (it won’t harm me because I do a lot of sports)

Example: Someone knows violence is not good: stops or changes attitude (it is not good but what I do is not really violent as long as I only insult my girlfriend and do not hit her)


Cognitive Dissonance Theory


• Attention and interest: Game has to be appealing / interesting for the target group

• The new attitudes must be understood (cognitive component): Game has to be informative

• Emotions need to be addressed (positive emotions towards not using dating violence): Game has to create positive emotions

• Intrinsically rewarding (fit into existing values or value system needs to be adapted too)

• Acceptance of new attitudes is important: Identification with the avatars/ messenger of the game

• Behavior that fits to positive attitudes against dating violence should be practiced in the game


Changing Attitudes with the CAVA game:


A game might be better than a lesson with pure information, as more components of an attitude can be addressed with a serious game!

But: If the game is not suited for the target group attitudes might not be changed because the emotional and the identification component are not addressed by the game

Know your target group!

Changing attitudes with the CAVA game



• E-Learning can be a good solution for communicating information to teachers as teachers like the possibility to learn self-regulated in their own time

• Serious games can be a good way to interest adolescents for serious topics and give them opportunities to try out different behaviors

• Attitudes against dating violence might be created with a serious game if some principles are fulfilled (appealing, new information, positive emotions, identification, train behavior)


Summary

Thank you very much for your attention!

Questions?

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