IMPORTANT LESSONS FROM THE LAST 10 YEARS WITH GAME-BASED-LEARNING

Online EducaBerlin, Germany

1st December 2011

Simon Egenfeldt-NielsenCEO Serious Games Interactive

MY BACKGROUND

• MA Psychology• PhD Games & learning• Mixing industry & research

Current Research projects: SIREN, Vistra & GaLa

Computer games• Global Conflicts-series• Playing History-series• Trunky-series• +50 games for clients

AGENDA

Section 1: What we know?

Section 2: Why it ain’t happening

Source: Mr. Toledano

LESSON #1: THERE ARE DIFFERENT USESGames are a really multi-dimensional beast Using games directly to learn curriculum Including games to enrich existing curriculum Making games about relevant curriculum

LESSON #2: MANY TEACHERS USE IT Several studies indicate around 60%

teachers Very few teachers are dismissing it Adaptation varies with countries Almost all use curriculum games Favourites are still training (math & spelling) Use is almost exclusively in early school

years

LESSON #3: NEED TO KEEP LEARNING Challenge player to use knowledge actively Make learning contents explicit Make integration between learning & playing Focus on learning for both verbs &

substantives Debriefing is a pre-requisite for effect Mixing games and other learning formats is

best

LESSON #4: MUST KEEP ENGAGEMENT Real consequences in the game Strong and constant feedback loops Visual attractive on its on turf Maintain relevance and authenticity Use both extrinsic & intrinsic motivation

LESSON #5: BUILDING THEM – KEEP SIMPLE Use standard technology Avoid any solution adding complexity Integrate with existing systems Focus on casual approach Build in SCORM compliance

LESSON #6: HOW TO DISTRIBUTE – FEW ROADS Browser-based solutions is a must Channels are still missing Education is more local than global Curriculum differences major obstacle Traditional publishers are not the answer

LESSON #7: BARRIERS OFTEN ICT NOT GAMES Computer equipment is not good enough Installation & licensing is difficult Own lacking skills are perceived as barriers

LESSON #8: CONVINCE PEOPLE = SHOW THEM Get them in front of the games Get into the teacher seminars Create good cases with other teachers Involve teachers in development

LESSON #9: FUNDING IS A CHALLENGE Funding haphazard and random Support schemes crucical Venture investment limited Schools don’t have the ressources Funding should be cross-border

LESSON #10: BUT IT WORKS Self-efficacy improves Evidence retention is better Indications transfer is better Student more motivated to learn Students feel closer to the content Student perceive they learn more Teacher’s can reach challenged learners

LESSONS SUMMARY Lesson #1: There are different uses Lesson #2: Many teachers use it Lesson #3: Need to keep learning Lesson #4: Must keep engagement Lesson #5: Building them – keep simple Lesson #6: How to distribute – few roads Lesson #7: Barriers often ict not games Lesson #8: Convince people = show them Lesson #9: Funding is a challenge Lesson #10: But it works

AGENDA

Section 2: What we know?

Section 3: Why it ain’t happening

OVERVIEW: DIFFUSION OF INNOVATIONFive attributes can explain 49-87% of the variation in adaption of an innovation (Rogers, 2003):

Relative advantage: How much is the innovation perceived as being better than what already exists.

Compatibility: How well does the innovation match existing norms, values, needs, expectations and previous experiences?

Complexity: How easy is the innovation to use and understand for users?

Observability: How easy is it to observe the advantages achieved from adapting the innovation?

Trialability: How easy is the innovation to try out and experiments with without going all in?

RELATIVE ADVANTAGEThe most important attribute according to Rogers.

Studies show motivation is high-scorer with 25% of all teachers adhering to that.

Advantages very mix & diffuse.

Perceived advantage low on teacher’s priority list

COMPABILITYLots of challenges like lacking game skills, bad fit with educational system and limited capable of evaluating games.

Values & beliefs Lots of negative discussion, seems to be wavering in some

countries. Teacher role, transformation; need to change their role & habitus to

harness game's potential.

Previous ideas Games cover a broad spectrum of learning theory, praxis and

didactics – some more in line with previous praxis.

Actual needs GBL don't really solve top-priority issues like special needs and too

little teacher time. Many games for non-core curriculum: demands much preparation

time and put new demands on teacher.

COMPLEXITY Games are NOT necessarily complex but

most teachers perceive them as such. Many games ARE complex: plug-ins,

installation, drivers, different genres, interface etc.

Seen as dangerous to engage with.

OBSERVABILITY In schools it difficult to observe each other

and spread new knowledge. See consequences of the intervention.. could

probably not be further away than in school.

TRYABILITY Becoming easier to try out games. But still ‘costly’ with 28 students on

'challenging' machinery. You are trying out a new format, not just new

contents like in books/online resources.

DISCUSSIONDo teacher want better learning?Do teachers want more motivated students?

A lot don’t..!

Just teach the curriculumUse what they already know & useNot put in extensive over-time on ‘hype’Don’t take chances on unreliable technologyThey simply want to fulfil their job requirements:

GBL is often not solving teachers challenges = no adaptation.

CONTACT DETAILSSerious Games InteractiveCorporate: www.seriousgames.dk Global Conflicts: www.globalconflicts.eu Playing History: www.playinghistory.eu

Simon Egenfeldt-NielsenPersonal: www.egenfeldt.eu Email: sen@seriousgames.dk

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