MoGaBa VET Mobile Game Based Learning for Voca5onal Educa5on and Training
• 97% of teens play video games • 59% of teens played games ‘yesterday’ • 48% use a cell phone or handheld
organizer to play games
Lenhart A. (2009). Teens, Mobile & Games. An overview of Pew Internet Data. Pew Internet & American Life Project
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Current Trends – Digital Games
27.05.2010 Presenta5on Proposal 3
Current Trends Digital Games -‐ Usage Times
per day mo-fr
per day sa/su
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Current Trends – Mobile Learning Games
Presenta5on Results MoGaBa VET
Current Trends – Learning Games
• Games enable students to learn innova5vely.
• High mo5va5onal poten5al and low-‐threshold learning opportuni5es.
• Games on mobile devices open up new target groups and new access to learning.
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Partners
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MoGaBa VET studies the design, the use condi5ons and the effects of mobile and game based learning approaches in the context of voca5onal educa5on and training.
Data collec5on: Target groups
Post Leaving Cer5ficate (PLC)
Voca5onal Training Opportuni5es Scheme (VTOS)
Adult Basic Educa5on (ABE)
Appren5ceships & Traineeships Youthreach
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Data collec5on: Sec5ons
8
Socio-‐demographic informa5on
IT proficiency ICT for teaching and learning
About those who have not used
educa5onal games for teaching
About those who have used games
for learning Mobile games for
learning
Mo5va5onal and pedagogical support
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Socio-‐Demographic Informa5on
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Preliminary Results
Countries
Total: 268 trainers from eight countries 142 male (53.2%)
125 female (46.8%)
BELGIUM, 1
SWITZERLAND, 40
SPAIN, 113
GREAT BRITAIN, 2
GERMANY, 31
IRELAND, 76
ITALY, 2 NETHERLANDS, 2 TURKEY, 1
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Overall Age Distribu5on
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20-‐30 years 8%
31-‐45 years 49%
46-‐60 years 38%
Older than 60 years
5%
IT proficiency
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Preliminary Results
Proficiency in using the internet
0% 2%
14%
37%
47%
not proficient at all
not proficient
do not know
proficient
very proficient
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How oeen do you use ICT for teaching?
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4% 21%
13%
18%
16%
28%
Never
Up to 10% of the course 5me Up to 25% of the course 5me Up to 50 % of the course 5me Up to 75 % of the course 5me Always
Proficiency in using ICT devices for teaching
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
5 = very experienced
4
3
2
1= no experience
Have you ever used digital games for teaching? Have never used games Have already used games
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TabTablet (iPad or Android devices)
Smartphones Sta5onary PC Laptop or Netbook
Digital Blackboard
TabTablet (iPad or Android devices)
Smartphones Sta5onary PC Laptop or Netbook
Digital Blackboard
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
TabTablet (iPad or Android devices)
Smartphones Sta5onary PC Laptop or Netbook
Digital Blackboard
Plan to do so
Self-‐assess proficiency in using the Internet
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0 10 20 30 40 50 60 70
very proficient
4
3
2
not proficient at all
I have already used digital games for teaching (n=70)
I intend to use digital games for teaching (n=165)
I have never used digital games for teaching (n=22)
Prac5cal Experiences
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Preliminary Results
Plahorms in use
Smartphone, 8 Game
Consoles (e.g. Wii), 6
Online Games, 31
PC, 52
Simulator, 1 Tablei, 9
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Experience with digital games
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Experience with digital games
Mo5va5onal and Pedagogical Support
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Preliminary Results
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N=259 0
20
40
60
80
100
120
140
160
1 2 3 4 5
The use of educa5onal games in my classes had had a no5ceable posi5ve impact on students' mo5va5on.
The use of educa5onal games in my classes has had a no5eceable posi5ve impact on students' achievement.
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0
20
40
60
80
100
120
140
160
1 2 3 4 5
I think that educa5onal games can improve ICT skills.
I think that educa5onal games can improve problem-‐solving skills.
I think that educa5onal games can improve logical skills.
N=259
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Thank you
Birgit Schmitz Humance AG [email protected]
For further informaCon:
hEp://mogabavet.wordpress.com/
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Use of digital games for educa5onal purposes
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