Game On: Accessible Serious Games for Offenders and those at Risk of Offending David J. Brown, Nicholas Shopland, Steven Battersby, Alex Tully and Steven Richardson. Computing and Informatics Team, School of Science and Technology, Nottingham Trent University, Clifton Lane, Nottingham, NG11 8NS. David J. Brown is Professor of Interactive Systems for Social Inclusion at NTU. He is EU Project Coordinator for the Game On and GOAL projects to develop Serious Games for offenders learning basic skills; and people with learning disabilities and sensory impairments learning work based skills. Email: [email protected]Nicholas Shopland is a researcher in the Interactive Systems Research Group at Nottingham Trent University. He has a particular interest in the development of serious games engines for people with disabilities. Steven Battersby is a researcher in the Interactive Systems Research Group at Nottingham Trent University. He has a particular interest in the user centred development of assistive technology. Alex Tully is a researcher in the Interactive Systems Research Group at Nottingham Trent University. He has developed accessible games mods for people with disabilities. Steven Richardson is the Prison Project Officer at the Birmingham Institute for the Deaf. Acknowledgements: The Game On project has been part funded by the EU Life Long Learning Programme: Project Number – 229542-CP-1-2006-1-UK-GRUNDTVIG-G1
Transcript
Game On: Accessible Serious Games for Offenders and those at Risk of Offending David J. Brown, Nicholas Shopland, Steven Battersby, Alex Tully and Steven Richardson. Computing and Informatics Team, School of Science and Technology, Nottingham Trent University, Clifton Lane, Nottingham, NG11 8NS. David J. Brown is Professor of Interactive Systems for Social Inclusion at NTU. He is EU Project Coordinator for the Game On and GOAL projects to develop Serious Games for offenders learning basic skills; and people with learning disabilities and sensory impairments learning work based skills. Email: [email protected] Nicholas Shopland is a researcher in the Interactive Systems Research Group at Nottingham Trent University. He has a particular interest in the development of serious games engines for people with disabilities. Steven Battersby is a researcher in the Interactive Systems Research Group at Nottingham Trent University. He has a particular interest in the user centred development of assistive technology. Alex Tully is a researcher in the Interactive Systems Research Group at Nottingham Trent University. He has developed accessible games mods for people with disabilities. Steven Richardson is the Prison Project Officer at the Birmingham Institute for the Deaf. Acknowledgements: The Game On project has been part funded by the EU Life Long
Learning Programme: Project Number – 229542-CP-1-2006-1-UK-GRUNDTVIG-G1
Abstract The aim of the Game On project is to adapt and create highly engaging and motivating serious games to teach employment skills to prisoners, ex-offenders and those at risk of offending (termed offenders). The target audience first trialed existing serious games with work based educational content to identify their limitations and to highlight gaps in provision. From this a development plan evolved for the adaptation of these materials and the creation of new materials using 3D games ‘mods’ to teach induction information to prisoners in an accessible format. Games features include an ability to personalize educational content, locale detection for use in a variety of countries, accessibility features including signing tracks and closed captions and accompanying activities for a blended learning approach. Retrial of these serious games and games ‘mods’ with trainers and offenders found that they provided positive measures of engagement and effectiveness. Keywords: Serious games, offenders with disability, work skills, modding, personalization.
1. Introduction 1.1 Education and prisoners
Recent reports suggest that with in a prison population in the UK of around 80,000,
most inmates have a poor educational background. And what is seen is a re-
offending culture, with around 53% re-offending rates. (UK Ministry of Justice, 2006)
The UK Government’s Green Paper on Prisons states that a prime purpose of prison
should be to educate inmates and to urge closer co-operation between the prison
service and employers, to try to ensure prisoners gain the skills the economy needs
(HM Government Green paper, 2005).
Where pilot schemes have been introduced in work skills combined with a job offer
on release, re-offending rates are drastically reduced (BBC News online, 2005).
There is also a problem within the prison service due to the specific educational
needs of offenders. “There are now believed to be a record number of disabled
prisoners” (Prison Reform Trust, 2006). Alongside the increasing number of people
being sent to prison overall, there has been a substantial increase in the amount of
people sent to prison who are disabled. These disabled prisoners often face huge
disadvantages. They are rarely given equal access to prison activities. The root cause
of their problems is that they receive a “…lack of information on what facilities do
exist in different prisons [which] means they are not able to make informed choices”
(Prison Reform Trust, 2006).
This is a call repeated by individual projects working with prisoners with disabilities.
The Birmingham Institute for the Deaf (BID) runs a prison project to ensure that
Deaf and hard of hearing prisoners receive appropriate treatment during their
punishment. Deaf and hard of hearing detainees do not receive full access to health
care, disciplinary meetings, training or parole meetings (BID, 2007).
One potential solution to some of these issues is the development of
engaging and accessible serious games to teach basic and vocational skills
in prisons. Allowing these games to be personalized to the individual
learning needs of prisoners from a diverse range of educational
backgrounds and abilities will increase their potential for widespread
adoption. Harnessing the potential of games technology will also help to
provide easily accessible information on existing facilities to address the
root cause of the problems that prisoners with disabilities face at induction.
These are precisely the aims of the Game On project, the use of games
based learning and games technology to provide education and information
to all prisoners to equip them for life during and after prison, and hence to
reduce their chances of re-offending. This is a pan-European project with
partners in the UK, Italy, Greece, Romania and Bulgaria, to promote
European co-operation in lifelong learning to develop products with potential
for use in different countries” (British Council, 2006)
1.2 The potential for serious games to educate and inform prisoners,
including those with disabilities
It is often stated that games are intrinsically motivational for most, if not all, people,
and that if the motivation for games can be exploited for education, learning will
happen almost without the individual realising it (Prensky, 2001; Whitton & Crerar,
2007).
Connolly and Stansfield (2007) define games-based learning (GBL) as
“…the use of a computer games-based approach to deliver, support and enhance
teaching, learning, assessment, and evaluation” (in Healy & Connolly, 2007). Down
(2008) states that GBL refers to different kinds of software applications that use
games for learning or educational purposes. Games based learning can also be called
‘serious games’, and these types of games can either be 3D immersive environments
or “simpler games such as quiz games” (Down, 2008).
There may be real benefits in using games for learning; “…research has shown that
learning is much more effective when the student has fun” (Koops, 2008). This is
one of the main reasons for using games to educate, as much more is learnt when
the student is enjoying the education. Another reason is “computer games provide a
good environment for learning because they are able to give instant feedback to the
players, which is highly beneficial for learning” (Prensky, 2001).
A review of Parallel Products held early on in the development of the Game On
project aimed to identify other GBL approaches used with offenders, serious games
accessible by people with a range of disabilities (cognitive, sensory and physical),
and serious games that both aimed to educate and inform.
The IST project HERO focused on the problem of how to reduce re-offending levels,
by assisting prisoners to make informed choices about personal health and education
while in prison, and to help offenders prepare for life outside prison (Cordis, 2004).
Testing of the National Learning and Skills Council project Quest (Brown et al, 2007)
found that young people at risk of offending would remain engaged in basic and work
skills education within 3D role play games for significantly longer than in other
activities designed to deliver the same learning objectives.
A growing body of research is emerging in the use of GBL approaches for people with
cognitive impairments. Saridaki claims that digital games can provide learning
environments that enable interactivity and learning initiative in students with
cognitive disabilities (Saridaki et al., 2007). Computer games can also have a
beneficial effect on choice reaction time (Standen et al 2006), decision making
(Standen et al, 2008) and memory (Brown et al, 2008a) in students with intellectual
disabilities, whilst Moreno and Saldaña (2005) found a significantly greater
improvement in the ratings of metacognitive abilities of a group of young adults with
severe intellectual abilities after repeated sessions using a computer assisted
thinking skills program.
Researchers are also addressing the needs of Blind gamers and those with visual
impairment. ‘Terraformers’ is playable by players who are blind, who can play the
game against sighted opponents using auditory navigation (Westin, 2004). Shanchez
and Flores (2006) also promote an auditory approach to navigation and interaction
to guide Blind players in a serious game to teach maths. Other researchers combine
audio signposts with rumble feedback from the Nintendo Wii Mote Controller to form
an effective navigation tool for use in virtual training environments (Evett at al,
2008).
CAVES have been successfully deployed in teaching in science and mathematics for
Deaf students (Futurelab, 2007). The virtual environments are arranged in a series
of stores which contain interactive learning activities in Mathematics and Science
based on the standard school curriculum” (Smile, 2008), and use ‘Mathsigner’ to
capture and record student’s signs as a real time communicational tool (Futurelab,
2007).
The ‘Brainfingers system’ enables game interaction via the muscles in the forehead
or brain waves (Game Accessibility, 2007). The software decodes these signals into
virtual fingers (Brainfingers), which trigger mouse and keyboard events (Brain
Actuated Technologies, 2005). The researchers claim that the software can control
most AAC software, educational software and video games (Brain Actuated
Technologies, 2005).
There have also been successful GBL approaches to providing induction based
information to learners. Researchers at the University of East London have developed
a library based induction game as a means of promoting or even offering services to
their users (NLB 2006, Moreno-Ger et al 2005)” (in Pimendis, 2007). Finally
researchers are currently applying the principles of universal design to the
development of serious games to teach work skills to people with a learning disability
(Brown et al, 2008b).
There is strong evidence therefore that serious games can be used to engage (and
re-engage) disaffected learners, that they are particularly useful when motivation is
low, that there is a precedent in using them with prisoners, that they can be used to
teach work skills, to provide information at induction, and that such games can be
made accessible to learners with a range of disabilities - all requirements for the
Game On project.
2. Project Game On: Adaptation of existing and creation of new serious
games for prisoners
2.1: Aims of Project
The aims of the Game On project are:
1. To adapt and create highly engaging and motivating serious
games
2. To ensure that the target audience is engaged in design,
implementation and evaluation
3. To continually evaluate the effectiveness and usability of the
materials and to incorporate these results into ongoing
design and development.
2.2 Method
In order to assess whether aims 1 and 2 were achieved, a mixed methods
design was adopted. This involved multi-centre scoping trials across five
countries (UK, Romania, Greece, Italy and Bulgaria) to determine the
limitations of currently existing serious games to guide their adaptation, and
the identification of new areas for development based of greatest identified
need. Aim 3 was assessed in a further cycle of testing to evaluate the
effectiveness, potential for engagement and usability of these adapted and
new games (Section 4).
An observational checklist and questionnaire was developed for use with
prisoners and trainers (Romania 50 prisoners in 2 prisons; Greece 10 young
people at risk of offending in 1 project; Belgium 2 trainers to support
prisoners and ex-prisoners; Italy 22 young people at risk of offending;
Bulgaria 5 trainers working with offenders).
The checklist recorded offenders’ characteristics (age, gender, educational
background, and disabilities), environment of use description, observations
on engagement, distraction, voluntary comments, usability issues and
pedagogical related observations.
The questionnaire asked offenders to rank and describe their preferences to
the existing serious games and preferences for further game development.
Questions aimed at trainers asked if any of the graphical themes were
inappropriate, which were appropriate to teach the learning objectives
(basic skills, personal development and work sustainability), instances
where the usability of the games could be improved, views on the potential
of these games to promote the engagement offenders, and how the games
could fit into a blended learning approach. Additional scoping exercises were
carried out in the UK (in depth scoping with prison officers at HMP Winson
Green) to identify gaps in provision.
The serious games trialed were from the Interactive Systems Research
Group’s catalogue to develop basic and work skills in people at risk of social
exclusion, products from national and European multi-partner projects
(viewed at http://www.isrg.org.uk/sw).
2.3 Results from multi-centre trial and in depth scoping exercises:
The collated results from the trial are shown in table 1.
Questions to Trainers regarding Limitations of existing games
Collated answers
1. Were the Graphical themes appropriate for your target group?
13 appropriate, 5 OK
2. Are any changes needed to the presentation of each game?
Attention to accessibility and clear tasks/instructions
3. Are there elements of game play you would like changing (e.g., diffusing of the bombs)
Some of the themes caused concerns – such as bombs in Bomb Squad.
4. List the games you feel most appropriate to teach Basic Skills
Hangman Hell (with some concerns regarding the nature of the graphics) and Blackjack
5. List the games you feel most appropriate to teach Personal Development
13 Cheese Factory, 8 Blackjack, 6 Learning 2 Learn, 7 Bomb Squad, 6 Rob the Mob, 3 SA, 3 Hangman Hell, 2 Pantsgame.
6. List the games you feel most appropriate to teach Work Sustainability
7 Blackjack, 5 Hangman Hell, 4 Pantgame
7. Are the games appropriately challenging?
17 Appropriately Challenging, 1 too challenging
8. Are more instructions required to play the game
Yes for Pantsgame, Virtual Nightclub, Rob the Mob and Bomb Squad
9. Are there additional accessibility features that need to be added to the games? (such as audio prompts on buttons)
Regulate speaker in Bombsquad
10. Are the games of an appropriate size?
13 appropriate size, 4 last too long
11. Are your beneficiaries more engaged using these games than with other educational activities they usually undertake?
7 more engaged than usual, 3 the same as usual, 1 less than usual
12. What other learning activities, materials or pedagogical approaches would you use in conjunction with these games
Blended learning: competitions, essays, teamwork, other games, videos
13. How would you see these games fitting in with an overall lesson plan?
To attract and engage learners blended with traditional approaches and for reinforcement,
14. What themes for games would you like developed in the future and what subjects would these teach
Collaboration, communication, critical thinking. Computer skills, multiplayer for team work. Choose jobs suited to your personality/skills, how to spend/save money
Questions to Trainees regarding Limitations of existing games
1. Which games did you enjoy playing most?
32 Cheese Factory, 28 Bomb Squad, 21 Blackjack, 18 Rob the Mob, 13 Hangman
9. What subjects would you like to be taught using games
Maths, language, science, activities of daily living, introduction to jobs, sports and leisure, general knowledge
Table 1: Identifying limitations of existing serious games
The Game On multi-disciplinary project team considered the collated evaluation
feedback from offenders and trainers in an online meeting whilst bearing in mind the
overall goals of the project. The following conclusions were drawn regarding the re-
design requirements for adaptation of existing serious games to suit this target
audience.
2.3.1 Re-design Requirements for existing serious games:
1. Cheesefactory (Basic Skills), Rob the Mob (Work Sustainability) and Hangman
Hell (Personal Development) are chosen to deliver the educational content of
the project.
2. Where the graphical themes are considered too sensitive but can be altered
whilst retaining the theme of the game, these games are selected far
adaptation (e.g., Hangman Hell).
3. Where the graphical themes are considered too sensitive and cannot be
altered without loosing the theme of the game, these games are not selected
for further adaptation (e.g., Bomb Squad).
4. The games should be delivered with other recommended activities and
resources to deliver the curriculum in a blended learning approach recognizing
a wide spread of learning styles in a diverse prison population.
5. Personalization is important to cope with different EU languages and to allow
tutors to edit and create new content to meet the diverse learning needs of
offenders across Europe.
6. Attention should be paid to accessibility and usability issues in the adaptation
of these materials due to high levels of disability seen in prison populations.
7. Consideration in the adaptation of the games should be given to the typical
computer specification seen in the sampled prison and project environments
of this study; machines are typically at least several years old (some running
Windows 95) with slow processors, no internet connection and poor or absent
graphics cards.
2.3.2 Gaps in provision
Additionally in depth interviews were conducted in a UK prison to identify gaps in
provision for development of new serious games to tackle areas of critical need. It
was found that prisoners with disabilities face problems in accessing vital information
at induction. It was found that a 3D accessible games ‘mod’ could meet this
requirement to create greater access to first night, health care and employment-
based information.
Design Requirements for this Induction Tour were scoped with BID through meetings
with the Disability Liaison Officer at Her Majesty’s Prison (HMP) Winson Green. Each
area of the prison was covered in the visit, together with a description of the
processes involved in that area. From these descriptions the scripts were constructed
to cover the processes of induction in each key prison area. The general look and
layout of the prison was also documented and used for the creation of a generic
prison model.
Design requirements and features based on these scoping exercises are as follows;
the new serious game ‘mod’ should:
• Be accessible to people with a wide range of disabilities; with closed captions,
signing tracks, simple text and audio alternatives
• Be an immersive, engaging and interactive prison induction tour
• Contain all relevant information required by first time offenders, including
reception, first night centre, health care, work, education and exercise
• Contain subtitles in European partners’ languages
3. Adapted and New Serious Games for Offenders
3.1 Adapted Games to teach basic and work skills
It is important that the functionality of each of the serious games selected for
adaptation matches the re-design requirements identified in the trialing and scoping
exercises. The numeracy skills that Cheese Factory develops are shown in table 2.
Fractions, division and percentages
• Read, write and compare halves and quarters of quantities • Find halves and quarters of small numbers of items or
shapes • Read, write and understand common fractions • Recognise and use equivalent forms • Read, write and understand decimals up to two decimal
places in practical contexts • Read, write, order and compare common fractions and
mixed numbers • Find parts of whole number quantities or measurements
(e.g., 2/3 or ¾) • Recognise equivalences between common fractions,
percentages and decimals (e.g., 50% = 1/2., 0.25 = ¼) and use these to find part of whole number quantities
• Read, write, order and compare simple percentages, and understand simple percentage increase and decrease
• Find simple percentage parts of quantities and measurements
• Identify equivalences between fractions, decimals and percentages
Table 2: Numeracy skills developed by Cheese Factory
A primary re-design requirement from the trialing exercise is that the adapted games
should be able to be personalized. This is achieved in the adapted serious games
where dynamic language content is stored as Extensible Markup Language (XML) to
ensure it is human readable and human editable.
Cheese Factory provides locale detection (bg, el, en, it, ro; defaults to en) to ensure
the country of use is automatically detected and appropriate content is loaded into
the game using XML (xliff format). This information is stored for use as the start-up
value next time an offender uses the game. It is supplied in multiple formats (swf
(browser), exe (windows) & app (mac)) for widest application. Figure 1 shows some
of the game interfaces and game play from Cheese Factory.
Figure 1: Game interfaces and game play from Cheese Factory
Rob the Mob develops a range of work sustainability skills including presentation,
time-keeping, loyalty and commitment, personal hygiene, planning your route to
work, first days at work, company hierarchy, training and development, dress codes
and your rights at work.
Again it provides locale detection (bg, el, en, it, ro; defaults to en) to detect the
country of use and uses this information to dynamically load the appropriate game
interfaces and educational content and use this information at start-up value next
time. A question and answer engine is supplied using XML to randomly generate
educational content, and this content is editable and extendable by tutors using the
editor supplied with the game. Figure 2 shows some of the game interfaces and
game play from Rob the Mob.
Figure 2: Game interfaces and game play from Rob the Mob
Escapology:
In the initial trial the ‘Hangman’ theme was considered too sensitive for use in prison
(see table 1). As a result the redesign of this serious game is called Escapology and
all references to capital punishment have been removed. The game playing theme
now maps more appropriately onto escaping incarceration by gaining vital work
related skills.
Again the game allows locale selection for country of use and on the basis of this
dynamically generates appropriate interfaces and question sets via XML. An
additional ‘hints’ field has also been added as a clue to the personal development-
related word the learner is searching for. Escapology is provided in multiple formats
for cross platform use.
Figure 3 shows some of the game interfaces and game play from Escapology.
Figure 3: Game interfaces and game play from Escapology
An Offline Question Editor (environmental analysis requirement within prisons) has
been provided to allow tutors to create and edit content in these games. It provides
an intuitive interface (iconic rather that textual) that enables review, editing,
addition and deletion of question content. The editor ensures that file reading and
writing maintains the integrity of non Latin characters. Figure 4 shows some of the
interfaces of this intuitive editor.
Figure 4: Some of the interfaces of the offline editor
3.2 New games ‘mods’ as an induction guide for prisoners with disabilities
Given design requirements for the Induction Tour the design team recognized that a
3D games engine could provide an immersive, engaging and interactive prison
induction tour for the first few days of prison life. In order to do this a games ‘mod’
was created. ‘Mod’ or ‘modification’ is a term generally applied to PC games which
can be entirely new games in themselves. ‘They can include new items, weapons,
characters, models, textures, levels, story lines, music, and game modes’ (Wikipedia,
2008).
The Source Engine (Valve Corporation) was chosen to develop this mod because it
allows the use of closed captions (a major accessibility plus) and the character
models are realistic (important that the context is realistic).
The scoping visit to HMP Winson Green provided information for the creation of
environmental models and enabled scripts to be written to define the characters and
interactions to deliver the information needed at induction. Level sketches were
drawn up to aid the development of the modeling processes and scripts developed
via an interactive process with officers at HMP Winson Green.
The levels are all made up of a number of objects known as World Brushes. Textures
were sourced either from a texture pack or created using digital capture software at
prison visits. To create realistic prison lighting four lighting entities have been used
(light_spot, env_sprite, the basic light entity and a prop_static) in a number of
combinations to achieve a realistic balance. There are also over 38 separate audio
tracks embedded in the Induction Tour, nearly half for the purpose of narration, and
the rest for the use by the in-game characters.
Closed Captions “typically display a transcription of the audio portion of a program as
it occurs (either verbatim or in edited form), sometimes including non-speech
elements” (Wikipedia, 2008). The closed captions within the Source Engine are
similar to television subtitles, but also include other sounds like doors opening as
well as voice subtitles. Closed captions were added to the Induction Tour using the
‘GCFscape’ tool that enables browsing through the GCF files that are utilized by
Steam for game content storage (Valve Developer Community, 2008).
Choreography was added to the Induction Tour using the ‘Faceposer’ SDK Tool. It
has been used to create and manage facial expressions, lip-sync movements,
gestures and body animations, and the position of actors and map triggers in the
Induction Tour. Figure 5 shows some of the environment models, in game characters
and signing tracks created for the Induction Tour to match the scoped design
requirements.
Figure 5: Environment models, game characters and signing for the Induction Tour
4. Evaluation of the adapted and new serious games by trainers and
beneficiaries
Inline with previous studies to assess the potential of serious games to engage and
be effective tools for beneficiaries with low skills levels a mixed methods approach is
adopted (Brown et al, 2007).
4.1 Method
Ten separate trials were carried out in five countries (England, Bulgaria, Greece,
Italy and Romania). Methods included questionnaires (trainers), structured
interviews (offenders and a sub set of trainers), observation (offenders) and usability
test reports (project development partners). Details of the overall evaluation
strategy are shown in table 3, where the selected methods are related to the original
goals of the Game On materials.
All sections of the target audience of the Game On materials were targeted in the
trials, including offenders, ex-offenders and young people at risk of offending (all
potentially with disabilities), as well as adult education trainers and prison officers
(termed trainers) who are the ‘gate-keepers’ to the future use of these resources.
Trials took place in prisons (2), in education and rehabilitation projects for ex-
offenders and young people at risk of offending (3) and adult education training
centres working with offenders (5).
Goal Planned type of evaluation
Details of plan
1. Engagement and Motivation
Questionnaire and structured Interview
• Record user characteristics, details of testing environment, give instructions on tasks to be performed and background to the project
• Make clear to participants that this is a voluntary trial and they can stop the session at any point they wish
• Ask offenders and trainers to trial Cheese Factory, Rob the Mob, Escapology, the offline editor and the Induction Tour
• Ask Trainers to fill in the questionnaire • Record number of times offenders
voluntarily played the games • Ask beneficiaries to comment on whether
they enjoyed playing the games or not • Ask sub set of trainers to comment on
the potential of the Virtual Induction Tour to engage offenders in induction information at a time of stress
2. Effectiveness
Questionnaire and Structured Interview
• Record user characteristics, details of testing environment, give instructions on tasks to be performed and background to the project
• Make clear to participants that this is a voluntary trial and they can stop the session at any point they wish
• Ask offenders and trainers to trial Cheese Factory, Rob the Mob, Escapology, the offline editor and the Induction Tour
• Ask Trainers to fill in the questionnaire • Ask beneficiaries to comment on what they
have learnt in using the games in categories of basic skills, personal development and work sustainability, and track other comments relating to effectiveness.
• Ask sub set of trainers to comment on the effectiveness of the Virtual Induction tool in delivering induction information and their likelihood of using it as a training tool
3. Usability Questionnaire,
Structured Interview and Test Reports
Questionnaire/Structured Interview: Trial games and tour as above with trainers and offenders Use checklist to categorize and record specific usability issues Test Reports: Trial games and Induction tour with Game On Development Partners using detailed test plan Email usability report to recreate any usability issue for correction
Table 3: Overall evaluation strategy
The questionnaire for trainers is shown in table 4. Trainers were asked to use a
rating scale to record their responses to each question. The questions related to the
potential of the serious games to engage their beneficiaries (questions 3 and 4), and
their views on the effectiveness of these materials (questions 1, 2 and 5) and,
related to this, the likelihood of them using these materials in the future or
recommending their use to other trainers.
1 To what extent is this product relevant to your needs? 1 2 3 4 5 6 7 8 9 10
2 To what extent is it relevant to the needs of your students? 1 2 3 4 5 6 7 8 9 10
3 To what extent did the students engage with the games? 1 2 3 4 5 6 7 8 9 10
4 To what extent did the students remain engaged with the games? 1 2 3 4 5 6 7 8 9 10
5 To what extent did they support your work with the learning objectives they contained? 1 2 3 4 5 6 7 8 9 10
6 How likely are you to use them again with students? 1 2 3 4 5 6 7 8 9 10
7 To what extent would you be able to recommend the games to other professionals? 1 2 3 4 5 6 7 8 9 10
8 To what extent would you be able to recommend use of games as a pedagogical to other professionals working with your target group? 1 2 3 4 5 6 7 8 9 10
Table 4: Trainers’ Questionnaire to assess attitudes to adapted and new serious games for offenders
A post immersion interview was used with offenders to structure comments
regarding engagement and effectiveness of the serious games. Questions included
what they enjoyed or didn’t enjoy about playing the games, what they had learnt in
playing the games, and any usability issues they had encountered (backed up by
observation of the interviewer). Usability test reports were also returned by project
technical partners throughout the development cycle of the materials to identify
functional and usability issues for correction in iterative development.
4.2 Results
Table 5 shows the collated trainer responses to the questionnaire on engagement
and effectiveness.
Table 5: Trainer responses to questionnaire on attitudes to adapted and new serious games
Twenty six (26) trainers took part in a total of ten (10) international trials. Since
participation was voluntary not all trainers who participated responded to every
question (and hence collated responses to each question is sometimes less than 26).
Rating Question
1 2 3 4 5 6 7 8 9 10
1
0 1 2 1 2 1 4 7 6 0
2 0 1 1 2 1 1 2 7 5 4
3 0 0 0 1 0 1 1 1 2 5
4 0 0 0 0 2 1 3 0 1 4
5 0 0 0 0 0 0 3 9 5 7
6 0 2 0 1 1 0 7 6 7 2
7 0 0 0 0 1 3 4 6 4 7
8 0 0 0 0 0 2 3 8 7 5
For the offenders taking part in the trials all responses in structured interviews have
been collated in categories relating to engagement, effectiveness and usability and
these are shown in table 6.
Category of Interview Question
Response offered by Offenders
Engagement Learning Works Pilot, Nottingham, UK: ‘Makes me more confident about what I’m doing’ ‘I don’t like learning from games. Liked Rob the Mob however’. ‘Cheese factory – it’s like a real game with music’ At HMP Hewell, Redditch, UK: ‘Games made it fun to learn’ ‘Enjoyed playing them and anyone using them should be able to have fun and learn at the same time’. ‘I’d use them again because you can change the content’ ‘I like the gambling aspect – if you’re not sure of the answer you bet less’ ‘It’s fun learning this way and keeps your brain working without distraction’ ‘I wouldn’t play again but others who need help with basic skills might like to’ ‘I don’t think they could get any better I enjoyed them’ ‘Cheese Factory is like Tetris and I like the layout for Rob the Mob’ ‘Learning is easier when it’s fun’. Avolona Prison, Athens, Greece: ‘Learned things in an entertaining way ‘They are nice, informative and useful’ ‘I did not like it in general’ ‘It involves gambling’ ‘The games are entertaining’ ‘You learn new things in an entertaining way’ ‘I liked the games’ ‘While playing the games time goes by in a pleasant way’ ‘New content would be more interesting’
Effectiveness and pedagogical related comments
Learning Works Pilot, Nottingham, UK: ‘Because it’s private and don’t have to share with anyone else – just the computer’ ‘Learnt about the number of working hours’ ‘Good because it tells you about interviews’ ‘Prefer to read than play games’.
‘(Learnt from) Preparing for Employment - it showed where I went wrong’. ‘Tricks you into learning and takes your mind off (other things). Allows you to get things wrong’. At HMP Hewell, Redditch, UK: ‘Rob the Mob and Escapology – good games – teach you things about people’ ‘Liked playing games – helped them to learn at own pace while having fun’ ‘Personal skills taught – gambling’ ‘Games are good for people who need a simple start in learning a topic’ ‘Wouldn’t use them again myself – below my ability’ ‘Very good for people with lower ability though’ ‘Haven’t learned anything but if they’ve been made by Deaf people well done’ ‘Worthwhile tool if used alongside other materials’ ‘It’s a good way to learn because it makes learning interactive and the games are like Tetris, Hangman and cards’ ‘You can learn about starting or going back to work and brush up on your maths’ ‘Cheese Factory worked my brain in the same way Tetris does’ ‘I’d play it again with harder questions’ ‘Rob the Mob looks easy but you would need to have prepared in advance to know some of the answers e.g. Employment rights’ ‘Games let you think about what you’re learning in a different way’ ‘Playing the games tends to make things stay in your head’ ‘I think these games would be good for people with learning difficulties’ ‘I would like to learn more’ ‘I’ve learned maths can be made interesting’ Avlona Prison, Athens, Greece: ‘Learned useful things for work, how to be better in my job, my rights’ ‘Someone who does not like studying can learn through the game’ ‘Help in learning without making you tired’ ‘The games gives you the interest in learning’ ‘To learn better’ ‘It helps me think’ ‘Helped me become better in my job’ ‘Learned about my rights’ ‘Learned how to dress at work, my schedule and salary benefits (last comment are benefits according to the Greek Labour Law)’ ‘I should be on time to work and respect the people older than me’ ‘How to protect myself by using my contract’ ‘To be good in my job’ ‘To think about me in a work environment’
Usability Learning Works Pilot, Nottingham, UK: ‘Need more clues for Escapology’ At HMP Hewell, Redditch, UK: ’ Cheese Factory too simple – good for younger people though’ ‘Instructions about right’ ‘I enjoyed the different levels of difficulty, the simplicity of the games and that they make learning fun’ ‘I’d like more on screen instructions on game play’ ‘To make it better to play could you make the buttons you need to click stand out more?’ ‘Can you make the game play instructions easier to understand and translate into more languages?’ ‘You would need to make changes for dyslexic and dyscalculic people’ ‘Can they be made to go faster? Or multiple players/league play?’ ‘The Cheese factory game ends quickly’ ‘Easier terminology (most trainees who mentioned this belonged to Group A – ex-offenders)’ ‘Faster gameplay’ ‘To be able to have multiplayer options’
Table 6: Offenders’ responses in interview in prisons and offender related projects
A subset of trainers also provided feedback on whether the Induction Tour had
satisfied its original design requirements scoped in prison environments. These
comments included whether it was likely to engage at a stressful time, its
effectiveness (contains the correct information) and whether the tour was accessible
by prisoners with disabilities. Trainers were also asked to indicate the likelihood of
use of the Induction Tour in training prisoners with disabilities (Table 7)
Goal of Induction Tour Trainer comments Accessibility/Usability ‘Subtitles - need to be darker (to) ensure can see
subtitles clearly, especially for people with eye problems’ ‘Voiceover - Needs to be clear and bold (louder), currently the male speakers "S" are difficult to pick up’. ‘It would be nice if the tour could follow a person rather than using hawk eyes - I feel this would be more help for the prisoner as he is under a lot of stress at this time so if he has a virtual character to watch it would help’. ‘At the end of the Tour, Key Information - Should include voiceover and signing’ ‘If possible to be on a loop (start to play again after the end of the programme)’ ‘In some areas the movement between rooms was uncomfortably speedy – it had a strange affect on my eyes and brain! The voice over is also too fast at times and it would be hard to take the information in from it - these are minor points though’ ‘The Tour’ could be improved with sketches of what is being narrated. For example when explaining the different jobs available in the prison, the Tour could show people performing this kind of work (for people with a cognitive disability)’. ‘Maybe the walking through prison should be slower’
Engagement/Immersion ‘It’s in a format that they won’t be expecting but which they will identify with if they are used to playing computer games’ ‘I actually found it quite creepy – but in an engaging way! I think it would appeal to their dark side!’ ‘The Tour is informative and attractive as it is a quite unordinary approach regarding Bulgarian prisons and other institutions working with offenders. Moreover, the Tour stresses the ‘doing’ and challenges the common opinion that prison is a place where to hang about’. ‘The Tour is a fine gesture, a gesture of care, it most likely to engage them’ ‘Yes, presentation style is appropriate to offenders’ ‘The 3D presentation is quite friendly’
Effectiveness – Relevant Information
‘Uniform - Not appropriate for the prison’ ‘Any more detail would be hard to take in – especially on arrival at prison which is a stressful time and often busy and crowded’. ‘It is in keeping with induction videos I’ve seen and information given on a tour of Birmingham Prison’ ‘I don’t think it would help them to settle as it’s too short and factual, however it will give Deaf prisoners information they wouldn’t get otherwise and I do think it will help them’. ‘Yes because the Tour gives the first and overall
impression what would be their life in prison next months, years’ ‘Yes, it would definitely be a good induction to have, especially to first time prisoners with disabilities’. ‘It would be very helpful for a first time offender because it presents information important to them and most importantly this information is about what is going to follow’ ‘The general information is correct’ ‘Maybe more information are needed regarding relaxing possibilities: watching TV, reading books or newspapers’ ‘The Tour offers very important information for a first time offender’
Likelihood of use ‘I look forward to having one so we can put it straight into use’. ‘Overall I thought it was excellent and I was very impressed’.
Table 7: Trainers’ reactions to the Induction Tour
4.3 Analysis
The potential of the serious games to engage offenders with disabilities was assessed
via trainers’ questionnaires (Qs. 3 and 4), offenders comments in structured
interviews, and trainers’ feedback specifically concerning the Induction Tour.
Not all trainers responded to question 3 (11/26). Those who did believed that their
students did engage to a very high degree with the games (Median response 9). The
lowest comment was ranked at 4, showing that there were no beneficiaries who were
completely unengaged with the games. Responses to question 4 (11/26 trainers
responded) show that once the beneficiaries were introduced to the game they
remained focused on the task (median response 7). Four trainers ranked the
beneficiaries (4/11) as remaining wholly engaged with the games throughout the
trial.
Beneficiary comments often mentioned the fun, enjoyment and entertainment
aspects of the games. Some referred to the similarity to real games (i.e. commercial
games with an entertainment focus). Several beneficiaries stated that they did not
like learning from games, preferring other more traditional approaches to learning
and sometimes mentioned that they felt a games approach to learning was not age-
appropriate to them. This is an important finding. It is highly likely in such a
heterogeneous population that learning styles are likely to vary and that for some
learners a games based learning approach will not be appropriate. In the Game On
project the overall approach is one of blended learning where the serious games are
combined with other good practice materials to deliver this work based learning
curriculum (including work practice and experience, websites, DVDs, books etc.)
Offenders revealed a sensitivity to some of the game playing themes (e.g.,
gambling), some responding positively to these popular culture themes, whilst others
were not sure of the appropriateness of such themes. Some of these concerns were
highlighted in the original trial to identify limitations of previously existing serious
games and themes ‘watered down’ to the satisfaction of trainers. Again the blended
learning approach and having a variety of games will help here too – allowing
trainers to select other learning materials or other game genres that will not arouse
such sensitivities.
The trainers’ comments regarding the Induction Tour highlight the novel use of the
3D games ‘mod’ as likely to engage prisoners, an approach that they can identify
with and one likely to appeal to them.
Trainers’ provided responses regarding the effectiveness of the serious games (Qs.
1, 2 and 5). Trainers found the serious games very relevant to their training needs in
prison (24/26 responses, median 8) and to the needs of their beneficiaries (24/26
responses, median 8). They also found that the learning objectives embedded in the
games were highly relevant to their training needs (24/26 responses, median 8).
The next set of responses from trainers (Qs. 6, 7 and 8) also provide a measure of
the effectiveness of the games in that they asked trainers about likelihood of future
use. It is highly likely that the trainers will use the games in the future (all trainers
responded, median 8). They are also very likely to recommend there use to other
professionals (25/26 respondent, median 8). They are also convinced that this is an
appropriate pedagogical approach for this target audience (25/26 responded, median
8).
Beneficiary comments regarding effectiveness highlight new areas of employment
related knowledge (appropriate dress, employment rights, preparing for
employment, interviews). Other comments reveal pedagogical insights into the
effective use of serious games in this context. One beneficiary commented that it
was a private learning experience and that he didn’t have to share the experience
with anyone else – just the computer. This opportunity for peer pressure free
learning has long been noted by other researchers investigating the role of
interactive 3D environments for people with disabilities (Cromby et al, 1996).
Comments were also made which showed that beneficiaries were using the games to
reflect upon past mistakes in work related work practice (‘it showed me where I went
wrong’).
Similarly other comments illustrate the mechanism of the games based learning
approach (‘Tricks you into learning and takes your mind off’, ‘Allows you to get
things wrong’, ‘Cheese Factory worked my brain in the same way Tetris does’,
‘Games let you think about what you’re learning in a different way’, ‘Playing the
games tends to make things stay in your head’) and the motor that drives the
acquisition of skills and knowledge (‘I’ve learned maths can be made interesting’,
‘The games gives you the interest in learning’, ‘Someone who does not like studying
can learn through the game’).
There is a consensus in the trainers’ comments that the Induction Tour contains the
relevant information for a prisoner at induction (e.g., ‘In keeping with….the
information given on a tour of Birmingham Prison’, ‘because it presents information
important to them’, ‘The Tour offers very important information for a first time
offender’). There is a conflict of opinion regarding the run length time of the Tour
(‘Any more detail would be hard to take in’ versus ‘I don’t think it would help them to
settle as it’s too short and factual, however it will give Deaf prisoners information
they wouldn’t get otherwise’). Tellingly the first trainer notes that the depth of the
information offered is appropriate given circumstances in which it is being offered
(‘that this is especially the case at a stressful time’) and this was an important
consideration when the information was scoped in visits to HMP Winson Green. A
final measure of effectiveness of the Induction Tour is its likelihood of use and in this
end it has already been requested (and supplied) for use in induction training at HMP
Winson Green for prisoners with disabilities.
The final goal of the system – to continually assess the usability of the Game On
materials and to use this information in iterative development – collated and
categorised major usability issues from feedback from trainers (questionnaires, test
reports and feedback) and offenders (structured interviews). These usability issues
(navigational, accessibility, cognitive processing load etc.) were corrected throughout
the iterative development process upon identification by the project partners.
5. Conclusions
The Game on project has developed a suite of serious games to teach basic, personal
development and work related skills, as well as to provide accessible information at
induction using a 3D games ‘mod’. These materials are usable by prisoners, ex-
prisoners and those at risk of offending in a variety of European countries (UK, Italy,
Romania, Bulgaria and Greece) via the provision of locale detection, whilst education
content can be added, edited and scaled to cope with a heterogeneous prison
population with a high proportion of prisoners with learning disabilities using in built
content editors and Extensible Markup Language. In a prison population with an ever
growing number of prisoners with disabilities accessibility is paramount, and game
features include BSL signing tracks, closed captions and audio tracks.
Several major issues have been encountered when attempting to use serious games
in this context. Firstly their use is often viewed mistakenly as a reward. Offenders
who engage in work related learning are much less likely to re-offend and games
have proved particularly effective in re-engaging learners with low motivation. Given
the heterogeneity of the target population it is also unlikely that games (or even
games of a particular type) will be an appropriate instructional model for all
prisoners. The Game On materials are correspondingly offered with other learning
materials to form a blended learning approach.
The theme of the games offered is particularly important. Both trainers and prisoners
displayed sensitivities towards some of the game themes trialed (e.g., gambling and
punishment), even when these themes were considered ‘light’ in comparison with
many of the overtly violent themes in contemporary computer and video games.
The environment of use is also a potential barrier to their use. Environmental
analyses revealed that computers were typically old, with slow processors, absent or
poor graphics cards and rarely allowed online access. All these factors should be
taken into account in the design of serious games in this context and will inevitably
affect how they are viewed by the target population who will have high expectations
if they have played contemporary video and computer games.
It is pleasing to report that the Induction Tour has already been requested for use in
training in prisoners with disabilities and that all other Game On materials are
available for download from http://gameon.europole.org/ or by contacting the
authors for offline versions.
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