Mainstreaming Games in Learning: Mainstreaming Games in Learning: Addressing Digital Natives Addressing Digital Natives
Marko Papić
Laboratory for Telecommunications, Faculty of Electrical Engineering
LTFE.org
University of Ljubljana, Slovenia
IMAGINE (Increasing Mainstreaming of Games In Learning Policies) project, LLP, Leonardo da Vinci
AGENDAAGENDA
Why do todays pupils need different pedagogy methods and didactical approaches? Pupils “Knowledge society” related characterics
Does educational gaming tackle their characterics? focusing on advantages
An example
How to establish games in learning as one of the “regular” didactical methods in educational systems? Way towards: IMAGINE (Increasing Mainstreaming of Games
In Learning Policies) project, LLP, Leonardo da Vinci
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Learners in the digital eraLearners in the digital era Today’s learners as digitally literate
‘always on’, mobile, experimental and community oriented
Those born after 1982 are ‘digital natives’ grew up with exposure to the internet and mobile devices stay in contact through SMS, mobile phones, chatrooms
and email “multitasking” enabled: simultaneously play games, listen
to music and watches television, chat...
Older than 25 are ‘digital immigrants’ numbers are huge in all age groups
Pupil’s characteristics changePupil’s characteristics change They operate at ‘twitch speed‘ rather than
conventional speed Choose graphics and animation over text Prefer connected to stand-alone
Active not passive Expect reward for effort See play as work and work as play Expect fantasy and reality in equal measure View technology as life, not a separate activity
(Marc Prensky, 2001)
Pupil’s characteristics change (2)Pupil’s characteristics change (2) Young children spend twice as much on
‘screen time’ as playing outside and as they do reading
Work with multiple sources of information at the same time
(chat, TV, Internet and music)
75% use chat and email to keep in touch, conduct multiple conversations
Use computer technology almost as much as television
How do educational systems address How do educational systems address these changes?these changes?
How do educational systems address How do educational systems address these changes?these changes?
Games in LearningGames in Learning Motivation, challenge, fantasy, curiosity
Player able to affect outcome of the game Positive and negative outcomes based on player actions Require mental and/or physical skill Player required to develop strategies in order to succeed Offer multiple paths to success Players can ultimately overcome most obstacles Immersive activity
Lifelong learning Constructivist concepts (vs instructivist)
learners actively construct their own understanding of the world People learn best when they are motivated and entertained
games provide a ‘flow’ experience playful experimentation to develop understanding of the physical
world and our place within it. EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Real Example: Games & Mobile LearningReal Example: Games & Mobile Learning
eMAPPS.com – FP6 project with practical implementations and extensive theoretical background research After project work continues in further development: “Quest
for Knowledge” mobile learning platform (http://qfk.ltfe.org)
Cross Curricular games connecting their virtual world with real world Played in teams, outside (Avatars) & inside (the Base) the
classrooms Played in real time: teacher (game master) moderates,
controls the game play Solving given tasks, puzzles Use mobile devices to play & submit game results
(multimedia)
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Real Example: Games & Mobile Learning (2)Real Example: Games & Mobile Learning (2)
Why using mobile technologies? Ubiquitous: mobile devices everywhere, owned by everyone Bite sized: in short segments, simple, structured, use media
carefully, easy access, often task-based On demand: flexibility provided to the learner to access
learning in best time and place; Multimedia & Collaboration: audio, video, collaborative
learning Can be location dependent (but doesn’t have to be)
One week game about “Contemporary History of Poland” Demanding logistics, demanding resources but Outstanding results
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Quest for Knowledge Conference, 14.3.2008 MariborQuest for Knowledge Conference, 14.3.2008 Maribor
Mainstreaming games...Mainstreaming games...
Innovative examples of games used in education as well as R&D projects provide proof of concept
Why aren’t games used in school more often? Is the “games in education” concept mature enough? (YES) Teachers lack awareness, knowledge, support Policy makers likewise Gaming industry – could be the driver, but that is not the case
Already covers this large educating target group with “non-educational” games ?
Waits for the acceptance of the concept? Lacks awareness ? Needs more collaboration with advanced, creative educators ?
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
IMAGINE projectIMAGINE project
Increasing Mainstreaming of Games In Learning Policies (IMAGINE), LLP, Leonardo
Imagine may be the answer to previous questions Collecting relevant information and knowledge about gams in
education Providing guidelines to policy makers Disseminating information, knowledge, content, expertise...
And beyond Establishing community of all interested parties through
different means Gaming industry, policy makers, experts, researchers,
teachers based on real examples
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Imagine Games DirectoryImagine Games Directory
Web based directory of existing educational products: Educational games, game engines, game development and
playing web platforms
To be edited and filled in by developers themselves, based on the project consortium request
Directory fields comprise relevant information about different aspects of products to enable teachers to find the product to suit their needs or at
least to get an idea... enough directory records will confirm maturity of the concept reaching towards developers and game industry
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Case studies, reports and recommendations Case studies, reports and recommendations
Extensive study of past “digital games in education” related projects was already performed around 100 projects evaluated report available on the imagine web site
Several case studies, covering different educational areas are to be thoroughly described and commented upon on the Imagine web site
Set of recommendations regarding mainstreaming of games will be prepared for the policy makers
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Imagine communityImagine community
Set of round table workshops and final conference, targeting people working at key levels of national ministries responsible
for: school education, adult and lifelong leaming, vocational training (employment), skills agendas, regional and local education authorities agencies promoting ICT in schools
influential education practicioners, researchers, industry http://www.imaginegames.eu/ portal providing access to
information and community features forum, twitter, linkedin...
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
Questions & disscusionQuestions & disscusion
Thank you for your attention! [email protected]; www.ltfe.org;
EMINENT ‘09, Vilnius, LithuaniaEMINENT ‘09, Vilnius, Lithuania
http://www.imaginegames.eu/http://www.imaginegames.eu/http://www.imaginegames.eu/http://www.imaginegames.eu/