Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland

1. Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland Mr. Brendan Kelleher, Dr. Patrick Felicia Waterford Institute of Technology

2. About me • Developer/researcher for the Game-Based Learning (GBL) research group at Waterford Institute of Technology • Design and develop websites, apps and educational games • Research Interests: • Game-based learning • Artificial intelligence

3. Activities of the Game-Based Learning research group • Specialise in the design, deployment and evaluation of GBL solutions • Interested in furthering the understanding of how games can improve both motivation and learning outcomes • Organise GBL events: • Presentations from members • Workshops • National and international conferences

4. Overview • Background of the study • Objectives of the project • Data collection & analysis • Challenges • Useful Links • Resources

5. Background of the study • GBL is a highly motivating and stimulating medium (Bixler, 2005) • Learning seems to be conducted in a traditional way in Vocational Education Committees (VEC)s despite technology use becoming ever more widespread • There is little mention of GBL in teacher training and some teachers were never formally introduced to facilitate its use for their classes

6. Background of the study • Part of a European fundedproject examining the use of mobile devices and GBL for vocational education • Mobile Games Based Learning Vocational Education & Training (MoGaBaVET) research project • The study is focused on assessing and finding the best methods for creating, analysing and deploying game-based learning for vocational education

7. Background of the study • It also examines the possibility of utilising mobile devices • The partners includes five organisation: • Humance AG, Germany • Bildungszentren des Baugewerbes (BZB), Germany • Waterford Institute of Technology, Ireland • Fundación Laboral de la Construcción, Spain • Stiftung ECAP, Switzerland

8. Background of the study • How game-based learning can help teachers: • “to understand the role of a teacher as a facilitator of instruction” (Sardone& Devlin-Scherer, 2009) • Can encourage different forms of learning. Eg. gesture based learning, augmented reality etc… • Allows the learner to take ownership of learning

9. Background of the study • How game-based learning can help learners.. • Reduce any inhibitions toward learning - “Players learn through their games to handle cultural relativity and to deal with different people and roles”. (Prensky, 2002) • Identify their weaknesses through gameplay in a safe environment - “Educational gaming encourages active learning and risk taking in an environment where real-world consequences are diminished “. (Gee, 2007)

10. Background of the study How game-based learning can help learners: • Allows learners to reflect on their experiences • Encourages the learner to be involved in the learning process (sense of control and ownership of learning) • Improves skills through repetitive play - “Players of computer and video games not only learn how to do things in terms of knowing the procedures, but they also practice the skills until the learning is internalized and becomes second nature”. (Prensky, 2002)

11. Objectives of the project • To examine the use (or lack of use) of Information & Communications Technology (ICT) and games by teachers in Vocational Education • To identify teachers’ perception of GBL as well as their attitudes and expectations regarding the use of GBL in a classroom environment • To guide the design and development of a GBL solution for vocational education

12. Data collection: Methodology • Contacted 33 Vocational Education Committees (VEC)s around Ireland • Made the online survey available to the teachers in the VECs • Followed up initial email with reminders • Phone interviews with teachers from three Youthreach centres • Data collection in May 2013 • Planning to extend until September/October

13. Data collection: Target groups

14. Data collection: Structure of the survey • Seven sections examining:

15. Data collection: Objectives of the survey • Examine ICT use • Assess any previous use of games for learning • Assess any previous use of mobile devices for learning • Identify teachers’ beliefs regarding the motivational and pedagogical benefits of using games for learning

16. About the respondents

17. About the respondents

18. About the respondents

19. About the respondents

20. About the respondents

21. Information Technology(IT) proficiency

22. IT proficiency

23. IT proficiency

24. IT proficiency

25. IT proficiency

26. Information & Communication Technology (ICT) for Teaching and Learning

27. ICT for teaching and learning

28. ICT for teaching and learning

29. ICT for teaching and learning

30. About those who have never used educational games for teaching

31. About those who have never used educational games for teaching

32. About those who have used educational games for learning

33. About those who have used educational games for learning

34. About those who have used educational games for learning

35. About those who have used educational games for learning

36. Mobile games for learning

37. Mobile games for learning

38. Mobile games for learning

39. Mobile games for learning

40. Motivational and pedagogicalsupport

41. Motivational and pedagogicalsupport

42. Motivational and pedagogicalsupport

43. Motivational and pedagogicalsupport

44. Motivational and pedagogicalsupport

45. Motivational and pedagogicalsupport

46. Motivational and pedagogical support

47. Challenges • No time to consider using games • Afraid to try something new… • …go with what is safe and familiar • Overly complicated rules… • …difficult to see any clear pedagogical benefit

48. How teachers feel…

49. Challenges • Continual Professional Development (CPD) does not explore the use of games as a learning strategy • Learning should be learner-centred • Move away from rigidly defined courses • Use games as an additional resource

50. Challenges • Technology is to a large degree under utilized for education. • Lack of direct funding • Inconsistent use • Lack of a clear guideline to adopt GBL for vocational education • Need for an integrated approach to provision of VET in Ireland