Work package 6: Integration into Educational Processes Work package leader UWS

1. Work package 6:Integration into Educational ProcessesWork package leader UWS Professor Thomas M Connolly (UWS), Dr Liz Boyle (UWS) DrThomas Hainey (UWS), Dr Pablo Moreno Ger (UCM), Dr Jeffrey Earp (CNR), DrMichelaOtt (CNR), Dr. Dr Michael Kickmeier-Rust (TUG), Dr Francesco Bellotti (UniGe)

2. Aims and tasks of WP6 Aim: to examine how serious games (SGs) and serious virtual worlds (SVWs) can be integrated into formal educational systems T6.1 User and education stakeholder requirements (UWS) T6.2 Metrics for SG in education (UniGraz) T6.3 Integration methodologies (CNR-ITD) T6.4 Community of teachers and tutors (TU DELFT)

3. Tasks, task leaders, partners and person months for WP6 • T6.1 User and education stakeholder requirements (Task leader: UWS, Thomas Connolly (7)) INESC-ID, Joao Pereira (7) 14 • T6.2 Metrics for SG in education (Task leader: TUG, Michael Kickmeier (5)) UNI-GRAZ, Elisabeth Friedrich (7) UNIGE, Francesco Bellotti (4) 16 • T6.3 Integration methodologies (Task leader: CNR-ITD, Rosa Bottino, MichelaOtt (6)) UCM, Pablo Moreno-Ger (8) UNIGE, Francesco Bellotti (1) 15 • T6.4 Community of teachers and tutors (Task leader: TU DELFT, Igor Mayer (3)) UU, RemcoVeltkamp (3) 10 HWU, Theo Lim (4) Total 55

4. T6.1: Year 1 User and education stakeholder requirements Online longitudinal surveys: • Scottish HE students (2005, 2007, 2009 and 2011) • HE and FE students in Scotland • HE students in the Netherlands • Secondary school pupils in Greece • Primary school teachers in Scotland Publications • Hainey, T. H., Connolly, T. M., Stansfield, M., and Boyle, E. A. (2011). The Differences in Motivations of Online Game Players and Offline Game Players: A Combined Analysis of Three Studies at Higher Education Level. Computers & Education, 57, 2197-2211. • Razak, A.A., Connolly, T.M. and Hainey, T. (2012). Teachers’ Views on the Approach of Digital Games-Based Learning within the Curriculum for Excellence, International Journal of Game-Based Learning, Vol. 2, Issue 1, pp. 33-51 • Hainey, T., Westera, W., Baxter, G.J., Connolly, T.M., Boyle, E.A. Students’ attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. Computers and Education (submitted)

5. Year 2 activities for WP6.1 and WP6.2: Change from surveys to meta-analyses For year 2 the reviewers recommended that we change our approach in WP6.1 from surveys to a meta-analysis as “survey research is a weak methodology”. “A serious and formal meta-analysis associated with learning outcomes associated with serious games would be highly regarded by the global SG community” The literature review and meta-analyses of learning outcomes are being carried out under 6.1 and 6.2.

6. Meta-analysis: Results to date Systematic literature reviews of learning outcomes of games (empirical papers) using UWS online database • 2004-2009: age 14+ (7,392 papers: 129: 70) Connolly, T. C., Boyle, E. A., Hainey, T. McArthur, E. & Boyle, J. M. (2012). A Systematic Literature Review of Empirical Evidence on Computer Games and Serious Games. Computers & Education, 59, 661 – 686. Boyle, E. A., Connolly, T. M., Hainey, T. & Boyle, J. M. (2012). Engagement in digital entertainment games: a systematic review. Computers in Human Behavior, 28, 771–780. • 2004-2013: children: (approx 18,500: 72: 36 papers) To be submitted April-May 2013. • 2009-2013: 14+ still to be carried out Quantitative meta-analysis of learning outcomes of games

7. Additional systematic reviews of games Systematic Literature Review of assessment in games Hainey, T., Connolly, T. M., Baxter, G. J., Boyle, L., Beeby, R. (2012). Assessment Integration in Games-based Learning. 6th European Conference on Games-based Learning (ECGBL), 4-5 October 2012, Cork, Ireland. A review of neurophysiological methods for monitoring brain activity in serious games and virtual environments Ninaus, M., Kober, S. E., Friedrich, E., Dunwell, I., de Freitas, S., Arnab, S., Ott, M., Kraycik, M., Lim, T., Louchart, S., Bellotti, F., Hannemann, A., Thin, A. G., Berta, R., Wood, G and Neuper (2012). Evaluating neurophysiological methods for monitoring brain activity in serious games and virtual environments. A review. (Submitted)

8. T6.3: Integration methodologies: Year 2 Activities Methodologies for integration of SGs in education context: guidelines, best practices, examples, assessment criteria, integration tools, evaluation. • Review of literature on integration of games in learning (including implementation experiences as well as empirical studies of outcomes) • Survey of GALA partners’ experiences: 2 approaches

9. T6.3: Integration methodologies: Year 2 Activities cont Online survey: 6 experience reports from 4 partners • Discipline: 2 business, 1 cultural heritage, 1 history, 1 water management, 1 domain-independent • Kind of game: 2 “adventure“ games, 2 “management” games, 1 role-play, 1 simulation, 1 “collaborative scripting game” Structured interviews: 35 implementation experiences of Gala partners (Lisbon 2012) • Discipline: 11 business/commerce/management; 6 mathematics • Level: 19 university; 9 primary school; 6 adult education; 1 secondary school • Deployment settings: 11 classroom; 10 computer lab

10. T6.3: Year 3 activities • CNR and UCM will select a representative set of 10 case studies from GALA partners’ reported experiences and implementation experiences (PLAYING HISTORY- THE PLAGUE; CHERMUG) and from the literature reviews. • They will: • Develop a common framework for structuring the selected cases • analyse the case studies with a view to definition of best practices and integration guidelines • Develop a set of supporting tools and technologies to facilitate the integration of games into the classroom • investigate educators’ conception, design and representation of SG based interventions

11. T6.3: Integration methodologies: Year 2 Activities cont Experimental study “Stimulating entrepreneurship through serious games in higher education” (eSG) - 21st century and higher-order thinking skills; Erasmus FEXI (Fostering Excellence in Higher Education) UniGe coordinator; TU Delft, ESADE, CNR

12. WP6.3: Possible games/projects Primary School • CNR: mind games • Harri’s game – edu-elements – mathematics and chemistry – HarriKatemo • The Code of Everand – Ian Dunwell, Coventry Uni, road safety game • KristianKiili’sbrain training cell phones • Consolarium in Scotland: Brain training: reasoning skills; Nintendogs: maths, resource management and communication skills 

13. WP6.3: Possible games/projects Secondary • UCM: game to teach Resuscitation procedures 12-14 years; 334 students real world knowledge; paper to be published in English in Emergencies • Me Tycoon (Kam) – extra-curricular • Consolarium in Scotland: Guitar hero: in transfer from primary to secondary • UWS: - STARTUP

14. T6.3: Possible games/projects:Tertiary • UWS: Requirements collection and analysis game for IT students; paper published • UCM: games for medical students, operating theatre, labwork • ESADE:eFinance game teaching finance concepts to business students • ESADE:Metavals – teaching statistics to students • BIBA: Risk management and supply chain management for Masters students in engineering • AAU: investment game for business success • UNIGE Francesco – exploring entrepreneurship; Games for digital electronics /computer programming • UWS/UCM/PLAYGEN/OUNL: CHERMUG – reviewers recommended that we “measure learning impact and outcomes” and “report the finds as part of this WP”

15. Collaboration activities • “Stimulating entrepreneurship through serious games in higher education” (eSG) UniGe coordinator; TU Delft, ESADE, CNR • “Continuing Higher Education In Research Methods Using Games” (CHERMUG): a game for teaching Research Methods and Statistics; EU lifelong Learning Grant UWS coordinator; UCM, OUNL, PLAYGEN • Edited Book - Psychology, Pedagogy and Assessment in Serious Games, IGI UWS and UCM editors Contributions by OUNL, ESADE, TU Delft, CYNTELIX, INESC, ORT, RWTH AACHEN, UNIGRAZ, BIBA, UNOTT

16. T6.4: Community of teachers and tutors (TU DELFT) The community will emerge to some extent from GALA members and their research and development contacts especially via research participants, conferences, SG academy, SG Society, stakeholders, outreach advisory board Need to strengthen links to existing communities and networks in the education sector, e. g. those linked to existing LLP projects ( e. g. SEGAN) and those initiated by EUN (European Schoolnet)

17. Future work for WP6 • Complete the systematic literature reviews & quantitative meta-analysis • 10 case studies of integration of games into education; guidelines for effective use • Publication of edited book on Psychology, Pedagogy and Assessment in Serious Games • Establish community of teachers and tutors

18. Conference Papers • Hainey, T., Connolly, T. M., Baxter, G. J., Boyle, L., Beeby, R. (2012). Assessment Integration in Games-based Learning. 6th European Conference on Games-based Learning (ECGBL), 4-5 October 2012, Cork, Ireland. • Razak, A. A., Connolly, T. M., Baxter, G. J., Hainey, T., Wilson, A. (2012). The Use of Games-based Learning at Primary Education Level within the Curriculum for Excellence: A Combined Result of Two Regional Teacher Surveys. 6th European Conference on Games-based Learning (ECGBL), 4-5 October 2012, Cork, Ireland. • Wilson, A., Hainey, T., Connolly, T. M. (2012). Evaluation of Computer Games Developed by Primary School Children to Gauge Understanding of Programming Concepts. 6th European Conference on Games-based Learning (ECGBL), 4-5 October 2012, Cork, Ireland. • Scullion, J., Hainey, T., Stansfield, M. H., Connolly, T. M. (2012). A Pilot Implementation of an Immersive Online 3D Environment for Collaboration Among Computing Students in a Scottish University.  6th European Conference on Games-based Learning (ECGBL), 4-5 October 2012, Cork, Ireland. • Razak, A.A., Connolly, T.M. and Hainey, T. (2011). “The Implementation of DGBL Approach in Primary Schools across Renfrewshire”, Games and Creativity in Education and Training (GACET’11), 17-18 November 2011, Rome, Italy. • Hainey, T., Connolly, T.M., Boyle, E.A. and Stansfield, M.H. (2011). “Motivations for Playing Computer Games in Relation to Gender: A Comparative Analysis of Three Studies at Higher Education”. 5th European Conference on Games-based Learning (ECGBL), 20-21 October 2011, Athens, Greece. • Razak, A.A., Connolly, T.M. and Hainey, T. (2011). “Games-Based Learning Application within the Curriculum For Excellence: From the Teacher’s Perspective”. 5th European Conference on Games-based Learning (ECGBL), 20-21 October 2011, Athens, Greece. • Hainey, T., Connolly, T.M., Boyle, E.A. and Stansfield, M.H. (2011). “Motivations for Playing Computer Games at Tertiary Education Level: A Comparison of Further Education and Higher Education Computing Students”. 5th European Conference on Games-based Learning (ECGBL), 20-21 October 2011, Athens, Greece. • Wilson, A., Connolly, T.M. and Hainey, T. (2011). “Evaluation of Introducing Programming to Younger School Children Using a Computer Game Construction Application”. 5th European Conference on Games-based Learning (ECGBL), 20-21 October 2011, Athens, Greece. • Scullion, J., Stansfield, M.H. and Connolly, T.M. (2011). “A Survey of Students’ Improved Mastery of Game Playing Skills Through Informal Online Game-Based Learning”, 5th European Conference on Games-based Learning (ECGBL), 20-21 October 2011, Athens, Greece.