Background :

1. Research on educational usage of games PhD student Simon Egenfeldt-NielsenIT-University CopenhagenGame-research.com11th March 2004, Institute of Education “…develop games which contain advanced content, operate according to sound pedagogical principles, enable classroom customisation, and create real excitement within the core game market” - Henry Jenkins

2. Background: Masters Degree in Psychology PhD Student at IT-University of Copenhagen, Written two Danish books and several articles on computer games and learning. Heavily involved in game community: Digra, Game-studies, Game-research, AOIR, DAC, IGDA Earlier consulting: Framfab, Incircle, EQ, Game-Research. Still consult on computer game related issues. Reports on eSports, online gaming, risks in online games, and research on computer game risks.

3. Research on educational games: Growing but fragmented and hard to overview. • The instructional technology research starts the party • Computer games as cognitive and audiovisual challenges • The obsession with math and science • The dominance of educational adventure games • Healthy computer games can change your behavior • Constructionism’s dream • The social-cultural approach • Media education on computer games Source: from meta-search on abstracts in database (Eric, Psych info, Medline, Emerald, Proquest, IJIL, web-sites)

4. Edutainment – games that are not! What I was not interested in was edutainment…. linear, limited and controlling in their structure. Underlying learning assumptions to general and simplified. Learning material is detached from game. • Problems: • Create visual universe but little interaction with the gameplay • Learning is placed first and unmotivated • Small classic games Picture: Chefrens Pyramide

5. An example - Europa Universalis II: So what did I do…. Following illustrates what games can bring to the table – often not thought into learning application due to several factors (economy, ignorance, practical reasons, project set-up, market terms). Example is strategy game – but most thoughts are general. Game cover European history from 1419-1820. War, trade, economy,corruption, rebellions, diplomacy, religion, culture, colonies etc. Students should approach history as dynamic – see how facts and events came to be.

6. Interface: Different levels and complexity. Adjust ambition level for learning experience and focus on game experience initially. The Game should look like a game. Ex. Sweden in 17th century

7. Underlying model: Quality, depth and complexity make it appropriate for learning – the information is not trivial. The students can explore the model and combine with history. Experience historical dynamics and discuss them in other fora.

8. Gameplay – integration of material: In the best game – the information is part of the gameplay. You need knowledge to progress in the game. Let the player dig in, feel that the knowledge is necessary to progress Events you must handle Historical elements and variables is part of the gameplay.

9. A ‘realistic’ universe The game must be realistic and trustworthy within its own universe and genre. Rules, information, and actions must fit. The player must want to explore the game universe. Historical accurate in the short run but inaccurate increase in long run – a problem for learning games?

10. Something about learning games: Summary of some important areas • Interface – Presentation of information and handle complexity • Underlying model – this is where the information comes from • Gameplay – keep contact between play and learning • Universe – make it ‘realistic’

11. The research set-up: Sample 72 Students, 15-19 years old, both genders Middle-class, sub-urban Computer literate Purpose Can computer games play a part in fulfilling the purpose of history teaching in secondary school (age 15-19 years). Can computer games work within the current educational setting, the existing teaching practice, and the existing understanding of learning. Examine the characteristics of educational use of computer games in general. The findings especially address issues related to strategy and simulations. The results also have a stronger relevance for social studies than other subjects. Qualitative and quantitative methods Questionnaires, logbooks, tests, observations, interviews A variety of method problems i.e. sampling, incomplete data, researcher role.

12. The Course: Playing the computer game and parallel with this jotting down. Reflecting and discussing the game experiences in groups Teacher talk on related topic based on the history text book. Introduction: Denmark a small manageable country to learn game Follow up: Follow up on technical problem/installing game at home Scenario 1: Play Denmark with an aggressive approach. Scenario 2: Play England/France/Spain with a careful approach Scenario 3: Play England/France/Spain with a balanced approach Scenario 4: Play a country of your own choice with any strategy

13. Findings: Different Groups: Gender, academic ability, attitude, history knowledge, and game knowledge. Give up: This group within the first two weeks gave up on the game, and hence the course – in general few resources. Some didn’t see the relevance of this course due to the nature of computer games. Critique of the game was also a defense of their own position in history. Upwardly mobile: Mostly boys that knew and liked games but rarely excelled in school. Liked history in general but less likening for history in school. Lacked the historical background information and academic ability to engage with the game from a historical perspective. Runners-up: Were able to learn the game through a lot of work. Positive towards the game but never really got beyond seeing it lacking in facts. They never had the energy to engage with it more reflectively. High achievers: Generally boys that knew games, liked history, and had surplus of energy in school. Able to approach the game from an abstract perspective not limiting themselves to the game’s facts/diversions from history.

14. Findings: Practical barriers: The educational setting Time, space, expectations, technical The Preparation phase Material, installing, learning game, combining. Learning the game Tutorials, freedom vs. regulation, competence gaps, homework Tools for reflecting on the game Lacking, save games, discuss around game, maps, extra material. The teacher’s role Know games, prepare specifically for game, just-in-time lectures, engagement, commitment, teaching approach

15. Findings: Teaching games: Recognizing games as learning Games position, understanding of history, balancing play vs. learning, pop-ups failure. Transfer problem Different context, history understanding, background information, teacher approach, social mediation limited. Cross-curriculum History, Geography, English, Danish, Media. Fight on history understanding Fact obsession, emerging academic identity, games cultural position,

16. Discussion/Questions? Questions, comments or consulting. sen@itu.dk or sen@game-research.com Slides at www.itu.dk/people/sen/public.htm Links: www.game-research.com www.itu.dk