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Petros Provelengios Georgios Fesakis

Educational applications of Serious Games: The case of the game “Food Force” in primary education students. Petros Provelengios Georgios Fesakis Learning Technology and Educational Engineering Laboratory, University of the Aegean, Rhodes, Greece. ECGBL Athens, 2011. Purpose of the research.

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Petros Provelengios Georgios Fesakis

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  1. Educational applications of Serious Games: The case of the game “Food Force” in primary education students PetrosProvelengios Georgios Fesakis Learning Technology and Educational Engineering Laboratory, University of the Aegean, Rhodes, Greece ECGBL Athens, 2011

  2. Purpose of the research To investigate the effectiveness of using a serious game as a teaching-learning tool in the classroom. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  3. “Food Force” serious game • Produced by the UN World Food Program (WFP), released in 2005. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  4. Game’s aim • Helping children learn about : • the struggle against global hunger • the importance of humanitarian aid PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  5. “Food Force” videogame PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  6. “Food Force” videogame PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  7. “Food Force” videogame PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  8. “Food Force” videogame PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  9. Research methodology Case study Experiment PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  10. Research tools Test Observation Questionaires Recording Group interview PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  11. Sample of the research Students of two primary schools classrooms, aged 10-11 years old: Control Group Experime- ntal Group 5th Grade Ano Syros Primary School (13 students) 5th Grade Hermoupolis 1st Primary School (21students) Duration of the instructional interventions: 80 minutes PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  12. 1st research question To investigate “Food Force” effectiveness in knowledge acquisition and the understanding of the procedures required for sending humanitarian aid to areas in a state of emergency worldwide. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  13. 1st research question Test (15 questions) Pre test and Post test Experimental group Control group Playing the game Teaching using text and photos PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  14. 1st research question – Tests results * Maximum score: 15 PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  15. 1st research question– Statistical analysis The statistical analysis of the score achieved in the test given to the experimental group before their engagement with the game (m= 8.54, s = 1.85) and the one given after the game (m= 11.69, s= 2.06) shows a statistically significant difference (t =- 5.588, df = 12-tailed p = 0,000 <0,01). However, the same result applies to the control group which was taught without the use of the game (t =- 6.468, df = 20-tailed p = 0,000 <0,01). PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  16. 2st research question To investigate whether the use of the game by students can result in a change in students attitudes and views dealing with hunger and sending humanitarian aid to areas suffering from malnutrition. Research tool : Questionnaire before and after the game PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  17. 2st research question “How much do you care about the feeding problems in different regions of the earth?" There is a significant difference (t =- 3,323, df = 12-tailed p = 0,006 < 0.01). PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  18. 2st research question “People who haven’t got anything to eat have only themselves to blame for this problem" There is a significant difference (t =- 3,282, df = 12-tailed p = 0,007 <0,01) PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  19. 2st research question “After having played the game do you feel more sympathy for people facing food problems?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  20. 2st research question “Do you intend to do something to help people facing food problems?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  21. 2st research question - Conclutions • We could say that, in general, Food Force serious game met its goal to: • Sensitize students about the huge problem of hunger • Make them review some of the ideas they had which were proven false. • Make them change their attitudes and become more interested. • Acquire a positive attitude towards these problems. • Feel that they themselves can do something to help. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  22. 3rd research question To research if such a game, with the characteristics of serious games (not designed with entertainment as the primary objective), may prove attractive to children and acceptable for use in the classroom. Research tool: Questionnaire after the game PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  23. 3rd research question - acceptance of the game “Did you like Food Force game?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  24. 3rd research question - acceptance of the game “Would you play the game again?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  25. 3rd research question - acceptance of the game “Compare Food Force with the games you usually play at home”. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  26. 3rd research question - effectiveness “Do you think that the game helped you to learn things you never knew about the feeding problems?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  27. 3rd research question – actively involved “Would you like to take part in a real mission by WFP?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  28. 3rd research question – actively involved “Did you feel satisfied being able to help the people Ceylan?” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  29. Group interview - students’ views "I did not expect to play a game at school“ “I enjoyed it! It was something different” “Through the game you both have fun and learn“ "I liked the fact that we played, not because we missed class, but I believe that, through the game, I learned some things I did not know” “It was like taking part in actual missions” “It is not right to care only about ourselves, there are other people who need our help” PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  30. Research conclusions • Food Force serious game has achieved its objective to become a learning tool helping primary school students to: • Acquire knowledge on dealing with emergencies and dispatching humanitarian aid to areas suffering from malnutrition. • Become aware of and in some cases change attitudes and perceptions about the global problem of hunger and humanitarian aid. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  31. Research conclusions The game has managed to absorb and immerse students. It mobilized and triggered them to request further information and want to engage themselves more in the problem of hunger and humanitarian aid. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  32. Research conclusions • The views (Szczurek, 1982; VanSickle,1986; Randel et al., 1992, in van Eck, 2006) of those who claim that video games promote learning were verified to a great extent. • All four elements of Keller’s theory (ARCS) (1992) for the development of motivation were confirmed: attention, relevance, confidence and satisfaction. • The students felt very comfortable since engagement with games is part of their daily lives, they are the digital natives of the new digital world, as they are called by Prensky (2009). PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  33. Research conclusions The most important thing is that the game was an engaging, attractive and enjoyable activity that, in the words of the students, made them feel that they escaped from the usual and neither tired or bored them. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  34. Discussion Serious digital games have, under certain conditions, the potential to support learning purposes. It is necessary to further investigate the matter in order to draw secure conclusions about the effectiveness of serious games. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

  35. Discussion The introduction of digital games for learning purposes in an formal educational context cannot be done unwisely and off hand. A systematic selection of materials, instructor training as well as an orderly implementation of an educational process enriched with digital games, are necessary. PetrosProvelengios & Georgios Fesakis - ECGBL 2011 - Athens

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