Presentation Transcript

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 MarenoGer (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. 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)
4. 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.
5. 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 February 2013. 2009-2013: 14+ still to be carried out Quantitative meta-analysis of learning outcomes of games
6. Number of papers providing empirical evidence for each learning and behavioural outcome
7. Primary purpose of game by study design
8. 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)
9. 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
10. 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 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
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. 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
13. 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,TU Delft, BIBA, UNOTT
14. 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)
15. 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
16. WP6 Metrics journal papers: 3 (one tier 1; two non-tier 1)- conference papers: 10For the remainder of the project, an estimate would be:- journal papers: 6- conference papers: 8- edited book: 1- book chapters: 3
17. 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.