Erasmus+ Erasmus+ Bringing GBL to the next level: using the Toolkit in class Thomas Wernbacher & Alex Pfeiffer Donau University, Austria
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Erasmus+ Erasmus+
Bringing GBL to the next
level:
using the Toolkit in class
Thomas Wernbacher & Alex Pfeiffer
Donau University, Austria
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Overview
Part I: Introduction into Game Based Learning (GBL)
Part II: Presentation of the Toolkit
Part III: Workshop
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INTRODUCTION INTO GBL
Part I
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What is a game?
“Play is a free activity…being ‘not serious,’ but at the same time absorbing the player intensely... It is an activity connected with no material interest… It proceeds within its own proper boundaries of time and space according to fixed rules...“ (Huizinga, 1938)
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What is a game?
„Playing a game is the voluntary attempt to overcome unnecessary obstacles“ (Suits, 1978)
„Games make us happy because they are hard work that we choose for ourselves, and it turns out that almost nothing makes us happier than good, hard work (Mc Gonigal, 2011)
Common amongs most definitions:
Goals
Rules
Feedback
Voluntariness
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Digital games arrived in the center of society:
69% „heads of household“ play
75% youngsters and teenagers play
40% of all players are female (due to casual revolution)
Every fourth player is older than 50
The mean age is 35, actively playing for ~ 12 years
The revenue of video game industry 2012 was ~ 13 billion US Dollars (movie industry: 11 billion US Dollars) (Sources: Entertainment Software Association; JIM Studie 2013(Quelle: Entertainment Software Association; JIM Studie 2013)
Who plays digital games?
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Title Total US/EU play hours 1. League of Legends 1,292,502,456 2. World of Warcraft 622,378,909 3. Minecraft 371,635,651 4. Heroes of Newerth 184,520,156 5. Diablo III 172,907,605 6. Battlefield 3 171,852,550 7. MapleStory 165,503,651 8. StarCraft II 163,980,293 9. World Of Tanks 145,702,931 10. Call of Duty MF3 126,754,082
What do we play and how long?
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Immersion (Ijsselsteijn, 2000)
presence, escapism, FLOW
Identification (Hartmann & Schramm, 2005)
projection, search for role models
Autonomy (Ryan, Rigby &Przybylski, 2010)
freedom of making errors, freedom of exploration
emotional freedom (Jansz, 2005)
Self-Efficacy (Ryan et al., 2010; Klimmt, 2004)
rewards, feedback, input-output relation
Relatedness (Yee, 2007)
social contacts, team play
Competition (Vorderer et al., 2003)
Why do we play?
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What about violent video games?
„Third Person Effect“: persons who are not actively consuming media tend to be more critical as history shows: books, opera, theatre, novels, cinema, jazz, rock music, the smartphone…
„Theory of Moral Panics“: questions of transfer and impact need to be discussed scientifically
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What about violent video games?
There are two major problems in research:
causality: What was there first – the chicken = violent
video games or the egg = violent behavior?
and…
validity: how can violent behavior be messured?
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www.koufogiorgos.de/.../211106_amok_big.jpg www.thegamereviews.com/.../01-21-09/Doom.jpg
Direct Correlation?
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Person Behavior Violent
Video
Games
Direct Correlation?
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Aggression
Self-Confidence
Social Competence
Media Literacy
Social Inclusion
Family
Media Habits
Exposure to Violent Games
Behavior
Moderated Correlation
Information Processing
Meta Studies on Violence and Video Game Play
10%
90%
0%
20%
40%
60%
80%
100%
?
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Studies showing low to moderate
correlations between video game
play and violent behavior
Causality could however not be
proven
Exception: „High Risk Player“
labile personality structure
no safety net in terms of stable
relationships
strong influence of external stimuli
Summary
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„If Pac-Man had affected us
as kids, we'd all be running
around in dark rooms,
munching pills and
listening to repetitive
electronic music“
(Brigstocke)
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Game Based Learning as use of digital or analogue games for educational purposes: Commercial Games (from Indie to Triple A)
Learning Games (Serious Games)
Board or Hybrid Board Games
Gamification (using game mechanics in non-game environments)
What is Game Based Learning?
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„Serious Games“ can serve as
powerful educational tool (Annetta, 2008)
Games foster situated learning
processes (Wernbacher, 2012)
Games provide freedom to experiment
and to make mistakes (Osterweil, 2007)
Games demand active participation of
the player (Jenkins, 2001)
“lost in hyperspace“ - some students are
overwhelmed by interactive games (Otter &
Johnson, 2000)
Game progress is not equal to learning
progress (Linderoth, 2010)
High demandings to the IT infrastructure (Baek, 2008)
Students need guidance and tutoring in
order to learn something, not all students
are digital natives (Wagner, 2009)
Does Game Based Learning Work?
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What about other positive effects?
Games promote civic outcomes
including helping others,
learning about problems in
society, exploring moral issues,
making decisions about how a
community should be run (Bers, 2010)
After playing „Super Monkey Ball“ students showed significantly more dexterity and enhanced skills in a chirurgical simulation
(Rosser et al., 2007)
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Challenges and Opportunities I
50 minute sessions with very limited possibilities to break with the
traditional teacher-centered frontal-lectures as well as to make more
project-centered work with the collaboration between
subjects/teachers
Classrooms are too small for the big groups (average of 30 pupils
per class)
Pupils not used to a more open classroom arrangement or project
work that spans a few weeks (in terms of setting their own goals;
setting milestones and working on a deadline)...
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Challenges and Opportunities II
In general, pupils have a lack in basic competences – e.g. reading,
language-skills
Trying to encourage other colleagues to work with tablets, 1st step is
to help them to make a blog for their class.
Trying parts of the inverted or flipped classroom method and include
GBL in it - which means, becoming fit in making learning videos with
screencast software.
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Methods
Montessori-pedagogy: students have 2 hours of free work every
school day, in which they can also work and play with Apps/Games
on tablets. This requires a very careful preparation in relation to
learning content and learning environment.
Frontal-lecture-style (due to time pressure, 50-minute-sessions and
the enormous curriculum for external testings) with few open
sessions for project work (often problematic due to the challenging
behaviour of some pupils); computers are still just used in computer-
related subjects.
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Wishes for future education
We must think bigger than merely in subjects – on the one hand we
have to consider the so called 21st century skills (we should teach
our pupils for the challenging future) on the other hand for the
teachers as well (wouldn’t it be great to work together on material for
projects between subjects?!).
This would also lead to a change in the 50-minute-dictation that – in
my opinion – just leads to more stress along all relevant
„shareholders“ in a school-system!
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Digital Natives? (Prensky, 2001)
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1. do not want to be lectured to.
2. want to be respected and to have their opinions valued.
3. want to follow their own interests and passions.
4. want to create, using the tools of their time.
5. want to work with their peers on projects.
6. want to make decisions and share control.
7. want to connect with their peers to express and share their
opinions, in class and around the world.
8. want to cooperate and compete with each other.
9. want an education that is not just relevant, but real.
Digital natives…
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“…no single phenomenon
reflects the positive potential of
human nature as much as
intrinsic motivation, the
inherent tendency to seek out
novelty and challenges, to
extend and exercise one's
capacities, to explore, and to
learn.” (Ryan & Deci, 2000)
Why does Game Based Learning work?
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Some Statistics
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XP based grading system
Points instead of grades
Quests instead of homework
https://blog.haschek.at/xp-
based-grading-system
Games Institute Austria
www.gamesinstituteaustria.org
Best Practice Austria I
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Best Practice Austria
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Future and Reality of Gaming – F.R.O.G.
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THE TOOLKIT
Part II
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First, the analysis tool identifies the
pedagogical potential of a
specific game
The application tool then adapts
this potential for use in
educational practice
Finally, the online-platform uses the
pedagogical dimension as a
common ground for dynamic
competence-building
Structure of the Toolkit
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Commercial Games
Game Database
EXAMPLE „Minecraft“ in Physics, Geography…
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Commercial Games
Game Database
EXAMPLE „Kerbal Space Program“ in Science Education…
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Commercial Games
Game Database
EXAMPLE „Brain Age“ in Maths
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Commercial Games
Game Database
EXAMPLE „Bioshock Infine“ for discussion moral
decision making
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Serious Games
Game Database
EXAMPLE „ReMission“ in Biology for teaching resilience and discussing cancer treatments
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Board Games
Game Database
EXAMPLE „Train“ in History for discussing logistics of the Holocaust
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Gamification
Game Database
EXAMPLE „Run Zombies Run“ in Sports
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AR & VR Games
Game Database
EXAMPLE „Pokemon Go“ for enhancing computational
thinking & creative communication (ISTE Standards)
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Escape the Room
Game Database
EXAMPLE „Breakout Room“ for teaching problem solving skills
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The TOOLKIT
Part II
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WORKSHOP
Part III
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WORKSHOP
Build groups of up to 3-5 people
Choose 3+ games – we brought plenty!
Play the game(s)
Please tell us about your personal experiences
1. What is the game about?
2. Which competences can be gained using the game?
3. Do you think this game could be used in your class?
4. For which purposes could it be used?
Create a game entry an a project using the Toolkit
Present your top game (or top 3,4,5… games)
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A brief (and not complete) overview of effects
a) Cognitive Effects
Problem Solving, Spatial Skills, Induction…
b) Emotional Effects
Joy, Anger, Fear….
c) Motivational Effects
Self-Efficacy, Empowerment, Achievement Motivation…
d) Behavioral Effects
Communication, Cooperativeness, Management Skills…
e) Knowledge
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Where do i get the games?
Thomas W/USB Stick (PC/MAC)
Thomas K/iOS Games (iPad)
Michaela/Board Games
Ask Alex/Thomas for more games:
www.gog.com
www.humblebundle.com
The Guidebook
Or your own favourite games!
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•PC/MAC (DRM free)
–Braid
–Lure of the Labyrinth
–A new Beginning
–Theme Hospital
–Incredipede
–Machinarium
–Antichamber
–The Swapper
–To the Moon…
• iPad
–Badland
–Geometry Dash
–KAMI
–Monument Valley
–The Room
–Thomas was alone
–…
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Tools
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Teamwork
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real
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