University of Piraeus Department of Digital Systems Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.) Digital Games @ Onassis Culture Center, 17 Oct 2012 Advanced Digital Systems and Services for Education and Learning (ASK) 1/32 D. G. Sampson Digital Games as Tools for Designing and Implementing Pedagogical Innovations This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License . To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. Demetrios G. Sampson Senior Member IEEE Department of Digital Systems, University of Piraeus & Information Technologies Institute, Centre for Research and Technology Hellas
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Digital Games as Tools for Designing and Implementing Pedagogical Innovations
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University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
1/32D. G. Sampson
Digital Games as Tools for Designing and Implementing Pedagogical Innovations
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan
Abbott Way, Stanford, California 94305, USA.
Demetrios G. SampsonSenior Member IEEE
Department of Digital Systems, University of Piraeus &Information Technologies Institute, Centre for Research and Technology Hellas
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
2/32D. G. Sampson
“Digital Games – New Skills and Educational Tools”Onassis Culture Center, Athens, Greece
October 17th, 2012
Jesper Juul (Visiting Professor at the NYU Game Center) Tim Luft (Serious Game Institute, UK / Director Serious Games International) Katie Salen (Professor of Design and Technology at Parsons the New School for
Design, USA / Director Institute of Play)Demetrios G Sampson (Professor of Digital Systems in Education and Learning,
Move from reproduction-directed learning objectives (memorize externally regulated knowledge) to meaning-directed learning objectives (deep understanding – self-regulated knowledge construction based on personal interests and responsibility) and application-based objectives (dynamic use knowledge in real life context aware conditions)
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
7/32D. G. Sampson
Challenge #2: Teaching to Foster Quality Student Learning
Move from traditional lecture-based teaching to problem-based and project-based learning stimulating active student participation combined with work-based learning.
Connect the University with the World outside the classroom.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
8/32D. G. Sampson
Challenge #3: Align Assessment Methods to Learning Objectives
• Move from traditional exam papers to multiple, integrated means of assessment preferably supported by technology – individual students and groups portofolios.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
11/32D. G. Sampson
Why Digital Game-based Learning?• The increasing popularity of digital games.
(ISFE, 2010)
• Structural characteristics and affordances of digital games that make them motivating and engaging. More specifically, digital games: are rule-based and goal-oriented have rich narrative elements and storyboards present players with challenges allow for interaction offer players with opportunities to experience the outcomes of their
performed actions
(Klopfer, 2008; Prensky, 2007)
Interactive Software Federation of Europe (2010). Video Gamers in Europe 2010: Prepared for the Interactive Software Federation of Europe (ISFE) by GAmeVision Europe. Retrieved May 12, 2012 from http://www.isfe.eu/content/video-gamers-europe-2010-gamevision-study.
Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press
Prensky, M. (2007). Digital Game-Based Learning. Minnesota: Paragon House
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
12/32D. G. Sampson
Digital games as facilitators of active learning processesThe “probe, hypothesize, reprobe, rethink cycle” The player: explores the game world formulates a hypothesis as a result of reflection tests the validity of the formulated hypothesis accepts or rejects the hypothesis” and re-engages
in this sequence of actions
The “Input-Process-Output Game Model” Making judgements about the game world Undertaking specific actions as manifested by observable behaviour Refinement of judgements and actions with the help of provided
feedback
Gee, J.P. (2007), What videogames have to teach us about learning and literacy. New York: Palgrave McMillan
Garris, R., Ahlers, R. & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4)
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
13/32D. G. Sampson
How can learning take place with the support of digital games?
digital games
Learners are presented with complex and ill-defined problems. (Gee, 2007; Prensky, 2007; Whitton, 2010)
Learners can:• adopt different roles • interact with virtual objects• discuss and negotiate with other (virtual)
characters• investigate cause and effect relations • resolve conflicts• search for relevant information• make decisions with respect to the
problem at hand (Gee, 2007; Kim, Park, & Baek, 2009)
By applying trial-and-error approaches, users are able to
experiment and learn from their mistakes.
(Prensky, 2007)
Digital games can be considered as environments for “safe”
experimentation since performed actions have no real-life
consequences.
(Kirriemuir & McFarlane, 2004, Whitton, 2010)
Kim, B., Park, H. & Baek, Y. (2009). Not just fun but using strategies: Using meta-cognitive strategies in game-based learning. Computers and Education, 52(4)
Kirriemuir, J. & McFarlane, A. (2004). Literature review in games and learning. Bristol: Futurelab.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
14/32D. G. Sampson
The rise of serious games
Serious games are defined as games “in which education -in its various forms- is the primary goal, rather than entertainment” Michael & Chen (2006, p. 10)
Serious games target at providing users with interactive learning environments within which there is potential for developing a range of higher-order cognitive skills and applying knowledge related to a number of disciplines. Klopfer (2008)
Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press
.Michael, D.R. & Chen S.L. (2006). Serious Games: Games that Educate, Train and Inform.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
15/32D. G. Sampson
Aims of provided education at different educational levelsthe context of higher education
Provide both general education and career-specific targeted education.
Help students develop ethical values and competences that will allow them to: exercise active citizenship, be able to respond to changing conditions, be able to respond to professional demands, to become lifelong learners.
Facilitate the acquisition of skills, competences and abilities for: communication, analysis and evaluation, independent thinking, team working in multicultural contexts.
UNESCO (1998). World Declaration on Higher Education for the Twenty-First Century: Vision and Action/ Framework for Priority Action for Change and Development in
Higher Education.
the context of secondary education Impart in a holistic way the knowledge, skills and
attitudes that will enable young people to be effective in life and work.
Provide effective preparation for those proceeding to post-secondary education or entering the world of work.
Balance between academic disciplines and generic practical and social skills.
Consolidate literacy, numeracy, life skills and learning-to-learn skills.
UNESCO (2005). Secondary Education Reform: Towards a convergence of knowledge acquisition and skills development
the context of technical & vocational education & training Employment is the immediate goal.
Integral component of lifelong learning. Help individuals and countries to achieve sustainable
development and social cohesion. UNESCO (2002). Technical and Vocational Education and Training in the 21st
Century: New Roles and Challenges for Guidance and Counseling
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
17/32D. G. Sampson
Alignment of digital game types with potential learning outcomes Learning objective Description of objective Game types
Memory, repetition, retention Factual knowledge Drill and practice gamesQuiz games, Puzzle games
Applying concepts, rulesApply knowledge into new contexts. Using information, methods, concepts, and theoriesin new situations.
Sport gamesAction gamesDriving gamesDrill and practice
Decision making, devising strategies and problem- solving
Evaluation of existing knowledge, making predictions,drawing conclusions, making choices and develop reasoned arguments.
Strategic gamesAdventure gamesRole-playing gamesSimulation games
Social interaction, values, cultures
Understanding the social environment
Strategic gamesRole play gamesSimulation games
Dondi, C. & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3)
Educational activities: engagement in group work with the aim to establish virtual companies, undertake actions related to performing market analysis, devising marketing strategies, and designing appropriate products for development.
Assessment: through presentations held by students, worksheets and individual assignments
What students reported: opportunity to apply theoretical concepts to a real-life situation, immediate feedback on performed actions, limited feedback that did not facilitate links between actions and consequences. (Whitton, 2010)
The “Marketplace” gamehttp://www.marketplace-simulation.com/
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
19/32D. G. Sampson
Game-based learning efforts in higher education contexts (2/3)
The “Retail Game”http://www.retail-game.com/
Game: The “Retail Game” (web-based game)
Context of use: a university retail marketing course
Educational activities: adopting roles, handling data regarding a virtual store’s status and market needs, make decisions with respect to their store’s management, and provide a rationale for each of their decisions.
Assessment: game output, short reports and oral presentations
Learning potential: opportunities to develop an understanding of marketing principles and retail operational issues, as well as apply communication and interpersonal skills.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
20/32D. G. Sampson
Game-based learning efforts in higher education contexts (3/3)
“PeaceMaker” http://www.peacemakergame.com/
Game: “PeaceMaker”
Context of use: a university course on politics and international relations
Educational activities: adopting the role of either the Israeli Prime Minister or the Palestinian President, investigating the interplay between ethical concerns and international politics, and becoming familiar with the Israeli-Palestinian problem.
Assessment: through presentations and reflection activities
Learning potential: a deeper understanding of the problem at hand, with the students seeming to be able to understand the complexities of the issue and the barriers to finding a final solution. (Whitton, 2010)
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
23/32D. G. Sampson
An experimental study in school math education Game employed: “Sims 2 – Open for Business”
Context of study: secondary education
Aim of study: Investigate the effectiveness of the game with respect to: achieving learning objectives related to the subject of
Mathematics, achieving general learning objectives related to the upper
levels of Bloom’ s taxonomy, developing (more) positive attitudes toward the subject of
Mathematics.
Users adopted the role of a business manager and got engaged in activities requiring data monitoring, strategic thinking, decision making, planning, and performing actions related to keeping customers satisfied.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
25/32D. G. Sampson
Enhancing entrepreneurship education with the support of digital games
Entrepreneurship is considered as one of the key competences for “personal fulfillment and development, active citizenship, social inclusion and employment”.
(Commission of the European Communities, 2005, p. 18)
Digital games constitute an example of a technological facilitator that has the potential to enhance entrepreneurship education.
business simulation games Offer opportunities for developing theoretical understandings and establishing
connections between theory and its application . Offer opportunities for learning by doing in an authentic management
situation. Facilitate the development of analytical decision making skills.
Ben-Zvi, T. (2007). The efficacy of business simulation games in creating Decision Support Systems: An experimental investigation. Decision Support Systems, 49(1), 61–69.
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
26/32D. G. Sampson
The context of our currently conducted research The purpose of our currently conducted research is to investigate the effectiveness of digital games as learning tools that can enhance entrepreneurship education.
More specifically what we intend to do is to:
Investigate the impact of digital games on achieving learning outcomes and developing (more) positive attitudes toward entrepreneurship.
Focus on specific affordances that games provide and can potentially affect their learning effectiveness.
Define indicators for evaluating the effectiveness of digital games based on the proposed game affordances.
Measure the effect of the proposed game affordances on the achievement of reported results. Panoutsopoulos, Lykourentzou, & Sampson (2011)
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
27/32D. G. Sampson
• I. Panoutsopoulos, D. Sampson and A. Mikropoulos, "Digital Games as Tools for Designing and Implementing Innovative Pedagogical Approaches: A Review of Literature", in Maree Gosper and Dirk Ifenthaler (Eds), Models for the 21st Century. Using Learning Technologies in Higher Education, Springer, October 2012
• I. Panoutsopoulos and D. Sampson, "A Study on Exploiting Commercial Digital Games into School Context", Educational Technology & Society Journal (ISSN 1436-4522), vol. 15(1), January 2012
• I. Panoutsopoulos, M. A. Lykourentzou and D. Sampson, "Business Simulation Games as Digital Tools for Supporting School Entrepreneurship Education", in Proc. of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, Georgia, USA, IEEE Computer Society (ISBN:9781612842097), 6-8, July 2011
• I. Panoutsopoulos and D. Sampson, "Integrating Digital Games into School Curriculum: a field experiment in math education", in Proc. of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara, Romania, IADIS Press (ISBN 978-972-8939-28-1), 15-17, October 2010
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
30/32D. G. Sampson
Current Research Trends in TeL (2/3)
User Modeling Mobile Tools Networking Tools Serious Games Intelligent Environments Educational Data Mining Rich Interfaces
Woolf, B. P., Shute, V. J., VanLehn, K., Burleson, W., King, J., Suthers, D., Bredeweg, B., Luckin, R., & Tonkin, E. (2010). A roadmap for education technology. Computing Community Consortium, Washington, DC
University of PiraeusDepartment of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.) Information Technologies Institute (I.T.I.)
Digital Games @ Onassis Culture Center, 17 Oct 2012
Advanced Digital Systems and Services for Education and Learning (ASK)
32/32D. G. Sampson
Can Digital Games offer a suitable environment to teachers for students' continuous assessment that facilitate identification of problems and misunderstandings and, thus, support re-design learning activities so as to achieve well-defined intended learning outcomes ?
Investigate which Digital Games’ affordances can be used in game-based assessment particularly in assessing complex problem-solving processes and outcomes in a digital game-based learning environment, through the continuous monitoring and analysis of meaningful learner game activities by the teacher.
Digital Games as a facilitator for Learning Analytics.