1 October 1st, 2010 EC-TEL Barcelona Authenticity in Learning Game: How it is designed? and perceived? Celso Gonçalves (PhD in Sep. 2011), Muriel Ney, Nicolas Balacheff Laboratory of Informatics of Grenoble (LIG) Marie-Caroline Croset, Jean-Luc Bosson Techniques for biomedical engineering and complexity management (TIMC) Grenoble, France
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1 October 1st, 2010 EC-TEL Barcelona
Authenticity in Learning Game: How it is designed? and perceived?
Celso Gonçalves (PhD in Sep. 2011), Muriel Ney, Nicolas Balacheff Laboratory of Informatics of Grenoble (LIG)
Marie-Caroline Croset, Jean-Luc Bosson Techniques for biomedical engineering and complexity management (TIMC)
Grenoble, France
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What authenticity means in learning? To whom? According to whom?
What? Learning by living experiences that are in nature
Perception of unrealness in movies (Communication Theory, Brusselles & Bilandzik, 2008):
• This story is a fiction (fictionality)
• It is not like the actual world (external realism)
• It is incoherent (narrative realism)
October 1st, 2010 EC-TEL Barcelona
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Proposed model: authenticity in learning games
Appropriation of problems, ownership C.G.
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The game
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The game LOE: Laboratorium of Epidemiology
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Learning objective: Critical Reading of Medical papers (based on statistics)
Learning approach: Learning by doing (make my own research and paper)
Students main tasks (170 students in 45 teams, 8 4h-sessions): Design and carry out an epidemiological survey, analyse a medical data base and present results to a congress
Game rules: Play the role of a physician (public health)
Authorization must be obtained in order to visit patients Papers assessed by congress scientific committee: Best papers
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LOE: (simulated) web sites
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LOE: simulated hospital and patients (video)
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Hello
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LOE: interactions with caracters of the game
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Attributes of authenticity
• Mission – Mission content and resources – Original data
• Mise en scene – Graphical representation – Structure of the environment
• User freedom – Constraints – Level of control of the users
• Interactions – Characters’ personification – Behaviour and feedback from characters – Mode and media of communication
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Empirical studies
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Students’ engagement: method and results
Grid of analysis of moments of interaction The message includes: 1. Status of the speaker (student, physician) 2. Name and/or function of addressee 3. Goal of the interaction 4. Formallities 5. Context (teacher, commission)
Results (phone messages): 1+2+3+4 : 37% of 167 messages (15% to 50%). 24% teams never fulfill theses 4 criteria.
October 1st, 2010 EC-TEL Barcelona
Hi, I’m Mike Smith and I want to come and visit 20 patients in your department
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Student’s judgements: method
Phone interviews after each of 8 sessions with about 22 students (over 45 teams of 3 to 4 students each):
1. Looks real or not? 2. Useful or not?
October 1st, 2010 EC-TEL Barcelona
Goal of analysis:
When do most students perceived the activity of the day as authentic, or not?
What cues enable them to make judgements of authenticity?
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Student’s judgements: method and results
October 1st, 2010 EC-TEL Barcelona
Perceived authenticity, three dimensions: • Internal incoherence: write a protocol, what for if data are given • Unrealistic: talk to an answering machine • Irrelevant: the patient cannot answer twice to the same question
(learn to control data, listen carefully) And interactions.
Cues (-> Match cues and attributes): • Figures are unquestionable: figures and variability make it real. • Characters (how they are represented, what they say, how they
behave): no high presence is required. • No graphical cues: low visual fidelity is enough.
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Conclusions and future work
One model to design game and to analyse perceptions: Authenticity in game design, a compromise between
realism, coherence and relevance.
Two measures of perceived authenticity: - during the activity: students make the problems their owns, and
have appropriate behaviour /real life. - afterwards: interviews on usefulness and credibility.
Future work: What are the attributes that make a game authentic (for adults)?