Madrid April 15-17, 2013 European Commission Information Society and Media General Assembly GaLA Game and Learning Alliance The European Network of Excellence.

MadridApril 15-17, 2013

European Commission Information Society and

Media

General Assembly

GaLAGame and Learning Alliance

The European Network of Excellence on Serious Games

SIG3.5 – SGs for Humanities & Heritageuser studies

Michela Mortara, Chiara Eva Catalano, CNR – IMATI

Jeffrey Earp, CNR-ITD

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Overview

Icura [ongoing, 50%]

• Playing History – The Plague [started, 20%]

Playing History – The Plague [started, 10%]

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USER STUDY #1: ICURA

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Game description

• Educational objective: cultural awareness - Japanese etiquette

• Genre: adventure• Environment: 3D • Platform: PC• Intended educational context: informal (at home)• Developer: TU-Wien• Duration: less than 1 h• Target: secondary school and higher• Previous studies: evaluation done by the developers at

the Wien university on a group of 20 students. Reports on papers and PhD. thesis

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Previous evaluation

• Pre-questionnaire (demographic data & game habits)• Pre-test with 12 questions ( on language basics, behaviour

& etiquette, culture and society)• Game session• Post-test (same 12 questions)• Final questionnaire about user satisfaction

Observations:• On average from +5 to +10 correct answers btw pre and

post– Selective attention bias

• Learning gain linked to the way the content is communicated (information agent vs quest)

• Lacking estimate of retention

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Our setting

• Same phases but different questions in the pre-test to avoid the selective bias

• Higher participant number (CNR, RWTH, ORT, DIBE)• Open answers to assess higher level in Bloom’s

taxonomy (post questionnaire) e.g.:• What have you learnt from the game and how (through what mechanics)? • Did the game increase your interest towards Japan/ Japanese culture?

Would you read more about Japan? Would you visit it?• How would you summarise Japanese culture in 3 adjectives?• What can you deduce about Japanese culture from the facts you learnt in

the game? • How would you compare Japanese and Western culture?

• Plan to repeat the post test after a few months to evaluate retention

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Current status

• CNR session– 10 university students– Colleagues&friends

• RWTH session– 17 university students

• ORT session– 12 people– students

• DIBE session

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Partial outcomes

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Partial outcomes

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Partial outcomes

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PLAYING HISTORY – THE PLAGUE

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The game

• Educational objective: history, historical reconstruction • Genre: adventure• Environment: 3D • Platform: browser (Unity Web player)• Intended educational context: formal (at school)• Developer: Serious Games Interactive• Duration: nearly 3 hours• Target: 8-13• Previous studies: evaluation done by a master student

with two primary school classes in Denmark. Report in her Master thesis (in Danish).

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The experience: a Joint Research Action

• JRA involving CNR-IMATI (SIG3.5), CNR-ITD (TC2.8, T6.3), SGI and DIS (Deledda International School) in Genova

• Objectives:– explore the suitability and effectiveness of serious games in the

field of humanities and cultural heritage in schools;– evaluate the educational efficacy of the game and the level of

student engagement and enjoyment triggered by the learning activities;

– investigate critical aspects of SG deployment in formal ed./school contexts, especially teacher’s role

– examine cultural/educational issues related to game’s adoption in Italy (game produced in northern Europe and set in medieval Italy)

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The context

• School: English-speaking school in Genoa following International Baccalaureate & IB Middle Years programmes

• Classes: 2 classes Year 7 (11-12 year olds). Approx. 35 pupils

• Deployment settings: computer lab, classroom, home access

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Research framework

• Approach: qualitative, design based research – DBR Collective

• Tools:

– question matrix for gathering teachers’ GBL/ICT experience & attitudes, plus their expectations, intentions and goals for the experience

– pedagogical planning tool (teachers document intentions/goals of intervention and plan learning activity sequence)

– researchers’ observation sheets for monitoring classroom activities

– pupils’ pre/post tests (in teacher’s resource pack from SGI)

– mind map recording pupils’ collective pre/post knowledge/awareness

– teachers’ monitored focus group

– teacher questionnaire

– reflection sheet for recording researchers’ attitudes, intentions, goals and interventions in the experience

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Activity Phases 1 & 2…

1. Teacher preparation

– introduction to the experiment, the game and its teaching resource pack

– teachers’ group discussion of matrix questions (researcher compiled)

– tech. training session (game’s teacher functions; ITD pedagogical planner)

– teachers consolidate pedagogical plans

2. Deployment

– pupil’s individual pre-test & collective brainstorming of pre-knowledge (making collective mind map)

– class briefing: game presentation + play

– gameplay sessions in pairs (plus possible home play)

– pupil summative test & debriefing (re-examining collective mind map)

= total 4/5 school periods with researcher monitoring & support

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… Activity phases 3 - 6

3. Teacher debriefing

– focus group (inc. re-examination of matrix questions and pre-deployment responses, and of pedagogical plan/s)

– final questionnaire

4. Analysis of data gathered from phases 1-3

5. Follow up

– Repeat of post test to evaluate pupil retention

6. Final data analysis and reporting

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Current status

• Series of organisational meetings held involving CNR, DIS & SGI

• Activity phase 1 commenced– introduction to teachers– discussion / compiled of teachers’ of question matrix

Issues with running game on DIS network have delayed commencement of deployment sessions with pupils• Solution: DIS agreed to move students to CNR (2

sessions in May)