1. Games for inclusion: piecing together the European jigsaw Roger Blamire Patrizia Lotti Silvia Panzavolta Terry Waller

2. Overview The jigsaw pieces: – Inclusion in Europe – Games in schools in Europe Joining the pieces: networking and connecting – European Schoolnet – SENnet: Research and innovation – Themes: mainstreaming, Universal Design for Learning, games Improving access to digital content – Teacher education and support

3. Always about to break through?

4. Survey of Schools: ICT in Education

5. What is meant by games? Video games Computer games Educational Games Virtual Reality Edutainment Immersive Learning Simulations Synthetic Learning Environments Game-Based history (maths etc.)

6. Playful learning: Austria

7. Terry Waller

8. Evidence from research Benefits include – Contextualized problem-solving spaces – Engaging, individualized learning – Bridging in- and out-of-school learning – High emotional impact – Communities of practice – Embedded assessment Move from description of benefits to how learners can benefit

9. Research evidence Gaming is the only ICT-based activity at home that correlates with increased PISA scores Games provide a platform for active learning –Promotes learning by doing rather than passively, –Can be customised to the learner –Provides immediate feedback –Allows active discovery –Develops new kinds of comprehension. Higher level of retention of material Motivation and engagement not seen in formal educational practice Teachers report, once they begin using gaming in the classroom –Increased focus on self-improvement and self- determination –More engagement in writing and mathematics –More imaginative responses to learning tasks

10. Patrizia Lotti and Silvia Panzavolta

11. Examples of games: Italy a special case of an accessible videogame: Nicolas Eymerich, http://www.eymerich.it/http://www.eymerich.it/ The producer

12. Examples of games: Italy Video on Youtube, http://www.youtube.com/watch?v=Aygf7Fzrq64 http://www.youtube.com/watch?v=Aygf7Fzrq64

13. Examples of games: Italy Description: the Inquisitor audio game is an adaptation of the Nicolas Eymerich adventure game and is playable in English, Latin and Italian, by tapping an iPad with one or two fingers by blind people; it is compliant with Italian guidelines for dyslexic people Target group: as of 12 years and + Languages: Italian, English, Latin UD approach: version for blind is the same 3D scenario with additional audio instructions (as the blind testing the game preferred a game with the same level of complexity instead of a simplified version); the version in Latin was made by a blind Latinist Feedback: positive feedback on the fact that mainstream content was adopted (instead of producing specific “politically correct” content) Cost: the app costs 13 Euro, and there have been almost 1000 downloads so far with no promotion (70% in the US). Even so it is difficult to market such a product globally – the producer writes on blogs and uses social media channels. Producer: TiconBlu Srl, http://www.ticonblu.it/http://www.ticonblu.it/

14. Examples of games: Italy Useful links: – To find easy and quick info about the game functions: http://www.eymerich.it/index.php?center=audiogame&la ng=eng http://www.eymerich.it/index.php?center=audiogame&la ng=eng – Forum topic on Audiogames.net talking about the Inquisitor Audiogame: http://forum.audiogames.net/viewtopic.php?id=10073 http://forum.audiogames.net/viewtopic.php?id=10073 – Impressions that blind users had: link to the iOS version on iTunes: www.appstore.com/theInquisitorAudiogameAdventure www.appstore.com/theInquisitorAudiogameAdventure – International trailer: http://www.youtube.com/watch?v=as1J7bXxDAk http://www.youtube.com/watch?v=as1J7bXxDAk

15. as teaching tools to reach an educational objective, the teacher creates their own game according particular goals, the teacher adapts a video game to a new class or a particular student as learning tools to reach an educational objective, the teacher creates a video game with the students of the class learning takes place through the steps of operation for the making of the videogame; whole class participates and tasks are distributed according to different students' skills Effective use of videogames

16. 1.Teacher puts the contents of an educational goal in narrative form 2.Teacher or the class does the screenplay (events related to interactions) 3.Teacher or the class puts together all the necessary resources (photographs, drawings, films, music …) 4.Teacher or the class realizes the game using an authoring tool Workflow to create a videogame

17. Authoring tool Adventure Maker www.adventuremaker.com/ www.adventuremaker.com/ Live Code http://livecode.com/ http://livecode.com/ Unity 3D http://unity3d.com/unity http://unity3d.com/unity

18. Examples Pilot courses made in the project learning game http://learningame.org/pilot_courses/ Manual for the application of Videogames and Multimedia for educational and training purposes http://www.learningame.org/info/manual.php

19. Roger Blamire

20. Examples from other countries

21. Belgium WaiNot – Safe and fun environment for those with learning difficulties Monkey Tales – Adaptive maths games

22. Netherlands Heelseeker (Planet Commander) Heelseeker – Managing effects of ADHD – Video clipclip Kung Fu Kitchen and Theraplay – Kinect – Cognitive and physical challenges

23. Austria Lifetool: games f or children with disabilities Lifetool – Play with me – Wheel Sim – Puzzle World – Switch Trainer

24. Towards wider adoption of games in schools “Despite compelling [educational, economic and technological] reasons for large-scale adoption of games in learning, formal learning is still a few years away from embracing games as mainstream practice. Significant barriers prevent their integration within curricula, including: relevance; accuracy and appropriateness of content; difficulty of adaptation; negative stakeholder perception of learning achieved; lack of time; other resources available to teachers; suitability for adults; child safety; costs of technology and gender issues.”

25. Obstacles to adoption

26. Discussion points Which pieces of the jigsaw are missing? What needs to be done?

27. Contacts SENnet website Roger Blamire: roger.blamire@eun.orgroger.blamire@eun.org Patrizia Lotti: p.lotti@indire.itp.lotti@indire.it Silvia Panzavolta : s.panzavolta@indire.its.panzavolta@indire.it Terry Waller: tpawaller@gmail.comtpawaller@gmail.com This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.